MCMA 200: MEDIA AND INFORMATION LITERACY

Transcription

1 MCMA 200: MEDIA AND INFORMATION LITERACY College of Mass Communication and Media Arts & College of Library Affairs Southern Illinois University Spring 2015 Syllabus Course Information Semester Credit Hours: 3 Section Number: 001 Asynchronous online course, but online discussions will be held. Course Website: Instructor Information 1. Christina Heady Office Location: Morris Library 260 Office Telephone: Office Hours: TBD Address: [email protected] 2. William Freivogel, Professor of Journalism Office Location: xxx Office Telephone: xxx Office Hours: TBD Address: [email protected] 3. Walter Metz, Professor of Cinema and Photography Office Location: COMM 1112 Office Telephone: xxx Office Hours: TBD Address: [email protected] Course Description: Expanding beyond the ability to read and write, there are multiple types of literacy needed to be a successful citizen of the 21st Century. In a networked and media- saturated world, these expanded literacies are necessary to understanding and changing the world. Throughout the course, students will be actively engaged by the instructors to think and write critically about information and media in order to resist the corporate environment in which we all are hoped, assumed, and constructed to be passive consumers. This course will tip the balance in students' favor, empowering active learners who will become global producers of media and information. Definitions: Media Literacy is defined as the ability to access, analyze, evaluate, and communicate information in a variety of forms, including print and non-print messages. Media literacy empowers people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages. (National Association for Media Literacy Education) 1

2 Information Literacy is a repertoire of understandings, practices, and dispositions focused on flexible engagement with the information ecosystem, underpinned by critical self-reflection. The repertoire involves finding, evaluating, interpreting, managing, and using information to answer questions and develop new ones; and creating new knowledge through ethical participation in communities of learning, scholarship, and practice. (Association of College and Research Libraries) Goals for Student Learning: By the end of this course, students will be able to Evaluate and be critical consumers of information and media. Know their legal rights in relation to information and media, how these emerged in the U.S., and the structures of ownership. Use critical thinking and problem solving skills to build an intellectual framework for discovering, using and evaluating information. Required Materials Assigned readings as listed in the syllabus, provided on D2L Course Requirements You are expected to read all materials in preparation for the discussions. We recommend you take notes. We want you to complete each week with the ability to discuss the topics and make connections between them. Instructors from the colleges of Mass Communication and Media Arts and Library Affairs are working closely to create a cohesive picture of the current media and information landscape. It is up to you, however, to critically analyze and apply those ideas and topics to your life and bring that perspective to assignments. Grading Assignment Point Value Each Total Point Value Percentage (10) Assignments uploaded to the Dropbox in D2L % (10) Quizzes % (15) Participation in Weekly Discussions % Total % Week 1: Tuesday, 1/20 Course schedule & assignments Topic: What is Information? (Heady) 1. DOMO. How much data is created every minute? (2012). Retrieved from 2. Section 6 of Bush, V. (1945, July). As We May Think. The Atlantic. Retrieved from 2

3 Topic: What is Media? (Metz) Marshall McLuhan, The Gutenberg Galaxy {excerpt} (D2L) Discussion # 1 (Frievogel) Quiz #1 Week 2: Monday, 1/26 Topic: Free Web and Deep Web (Heady) 1. The Ultimate Guide to the Invisible Web First 6 minutes of Eli Pariser: Beware online "filter bubbles." #t-4833 Topic: Expanding our media horizons beyond the popular and the commercial (Metz) TBD Discussion # 2 (Freivogel) Quiz #2 Week 3: Monday, 2/2 Topic: Participatory Media (Metz) 1. Henry Jenkins, Fans, Bloggers, and Gamers {excerpt} (2006) 2. Jerome Bourdon, Inside Television Audience Measurement (2011) Topic: Altmetrics (Heady) Tattersall, Andy. (2014). Peer review is fraught with problems, and we need a fix. Discussion # 3 (Freivogel) Assignment # 1: Media Diet and Self Reflection Week 4: Monday, 2/9 Topic: Citizen Journalism and Crowdsourcing (Freivogel) Crowdsourcing Teems with Promise (2011) Topic: Crowdfunding (Heady) 1. Musacchio, S. (2011). Crowdsourcing teems with promise. Businessweek. ms_with_promise.html 3

