AGENDA, March 7, 2018
We will not have our “live” synchronous class tonight due to Renee’s travel schedule. Please watch the 19-minute video where Hobbs reflects on your work for this week and previews the work you will complete in the second half of the semester. We’ll be back together on March 21 at 7 pm after spring break.
- Renee reviews your learning
- Comments and reflections on your vlog entry on Flipgrid
- Key takeaway ideas for reflection
- the value and the risks of authentic, responsive audiences
- positioning identity in relation to audience and purpose
- the quest for recognition
- parasocial relationships
- discovering ideas through talking & writing
- citizen journalism and the values of the amateur
- vlogs: using mise-en-scene, direct address, framing, jump cuts
- performing authenticity
- Renee reviews homework assignments (below) what will be due on Wednesday, March 21
SPRING BREAK IS MARCH 12 – 16! ENJOY IT!
CLASS PARTICIPATION HOMEWORK: PLEASE COMPLETE THE ACTIVITIES BELOW BEFORE our next synchronous class on WEDNESDAY, March 21 at 7 pm.
Theme: The Ethics of Representation. What kind of power is inherent in the practice of representation?
1. Review the course final paper/project and email the instructor with some ideas by March 21. Review LEAP 3 Digital Storytelling, due Wednesday, April 4. We’ll discuss questions on the Facebook Digital Authorship closed group.
2. READ: Lange, P. (2014). Representational Ideologies. (Chpater 6). Kids on YouTube: Technical identities and digital literaces (pp. 157 – 188). Walnut Creek, CA: Left Coast Press.
3. READ: Choose one of the following:
- Parker, J. K. (2013). Critical Literacy and the Ethical Responsibilities of Student Media Production. Journal of Adolescent and Adult Literacy 56: 668–676.
- Burgess, J. (2006). Hearing Ordinary Voices: Cultural Studies, Vernacular Creativity and Digital StorytellingContinuum, 20(2), 201-214.
4. Create an infographic/data visualization that examines some key ideas from Lange, Parker or Burgess. You may benefit from learning more about the infographic genre by reading Hobbs, Create to Learn, Chapter 10 (pp. 155 – 16). Some digital tools and examples are available here. Post your infographic to your website and tweet a link using the hashtag #EDC534.