Digital Media Literacy

GETTING STARTED:
Welcome to Digital Media Literacy, a hybrid hands-on introductory course
comprised of video lectures, tutorials, assignments, readings, quizzes and
discussion forums that we will use to help you learn the essential concepts,
techniques, and skills to acquire the communications and life skills necessary for
full participation in our media-saturated, information-rich society. This course will
examine the computer as a medium. Hands-on learning will provide the technical
skills to survive in our new digital culture, while critical readings and assignments
will offer the cognitive skills to understand it. You will learn the difference

Course Description: 
The advent of the computer, and of digital technologies such
as the World Wide Web, has caused profound changes in the way we
communicate and create. Being a literate person today includes digital media
literacy, which Dr. Renée Hobbs describes as the ability to compose messages
using language, graphic design, images, and sound, and know how to use these
skills to engage in the civic life of their communities.”

Today most people in the United States live “persistently connected” lives. Not
only do they subscribe to cable TV with hundreds of channels and broadband
Internet access, according to Pew Research Center, 90 percent of Americans own
cell phones and another 58 percent own smart phones that permit interactive
activities from watching videos to playing games to listening music as well as
receiving and sending messages. Americans are “always on.” This extends to the
classroom. In school year 2012-13, U.S. students in traditional K-12 schools
enrolled in almost 750,000 online courses through their state (Source: Evergreen
Education Group).

But what does it mean to live in an “always-on” society, when news and
information can flow from anyone with a laptop and WiFi connection? How
engaged are these students online? How do we make sense and validate the
information that we receive to make sure we are knowledgeable about the issues
that affect us? How do we patrol our privacy to make sure our personal information
is safe?

By the end of this class, you will hopefully no longer be passive participants of the
media landscape, but active inquisitors and creators, who can not only critically
reflect on what they consume and create, but also understand its relationship to the
world at large.

Prerequisites or Co-requisites: None

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Course Objectives
: By the end of this course, we will understand the technical
and conceptual foundations of new media. We will understand and be able to
write critically and clearly about the fundamentals of digital tools, including
networking, participatory culture, copyright, hypertext, narrative, interactivity, and
computer games. This class will help to develop and critically examine the cultural
competencies, technological and social skills necessary for the new media
landscape of the Essential Competencies of Digital and Media Literacy.

Course Goals

By participating in this course, students will:

• Acquire an understanding of the historical context, current trends and future
projections of digital communication methods
• Develop an awareness of unintended consequences of new technology
• Become a critical consumer of information
• Become better writers and more analytical thinkers

Learning Outcomes
After completing this course, students will be able to:
• Explain basic concepts and theory in new (digital) media
• Describe the historical context of computer-based communication
• Use e-portfolio, blogging and other web technologies to share personal
thoughts and interact with classmates
• Identify three inventions that provided the foundation for today’s digital
communication technologies
• Demonstrate an understanding of the political, economic, social, cultural and
ethical issues that accompany the use of these technologies.
• Analyze the development of technology and its continuing impact on culture,
the economy, privacy, law, politics, social movements and journalism.

Skill Development
• Be able to use the World Wide Web as a research tool
• Effectively communicate complex subjects in engaging oral presentations
• Develop and refine skill in identifying and citing credible resources
• Demonstrate a self-reliant approach to solving basic technology and
information challenges.
• Demonstrate an understanding of how networked technologies impact issues of
diversity, including race, gender, class and regionalism.
• Demonstrate an understanding of data and statistics to gauge their relevance,
quality or reliability.
• Know the relevant literature in several domains of study relating to new media
and society.
• Develop a set of skills for writing short, theoretically informed pieces that apply
the research literature to real world events and concerns

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• Outline some of the ethical challenges which youth face in their roles as media
producers and members of online communities.

HOW THIS CLASS IS CONDUCTED:

This class will be conducted in a way that is different from your previous classroom
experiences. In the traditional class, I would lecture and you would take notes
trying to keep up with the facts and information that I presented. Then you would
have homework based on what was discussed in class. In the FLIPPED
CLASSROOM, I will record many of my lectures and post them or link to online
video presentations of the concepts that will be discussed in class. You review and
take notes on these lectures and presentations before class. When you come to
class, bring your notes and plan to work with the students sitting near you. This will
mean a livelier, more engaging class than you have experienced before.