4 2. Lurie, Stephanie. The 36 people who run Wikipedia Child, Ben. (2013). Zach Braff Kickstarter controversy deepens after financier bolsters budget. The Guardian. Discussion # 4 Quiz #3 Week 5: Monday, 2/16 Topic: (Guest Lecture) Ben Lyon on Robot Journalism and Public Comment Online TBD Discussion # 5 (Freivogel) Assignment # 2: Analyze a reliable and unreliable news source Week 6: Monday, 2/23 Topic: Attribution Decay and Wikipedia (Heady) 1. Bump s BuzzFeed s Happiest Facts of All Time Were Mostly Plagiarized from Reddit and Fact into Fiction 2. Fact into Fiction Why Context Matters with Animal Images. (2014, Feb. 27) Speaking of Research. Retrieved from Authorship and Cinema (Metz) 1. Michel Foucault, What is an Author? 2. Hearst Chapter in Mightier than the Sword: How the News Media Have Shaped American History Discussion # 6 (Freivogel) Assignment # 3: Reflection on Attribution Decay Week 7: Monday, 3/2 Topic: Media Ownership and Net Neutrality (Heady) 1. McMillan, R. (2014, June 23). Enterprise: What Everyone Gets Wrong in the Debate Over Net Neutrality. WIRED. Retrieved June 24, 2014, from 2. Vogt, P.J. (2013, Dec 26). In Case Anyone Forgot, Google is Still Very Powerful. TLDR. Retrieved April 21, 2014, from 4

5 Topic: Analyzing Commercials (Metz) 1. Todd Gitlin, We Build Excitement 2. Dove vs. Ax: Is Unilever an ethical company? Discussion # 7 (Freivogel) Assignment # 4: News coverage of Media Ownership OR Analysis of a commercial Week 8: Spring Break 3/7 3/15 Week 9: Monday, 3/16 Special Topic Case Study: Ferguson, MO (Freivogel) Tufekci (2014) What Happens to #Ferguson Affects Ferguson: Net Neutrality, Algorithmic Filtering and Ferguson. Discussion # 8 (Freivogel) Assignment # 5: Is advocacy reporting credible? Week 10: Monday, 3/23 Privacy (Freivogel) Topic: The Privacy Ultimatum (Heady) 1. (SIU Online) Lemieux, Robert. "Fictional Privacy Among Facebook Users." Psychological Reports (2012): Academic Search Complete. Web. 8 Apr (First 6:30 minutes) Do You "Choose" To Have Your Privacy Invaded By Using Tech? Idea Channel. PBS Digital Studios. Discussion # 9 (Metz) Quiz # 4 Week 11: Monday, 3/30 Topic: Data Mining: Facebook, Linked In, and the NSA (Heady) 1. Greenwald and Freivogel 5

6 2. Fister, B. (2014, March 6). Library Babel Fish: The Price of Free. Inside Higher Ed: Blog U. Blog. Retrieved March 7, 2014, from Topic: Regulation and Surveillance: FOIA and the Patriot Act (Freivogel) Turkey, Twitter, and Social Media Topic: Surveillance Culture (Metz) Michel Foucault, Panopticism from Discipline and Punish Discussion # 10 Assignment # 6: Data Privacy Analysis Quiz #6 Week 12: Monday, 4/6 Topic: Intellectual Property and Copyright Law (Freivogel) Remix Everything: Buzz Feed and the Plagiarism Problem Topic: SOPA/PPA and Digital Rights Management (Heady) 1. Magid, L. (2012). What are SOPA and PIPA and why all the fuss? 2. Cowan, A. L. (2006, May 31). Four Librarians Finally Break Silence in Records Case. The New York Times. Retrieved from Discussion # 11 (Freivogel) Assignment # 7: Intellectual Property Law Assignment??? Quiz # 7 Week 13: Monday, 4/13 Topic: Intertextuality and Remix Culture (Metz) 1. Robert Stam, Intertexuality 2. Lawrence Lessig, Remix [selections] Discussion # 12 (Freivogel) Assignment # 8: Intertextuality Assignment Quiz # 8 6

