Read “The Psychology of the Internet Troll” and “Digital Ethics”
Listen to Act 1 of “If You Don’t Have Anything Nice to Say…” (podcast version, bleeped version available here) OR “What Happened When I Confronted My Cruelest Troll” (article version)
Use one or more of these questions as a jumping off point in your blog post (unless you wrote your post before seeing this).
- What is your response to these discussions of online trolling?
- Should trolls be protected under the First Amendment (freedom of speech) or should there be limits?
- How do you, as an individual, beat a troll?
- How do we, as a culture, beat trolls?
- If you were to add a section to “Digital Ethics” on how to respond to trollish behavior, what main points would you include?
Review the following articles. If you were adding a section to “Digital Ethics” about responding to trolls, what would that section say?
Tuesday: Bring a paper copy of your storyboard and script (on separate sheets of paper so two people can read each section at once) to class. Before class, think about what kinds of feedback would be most helpful for you.
Thursday: Read Chapter 7 of Understanding Digital Literacies.
If you have time, check out “Most Students Don’t Know When News Is Fake”.
“The Filter Bubble” is listed on the syllabus, but we’ve already watched it. Of course, nothing is stopping you from watching it again if you really want to. 🙂
Reading/writing prompt: These readings deal with the ideology* implicit in the digital messages we consume and the platforms on which the information is shared. As you read, think about “Nosedive” and the ideologies that are embedded in the use of technology in the film. What are the social and material consequences of those ideologies? What lessons can we learn from being aware and conscious of the ideologies embedded in technologies?
In class we’ll finish watching “Nosedive” and then discuss how Chapter 7 helps us interpret and rhetorically analyze it.
*What is ideology? Ideology is defined here as the ideas, values, beliefs, perceptions, and understandings that are known to members of a society and that guide their behaviors; typical ways of thinking about the world [that] help shape human action.
Read Chapter 11 of Understanding, “Collaboration and Peer Production,” and Digital Editing-part1 and Digital Editing-part2 (Morey).
In this class collaboration plays a major role in our production and editing processes. What aspects of the readings strike you as particularly essential for successful collaboration and/or successful editing? What is the relevance to your lived experiences?
Read “DigitalVideo-part1″ and “DigitalVideo-part2 (Morey)
Review “Copyright, IP, and Creative Commons Resources” and identify a few articles/sources/websites that seem particularly relevant to your project.
Review these sites that offer possible resources for your videos.
Read “Remediation and Remix” and watch Everything is a Remix Remastered (2015 HD) (about 37 minutes).
After you read the webtext and as you watch the video, think about where you see remediation in pop culture? What is happening rhetorically in your examples? (I.e., what’s the explicit argument? What is the implicit argument?) What does the new medium add or subtract from the message? What texts could you remediate to make a new, original argument?
Other resources. Best practices for respecting copyright in social media contexts:
Remix/Remediation videos from the last time I taught this course: https://spring2014clark295.wordpress.com/2015/05/06/remixremediation-videos/