Peer Review

April 8th, 2012

Happy Easter!

This week, we start peer review of your multimedia projects:

  • For presenters, remember that you need to upload a draft to your blog 24 hours BEFORE your assigned date (i.e. 5 PM on either Monday or Wednesday).
  • For responders, remember that you need to comment electronically on both of the projects BEFORE class starts.

There are two projects each class period, for the next two weeks.

NOTE: There are no more online activities – I want everyone to focus on being prepared for peer review!

And yet more resources…

March 28th, 2012

Here are the links we discussed in class yesterday (plus, a few more):

PEW’s “What Kind of Tech User Are You?” quiz – this site has TONS of resources and statistics about internet use

CSS Zen Garden – a look at how the same information can be portrayed in different, visual ways

ECAR National Study of Undergraduate Students and Information Technology(2011) – a national survey of students and their technology preferences

Readings for March 27

March 25th, 2012

There are two articles for Tuesday’s class – you can find them by using Dacus Library databases :)

  • Bronwyn Williams, “Tomorrow will not be like today: Literacy and identity in a world of multiliteracies,” J. Adolescent & Adult Literacy 51.8 (2008) (Academic Search Premier)
  • Kouider Mokhtari et al., “Assessing the New Literacies of Online Reading Comprehension” The Reading Teacher 62.4 (2008): 354-57. (Academic Search Premier)

And again, for those interested, here are more resources about language and online identity:

Readings for March 20

March 18th, 2012

Before Spring Break, we talked about the prospects and challenges of the Internet – the website I mentioned (Global Voices) can now be found on the Resource page. Keeping with this theme, today’s discussion focuses on how social media is changing how we think about news and the global community.

Readings:

NY Times, Social Media Help Keep the Door Open to Sustained Dissent in Saudi Arabia

James Surowiecki, When Social Media Became the News (TED, 2008)

Clay Shirky, How Social Media Can Make History (TED, 2009)

 

For those interested in this topic, here are a few additional resources:

Alisa Miller Shares the News about the News (TED, 2008)

Paul Lewis, Crowdsourcing the News (TED, 2011)

Ford Foundation’s website, Advancing Media Rights and Access

Additional Resources

March 8th, 2012

I have updated the resource page with the links from today’s class discussion. Make sure you look at this page – it will be helpful as we move towards the multimedia project!

Keeping Up with Online Activities

March 6th, 2012

This week is our eighth for online activities – that means everyone should have a total of 24 posts by the end of this week!

By March 8, 16 research/reaction and 8 responses to other blog posts

Reminder: after spring break, we will drop the total activities down to two. Everyone will post ONCE on Tuesday (either a research or a reaction post, your choice) and respond ONCE on Thursday. We will continue to do these online writing activities for three weeks, but starting the week of April 9, we will stop in order to concentrate on peer review. Our first peer review day is April 10.

Total activities for the semester: 30 (19 posts and 11 responses)

 

 

“Readings” for February 23

February 21st, 2012

I want you to look at two TED videos for Thursday’s class – they represent different perspectives I’d like us to discuss:

Patricia Ryan’s “Don’t Insist on English!

Jay Walker’s “English Mania

Change to Tuesday’s Reading

January 20th, 2012

After looking back through Chapter 10, I’d like you to just skim it, looking for those “big fish” I mentioned in class. In hindsight, I believe this book is a bit more focused on marketing and mass media – we will continue reading the chapters, but I will also be providing supplementary texts that will focus more on language/literacy issues.

Since Chapter 10 discusses intellectual property rights and the topic came up in Thursday’s class, I’m adding some online pieces about the recent SOPA legislation.

http://blog.independent.org/2012/01/18/sopa-and-questioning-intellectual-property/

http://scienceprogress.org/2012/01/online-piracy-intellectual-property-and-the-great-blackout-of-2012/

One final link because I love all things on TED.com: “Why SOPA is a bad idea”

For those interested in how people outside the US are covering this topic, follow this link to an article on BBC http://www.bbc.co.uk/news/world-us-canada-16655272 (this site is from a more “global” perspective, and includes links on the subject from a variety of websites)

Welcome to WRIT 510!

January 18th, 2012

Hello! By now, all of you should have your own WordPress blogs – available by clicking on the Blogroll links to the right. We will use this website as the class blog/home page for the semester, and it will contain information about the syllabus, reading schedule, and assignments.

Let me know if you have questions! The reading for Thursday is Chapter 14 in your textbook. Remember to comment on at least one student’s blog by the start of class.

Why Global Communication?

June 11th, 2011

2012 is the Year of Reading Globally for Winthrop University’s English Department. WRIT 510, Global Communication, is one of a series of courses designed to supplement our regular course offerings that already have a global component. But why this topic? Why global communication as a special topics course?

Several reasons:

  • Preparing students for success in a global society is the primary focus of Winthrop’s Vision of Distinction. This document emphasizes the “dizzying” rate of change students are experiencing, and the “Readiness Winthrop” initiative calls for the Winthrop community to devise new ways to prepare students for these changes.
  • Winthrop’s Quality Enhancement Plan or Global Learning Initiative wants to enhance global education for students and prepare them to be informed and effective global citizens.
  • NCTE’s Position Statement on 21st Century Literacies posits that the new century requires “multiple, dynamic, and malleable” literacies, a range of skills and abilities that involve technology, cross-cultural teamwork, global communication, information design, multi-media texts, and the management of simultaneous streams of information.
  • In addition to a knowledge of language and literature, the Core Goals for Undergraduate English majors at Winthrop require students to develop advanced communication and technological skills. The issue of globalization is increasingly important to student learning, emphasizing the need for a course that focuses on language and communication from a global perspective.
  • As a result, Global Communication will start with a brief history of communication before expanding to its components, such as the internet, news, and social media. We will read texts that offer insight into a myriad of issues regarding global communication: its history and theories, political and lawful issues, and global implications of the internet. Various written and multimodal assignments ask students to trace the origins of a word/phrase, analyze the discourse of an online community, and track a global event from multiple perspectives.