TEXTBOOKS AND OTHER RESOURCES

Readings as assigned. No textbook

Supplementary Reading
Mashable.com
Wired.com or Wired magazine
The Next Web (online)
Fast Company (online or magazine)
Robert Scoble (online)

Books:
Gee, J. P. (2007). Good video games+ good learning: Collected essays on video
games, learning, and literacy (Vol. 27). Peter Lang Pub Incorporated.
Gilster, P., & Glister, P. (2003). Digital literacy. Wiley Computer Pub.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they
can change the world. Penguin Press HC.
Watkins, S. C. (2009). The young and the digital: What the migration to social
network sites, games, and anytime, anywhere media means for our future. Beacon
Press.

COURSE POLICIES

How to be a successful student online:

https://onlinelearninginsights.wordpress.com/2012/09/28/five-step-strategy-for-
student-success-with-online-learning/

http://www.educause.edu/ero/article/how-students-develop-online-learning-skills

Attendance Policy: Attendance, punctuality and adherence to deadlines are

mandatory and will affect your final grade. I will take attendance at the beginning

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of each class. Attendance is part of your class participation grade. The instructor’s
grade book is the official record. More than two class absences results in an
automatic, one-letter-grade reduction for the course. Three unexcused tardies equal
one absence. Four absences result in failure of the course. You are expected to be
on time and ready to participate every class meeting. Late arrivals and early
departures will count as partial absence at the instructor's discretion.

Missed Exams or Classwork

There will be no make-up quizzes or make-up classwork. However, if you miss a
quiz or other classwork because of an emergency, you should submit a
documented excuse as explained above.

A. Make-up exams are not permitted for unexcused absences. Students who fail to
attend an exam will be given a grade of zero for the exam. Students who miss an
exam without a legitimate excuse will automatically receive 0 points for that exam.

B. Only students with legitimate excuses will be allowed to make up missed exams.

COURSE SCHEDULE
This syllabus is a general guide to the semester. It is subject to change. Changes will
be either announced in class, on the course website (http://blackboard.howard.edu)
or via e-mail. It is the students’ responsibility to keep abreast of courses changes.

COURSE REQUIREMENTS

Week 1. JAN. 11/13: Course Introduction and Syllabus Overview

https://www.youtube.com/watch?v=BapzjxDfXBU&t=4s&ab_channel=HipHughes
https://www.youtube.com/watch?v=Vtpd0EbaFoQ&ab_channel=CrashCourse
http://todayinclh.com/?event=supreme-court-rules-movies-not-protected-by-first-
amendment
http://ncac.org/resource/a-brief-history-of-film-censorship
https://www.freedomforuminstitute.org/first-amendment-center/topics/freedom-of-
speech-2/arts-first-amendment-overview/
https://www.cnet.com/news/video-games-given-full-first-amendment-protection/
http://techland.time.com/2011/06/27/supreme-court-video-games-qualify-for-first-
amendment-protection/
https://constitutioncenter.org/blog/prince-explicit-music-lyrics-and-the-first-amendment
http://mentalfloss.com/article/76606/time-supreme-court-ruled-favor-2-live-crew

GETTING STARTED

FIRST STEPS

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 1. Take the SYLLABUS QUIZ (TK)
http://www.surveymonkey.com/s/LHPD7MQ This assures me that you have read
the syllabus and understand expectations.
2.
3. Take the BLACKBOARD TUTORIAL

4. Course Introduction and Syllabus Overview

Evolution of Digital Communication

An informed citizenry is the bedrock of American government, and a right guaranteed by
the First Amendment. This guarantee of press freedom in the Bill of Rights sets up the
journalist as a watchdog of government in a democracy, and lays the foundation for the
media in America. But the press is not the only contributor to American press freedom.
Citizens need to evaluate the news and information they get, and then put it to work.