7 Week 14: Monday, 4/20 Topic: The Digital Divide (Heady) 1. Hertz, M. (2011). A new understanding of the digital divide. Edutopia (SIU Online) Crow, D. (2014). Digital Divide exacerbates US inequality. Financial Times feabdc0.html#axzz3JPBw1yyj Topic: Information and White Privilege (Metz) Peggy McIntosh Unpacking the Invisible Knapsack {D2L} Discussion # 13 (Freivogel) Assignment # 9: Unpacking Privilege Analysis Quiz # 9 Week 15: Monday, 4/27 Topic: Identity Online (Heady) 1. (Pages ; Figure 5.1 on p. 122; Figure 5.2 on p.128) Rainie and Wellman, Networked (2012), Ch. 5 Networked Relationships 2. Schwartz, M. (2008). The Trolls among us. The New York Times. Topic: Gender and Media (Metz) 1. Nan Robertson, The Girls in the Balcony 2. A Girl Like Me Topic: Hate Speech and the Web (Freivogel) TBD Discussion # 14 (Freivogel) Assignment # 10: Identity Assignment Quiz #10 Week 16: Monday, 5/4 Topic: Information Literacy Review (Heady) 7

8 Topic: Media Literacy Review (Metz) Final Discussion # 15 (Freivogel) 8

9 SIU s Building Emergency Response Protocols University s Emergency Procedure Clause: Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT s website at Department of Public Safety s website (disaster drop down) and in the Emergency Response Guideline pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility. Students With a Disability: Instructors and students in the class will work together as a team to assist students with a disability safely out of the building. Students with a disability will stay with the instructor and communicate with the instructor what is the safest way to assist them. Tornado: During the spring semester we have a Storm Drill. Pick up your belongings and your instructor will lead you to a safe area of the basement. No one will be allowed to stay upstairs. Stay away from windows. The drill should not last more than 10 minutes. You must stay with your instructor so he/she can take roll. Students need to be quiet in the basement as the BERT members are listening to emergency instructions on handheld radios and cannot hear well in the basement. Fire: During the fall semester we have a Fire Drill. Pick up your belongings and your instructor will lead you to either the North or South parking lot depending on what part of the building your class is in. You must stay with your instructor so he/she can take roll. As soon as the building is all clear, you will be allowed to return to class. These drills are to train instructors and the Building Emergency Response Team to get everyone to a safe place during an emergency. Bomb Threat: If someone calls in a bomb threat, class will be suspended and students will be asked to pick up their belongings, evacuate the building and leave the premises. Do not leave anything that is yours behind. We will not allow anyone back into the building until the police and bomb squad 9

10 give us an all clear. DO NOT USE YOUR CELL PHONES. Some bombs are triggered by a cell phone signal. Shooter in the Building: If it is safe to leave, move to a safe area far from the building away from where the shooter is located. If anyone has any information about the shooter, please contact the police after they have gone someplace safe. If it is not safe to leave, go into a room, lock the door and turn out the lights. Everyone should spread out and not huddle together as a group. Don't stand in front of the door or in line of fire with the door. Students' chair and desks should be piled in front of the glass and door as a barricade and the teacher's desk, podium and anything movable can be pushed against the door. This is intended to slow down any attempts to enter the classroom. If it looks like the shooter is persistent and able to enter, make a lot of noise and have the students use everything in their backpacks to throw at the shooter to distract him. Silence all cell phones after one person in the room calls the police and informs them of their location and how many people are in the room. Be quiet and wait for the police to arrive. The police are looking for one or more shooters, and they have no way of knowing if the shooter is in the room people are hiding in. For this reason, when the police enter the room, no one should have anything in his/her hands and each person MUST raise his/her hands above his/her head. Earthquake: In the event of an earthquake, you are advised to take cover quickly under heavy furniture or crouch near an interior wall or corner and cover your head to avoid falling debris. Outside the building are trees and power lines and debris from the building itself that you will need to stay away from. In the building, large open areas like auditoriums are the most dangerous. Do not try to escape on a stairway or elevator. Do not hide under a stairway. We do not recommend that you stand in a doorway because the door could shut from the vibrations and crush your fingers trapping you there. Rave Mobile Safety Alert System: We recommend that you sign up for the Rave Mobile Safety Alert System. It is a new system that replaces the WENS system to alert you through emergency text messages on your cell phone and s for emergencies on campus, weather reports and emergency school closures. You have to sign up. If you were signed up for WENS it does not roll over. You have to sign up for Rave Mobile Safety Alert System. Go to hrss.siu.edu (Human Resources Self- Services System), login with your regular SIU login username and password, click on Personal Information, fill out the information or update the information and save it. For more information, visit dps.siu.edu, contact SalukiTech at or [email protected]. CPR/Defibrillator and First Aid Class: 10

11 If you would like to take a CPR/Defibrillator and/or First Aid class, contact LaVon Donley- Cornett, [email protected] or call Women's Self Defense Classes are offered to female students faculty and staff by the Department of SIU Public Safety. For more information contact Officer Mary Stark [email protected]. 11