This module is designed to teach you about the history and legacy of the First
Amendment and press freedom, and to help you become more discriminating media
consumers at a time when the digital revolution is spawning an unprecedented flood of
information and disinformation each day.

The module will help you recognize and understand the differences among various
information sources available through print, broadcast and online. You will learn to see
the difference between news and propaganda, and news and opinion and news and
entertainment. You will learn the difference between bias and fairness, and assertion and
verification in print and online and broadcast reports. You will also learn why the First
Amendment’s guarantee of a free press does not ensure responsible dissemination of
information.

You will learn how to apply critical-thinking skills to analyze how to find reliable
information. We explore the universal need to receive and share information and the
function that news has played in every recorded society: to alert, to connect and to
divert. Paying attention to disaster and celebrity stories – even dog stories – is
embedded deeply in our DNA.

We then examine the specific cases in the United States and the role technology has
played in amplifying information – from smoke signals to television – and how this
also has enabled the sender to control the news. This leads to a broader discussion
of how information is power and why there is a global battle for information control.

The history of technology with focus on the introduction of personal computers, the
origination of the Internet and Web and how various sites and platforms — things
like browsers, search engines, social media and mobile apps — have disrupted
traditional media. This approach offers a mindset that encourages students to think
innovatively about what could or should come next.

Readings:

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Views: https://www.youtube.com/watch?v=QlF75iGrIvA
https://www.youtube.com/watch?v=tH1fP8Ji9PI
* https://www.youtube.com/watch?v=Yp7x8veWeCc
http://www.ted.com/talks/markham_nolan_how_to_separate_fact_and_fiction_onli
ne

https://www.americanpressinstitute.org/journalism-essentials/what-is-
journalism/makes-journalism-different-forms-communication/

* https://www.americanpressinstitute.org/publications/reports/survey-
research/african-american-and-hispanic-perceptions-coverage/
https://ir.stonybrook.edu/xmlui/bitstream/handle/11401/9989/recitation04knowyour
neighborhood.pdf?sequence=1

http://www.brookings.edu/~/media/research/files/papers/2014/06/news-
literacy-klurfeld-schneider/klurfeld-schneidernews-literacyupdated-7814.pdf

http://www.slideshare.net/leviphisig/elements-of-journalism

http://www.media-alliance.org/article.php?id=510

http://www.theguardian.com/commentisfree/2008/feb/04/comment.pressandpublis
hing
http://www.people-press.org/files/legacy-pdf/9-22-
2011%20Media%20Attitudes%20Release.pdf

https://www.americanpressinstitute.org/publications/reports/survey-
research/african-american-hispanic-news-consumers/

Readings/View:
How the Web Was Won:
http://www.vanityfair.com/culture/features/2008/07/internet200807

What is Web 2.0?

http://oreilly.com/web2/archive/what-is-web-20.html

Long Live the Web. By Berners-Lee, T. (2010). Scientific American, 303(6), 80-85.

View:
http://www.youtube.com/watch?v=6ILQrUrEWe8
A 1981 news report about the Internet: http://www.wimp.com/theinternet

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A view of the future of media: http://www.albinoblacksheep.com/flash/epic2015

Optional: Computer history timeline:

http://www.computerhistory.org/timeline/?year=1994

Reflection:
How do networks shape the way we organize information and communicate?
What are networks?

Week 2, Sept. 3: Create Reflective e-Portfolio using Wordpress

a.The purpose of the Wordpress ePortfolio is to serve as a tool for learning or

reflection. For the student, the process of developing the ePortfolio is to document
what you have learned. The other purpose of the ePortfolio is for students to
showcase their work. The reflective e-portfolio will document student learning,
development and any challenges encountered along the way. Students will reflect
upon their learning, identifying how their knowledge in a particular field has
developed and identify present and future challenges. It also serves as a record of
accomplishment that the instructor can refer to for grading purposes. Do not use
copyrighted material in your reflection. You will be expected to produce an e-
Portfolio using Wordpress to serve as a resumé and a showcase of your work.

b. Writing Reflection
Throughout the semester you are responsible for writing a reflection related to the
theme of the week. Your task is to go beyond descriptive daily journalism (what
happened) to become more analytical (why and with what consequence). The
strongest posts will connect with the readings in the class and academic literature,
and have some topical angle that frames the post. Minimum requirements for all
blog posts and reflections: 250 words, one image (with permission to use it or take
yourself), two out-bound links, one comment on discussion board. The e-portfolio
of your work will be reviewed at midterm and at the end of the semester. Each
post should include one image, two outside links, one comment on classmates
posting.

How to Write a Reflective Statement:

http://metroacademies.myefolio.com/efolio/reflect

1. Create Introductory Post.

1. Write a post introducing yourself to your classmates in a paragraph or two.
2. Shoot a Vine video or Instragram (6 seconds only) and add the link/hashtag
#SCOMHU12016 to your introductory post. Provide a link to your Wordpress in
the Blackboard.
3. SOCIAL MEDIA:

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Set up accounts for Facebook, Linkedin, Twitter, Google, Instagram, Vine,
Socrative and YouTube.

* WHERE TO GET IMAGES THAT DO NOT VIOLATE COPYRIGHT:

http://www.bjp-online.com/2014/03/getty-images-makes-35-million-images-free-in-
fight-against-copyright-infringement/

E-Portfolio Assessment:
100 points: Above average design, usable for primary use case, functional/SN
integration, demonstrates creative thought and initiative (beyond bare bones)
90 points: Aesthetically pleasing, usable for primary use case, functional/SN
integration
80 points: Lacking in one area: Aesthetically pleasing, usable for primary use case,
functional/SN integration
70 points: Lacking in more than one area: Aesthetically pleasing, usable for primary
use case, functional/SN integration

Wordpress Tutorial I
https://www.youtube.com/watch?v=qKT9E8Xf4t4&list=PLSelBeVGga2p_3ty32NY6
wAJiOj61wf-6

Wordpress Tutorial II
https://www.youtube.com/watch?v=m8tdsoGCzKw&index=8&list=PLSelBeVGga2p
_3ty32NY6wAJiOj61wf-6

WP Tutorial III Part 1:

https://www.youtube.com/watch?v=kXs2Nsdb_kk&list=PLSelBeVGga2p_3ty32NY
6wAJiOj61wf-6

WP Tutorial III Part 2:

https://www.youtube.com/watch?v=UCZ4gAPxnSg&list=PLSelBeVGga2p_3ty32NY
6wAJiOj61wf-6

Creating pages and menus: https://www.youtube.com/watch?v=P5dFco1ctyE

Creating slideshows: https://www.youtube.com/watch?v=-D6WfQqY7QI
Embedding: http://en.support.wordpress.com/videos/youtube/

HOMEWORK: Copy and paste the link to your Wordpress site to Blackboard

Note: From now on, click ASSIGNMENTS to retrieve your assignments via
Blackboard. If you print out an assignment, remember to check
ANNOUNCEMENTS regularly to see whether I have revised it.

Weekly reflection: What makes new media new?

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How do you think Epic 2015 reflects the reality of media today?

Week 2: Finding and Evaluating Online Information

What does it mean to be “literate” and how has this changed as a consequence of
the introduction of new communication technologies? What social skills and
cultural competencies do young people need to acquire if they are going to be able
to fully participate in the digital future? What are the ethical choices young people
face as participants in online communities and as producers of media? What can
Wikipedia and Facebook teach us about the future of democratic citizenship? How
effective is Youtube at promoting cultural diversity? What relationship exists
between participatory culture and participatory democracy?

Developing an efficient research technique is made much more complex in this

Information Age, in which has seen an explosion of information on the Internet.
The “democratization of distribution,” a termed coined by Om Malik of
GigaOm.com, a technology blog, has resulted in a torrent of information. The
reader is faced with so much content that it is difficult to discern the reliability of
the information uncovered. Who vets what is found online? Excellent resources
reside alongside others of questionable reliability. The module will teach you to
effectively evaluate the information found on the Internet to gauge potential
relevance, quality or reliability.

Read: http://guides.library.jhu.edu/content.php?pid=198142&sid=2717962
http://www.infotoday.com/searcher/sep00/piper.htm
http://www.csuchico.edu/lins/handouts/eval_websites.pdf
http://www.journalism.co.uk/news-features/how-to-verify-content-from-social-
media/s5/a548645/
View: http://youtu.be/pEJPf5NjELI
Review: http://snopes.com/

Assignment: Treasure Hunt: http://www.dhmo.org/

Week 3: Social Networks

One of the most studied areas of the effects of digital media on society comes in
the context of the public sphere, where debates about its nature and changing
shape have been ongoing for almost 30 years. This week focuses on the
consequences of changing technologies on public life.

View:
Godin, S. (2008). Tribes: We need you to lead us. Portfolio Trade.
https://www.ted.com/talks/seth_godin_on_the_tribes_we_lead

Readings:

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Rosen, J. (2006). The people formerly known as the audience. PressThink, June, 27.
http://archive.pressthink.org/2006/06/27/ppl_frmr.html

The people formerly known as the audience:

http://www.economist.com/node/18904124

Viewing: Our Digital lives: http://www.ted.com/playlists/26/our_digital_lives.html

(10)

In-Video Quiz
• What role do mobile devices play in democratic, political and economic
actions.
• How do you live a life online? What role does privacy play in an online life?
• What are the effects of networked technologies on our relations with others and
our identities?
• How do social networks transform the way we interact?

Week 4: Creativity and Innovation, legal contexts of digital media

Introduction: The rise of the Internet has spurred a broad change in creativity and
innovation. The web makes it easier to cut and past and remix previous works of
creativity. It allows expertise to be distributed across networks and across the
world. Some say this has eroded the copyright protection for innovators and
creators, others say copyright laws must change to reflect the new paradigm of mix
and remix culture.

View:
http://youtu.be/0QiO_H0-ok8

View:
1. http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html
Walking on Eggshells Parts 1-3
2. Part 1.
http://www.youtube.com/watch?feature=player_embedded&v=Jt0ASo_6Sdg

Read:
1. http://www.newyorker.com/magazine/2004/11/22/something-borrowed
2. http://www.wired.com/threatlevel/2011/01/hope-image-flap/

Optional:
1. http://www.ted.com/talks/amanda_palmer_the_art_of_asking.html

Reflection:
How has the computer and digital technology changed the way we tell stories?

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How storytelling and the written word changed in the digital age.
Read: Sturgis/Shurn: Game play

Listen: http://www.onbeing.org/program/seth-godin-on-the-art-of-noticing-and-
then-creating/5000/audio

Reflection: Select one of the following and develop for your reflection.
• Fair use. How does fair use of digital materials affect the work of
students and teachers?
• How does fair use affect the work of you as content creator?
• How has social networks changed the relationship between creators
and their audiences?

EXPERIENCE CREDIT:

From Github to Gifs to Memes: New art forms and shared creativity in the digital
age
The art of storytelling is expanding to creative works, promotional activities and
personal branding. Digital media are shaped not only by organizing bodies, legal
codes and government regulations, but also social norms. This week looks at how
distributed creativity is giving rise to new art forms.

Telling story though images. Internet Art

How to make an animated GIF.
http://www.fastcodesign.com/1671737/mesmerizing-art-from-a-master-of-the-
animated-gif
http://www.thewire.com/technology/2012/06/25-year-history-animated-gif-gif-
format/53608/
http://blogs.loc.gov/digitalpreservation/2014/06/exhibiting-gifs-an-interview-with-
curator-jason-eppink/
http://www.theverge.com/2013/10/17/4844814/would-you-pay-2000-for-a-gif
http://www.howtoflyahorse.com/why-memes-matter/

Exercise: Make a Gif

Easy options:
http://makeagif.com/
https://imgflip.com/gifgenerator
http://www.buzzfeed.com/katienotopoulos/how-to-make-a-gif-without-
photoshop#2vqvxi8
http://gifmaker.me/

Challenging options
http://lifehacker.com/the-complete-guide-to-making-animated-gifs-1503276993

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http://gizmodo.com/5941436/how-to-make-a-gif-in-five-easy-steps

Variety of options:
http://www.wired.com/2014/08/youtube-gif-converter/
http://webtrends.about.com/od/prof4/tp/Free-Gif-Maker-Apps-Iphone-Android.htm

Homework: Create a meme or gif to tell the story of a creative challenge in today’s
digital world. Embed the image in your Wordpress.

Week 5: Digital Economics

Introduction: A central set of questions relates to the political economies of digital
media and the attendant practices individuals craft around them. We consider here
the economic value(s) of the key infrastructure providers of networked technologies
and the impact that new media has had on industries such as the financial sector.
This module introduces new careers created by the digital age and the need to
prepare for jobs that don’t exist yet.

View:
• Why Creativity is the New Economy - Richard Florida
• https://www.youtube.com/watch?v=VPX7gowr2vE
•
Read:
• http://www.wired.com/2013/01/thriving-in-the-new-economy-how-online-
is-changing-how-work-gets-done/
• http://www.newyorker.com/magazine/2013/11/25/gross-domestic-freebie

Optional: http://ebusiness.mit.edu/ide/initiative/index.html

In-Video Quiz

Week 6: Digital Divide

Introduction: According to the New York Times: "Increasingly, we are a country in
which only the urban and suburban well-off have truly high-speed Internet access,
while the rest — the poor and the working class — either cannot afford access or
use restricted wireless access as their only connection to the Internet. As our jobs,
entertainment, politics and even health care move online, millions are at risk of
being left behind." This module examines who make up the digital divide, whether
or not it is growing and possible remedies to avoid leaving the poor, working class
and senior citizens behind in the digital age.

Read:
1. Technology Trends Among People of Color
http://www.pewinternet.org/Commentary/2010/September/Technology-Trends-
Among-People-of-Color.aspx

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2. How Big Telecom Used Smartphones to Create a New Digital Divide
http://colorlines.com/archives/2011/12/the_new_digital_divide_two_separate_but_
unequal_internets.html
3. The Digital Divide, ICT and the 50x15
Initiative http://www.internetworldstats.com/links10.htm
4. Who’s not online and why
http://www.pewinternet.org/~/media/Files/Reports/2013/PIP_Offline%20adults_092
513_PDF.pdf
5. The New Digital Divide
http://www.nytimes.com/2011/12/04/opinion/sunday/internet-access-and-the-new-
divide.html?pagewanted=all

Optional:
• http://www.washingtonpost.com/business/technology/gap-between-those-
who-use-internet-and-those-who-dont-is-widening/2013/11/12/d9d8d002-
4726-11e3-a196-3544a03c2351_story.html
• Designing a Smart-Phone Alphabet for the Illiterate
http://www.technologyreview.com/news/427376/designing-a-smart-phone-
alphabet-for-the-illiterate/
• TED Talk videos: http://www.ted.com/playlists/26/our_digital_lives.html

Reflection: Select one group impacted by the digital divide and devise a way to
help them bridge the digital gap.

WEEK 7: Politics
Introduction: From Howard Dean’s groundbreaking presidential run in 2004 to
Barack Obama’s victory in 2008, digital media is transforming political
engagement in both expected and unexpected ways.

Read:
• SOCIAL MEDIA OPTIMIZATION.REV5.pdf
• TRADITIONAL MEDIA politics.REV4.pdf
• http://mprcenter.org/blog/2013/01/how-obama-won-the-social-media-
battle-in-the-2012-presidential-campaign/
• http://www.theguardian.com/world/2012/feb/17/obama-digital-data-
machine-facebook-election?newsfeed=true
• Participatory_Politics_New_Media_and_Youth_Political_Action.2012.pdf.
Read pages v.-ix.

Listen:
http://www.npr.org/2014/08/16/340857860/how-social-media-helped-spread-
protest-in-michael-brown-shooting

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Watch: http://www.ibtimes.com/mike-brown-video-ferguson-vines-show-how-
social-media-shapes-missouri-protests-1661826

Optional: http://firstmonday.org/ojs/index.php/fm/article/view/4947/3821
http://www.niemanlab.org/2014/02/how-a-crime-becomes-political-trayvon-
martin-and-the-way-different-media-co-create-the-news/

Reflection: What role do mobile devices play in democratic, political and

economic actions?
How has the Internet changed the role of the community organizer?

EXPERIENCE CREDIT: HOW TO CREATE A MEME.

https://imgflip.com/memegenerator
http://www.quickmeme.com/caption
http://www.wikihow.com/Make-a-Meme
http://makeameme.org/
http://www.digitaltrends.com/social-media/how-to-make-your-own-
meme/#!bNrZKJ

Week 8: Personal Learning Networks

Introduction: As philosopher John Dewey made clear, true education arises from
thoughtful exploration of the genuine problems we encounter in daily life.
Information needs are both personal and civic (Knight Commission, 2009). We
look to digital and media literacy to help us more deeply engage with ideas and
information to make decisions and participate in cultural life.

Read:
• http://www.wired.com/wiredenterprise/2013/03/jimmy-wales-wikipedia.
• In the Digital Era, Our Dictionaries Read Us – See readings in Blackboard
• http://www.dailyherald.com/article/20140804/news/140809582/
• http://www.newrepublic.com/article/112731/moocs-will-online-education-
ruin-university-experience
• GED to go digital http://www.washingtonpost.com/local/education/ged-will-
go-digital-next-year-in-va-elsewhere/2013/04/12/76fbfa84-a39a-11e2-82bc-
511538ae90a4_story.html

Listen: http://www.marketplace.org/topics/economy/education/challenging-new-
ged-exams-go-all-digital

View: How to Change Education - Ken Robinson:

https://www.youtube.com/watch?v=BEsZOnyQzxQ

Optional:

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Read: How to add an item to Wikipedia
http://en.wikipedia.org/wiki/Wikipedia:Contributing_to_Wikipedia#Getting_started

Week 7: Online News: The digital dynamics of the news media

Introduction: While campaign organizations and political offices have undergone
significant changes over the past 20 years, they’ve persisted institutionally.
Journalism, however, has undergone rapid and profound shifts. This week looks at
some of the shifts in new media and journalism from a host of different cultural,
organizational, social and economic perspectives.
Read:
The New Journalism: Goosing the Gray Lady: http://nymag.com/news/features/all-
new/53344/
http://www.wired.com/2013/05/how-the-global-open-data-movement-is-
transforming-journalism/

Are Traditional Media Dead?: Read Intro

http://www.tandfonline.com/doi/pdf/10.1080/21670811.2012.740273

Reflection: Review the study “Mobile News: A Review and Model of Journalism in
an Age of Mobile Media,”posted at Journalist’s Resource. In a blog post, evaluate
the digital business strategy of a particular news organization. Touch on some of
the broader theoretical questions about digital commerce.

Week 11: Big Data and the future of computation

Introduction: The emergence widespread computing has led to large volumes of
data being released by government agencies as well as compiled by companies
and as part of social media networks have created challenges include capture,
curation, storage, search, sharing, transfer, analysis and visualization. This module
discusses big data and its possibilities, and limits, as well as inherent privacy and
political aspects.

Keywords: Data, Big Data, Data Visualization

http://www.makeuseof.com/tag/7-ways-to-make-a-google-map-using-google-
spreadsheet-data/

View:
http://www.ted.com/talks/david_mccandless_the_beauty_of_data_visualization.htm
l
Read:
Nate Silver -- See Readings in Blackboard
Big Data from Cheap Phones. – See Readings in Blackboard
http://www.propublica.org/nerds/item/doc-dollars-guides-collecting-the-data

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http://www.wired.com/insights/2013/05/how-the-global-open-data-movement-is-
transforming-journalism/
http://www.google.com/transparencyreport/
http://www.makeuseof.com/tag/7-ways-to-make-a-google-map-using-google-
spreadsheet-data/

Week 12: Personal Branding

Introduction: Personal branding is no longer an option; it’s a powerful leadership
enabler. Your personal brand should represent the value you consistently deliver to
those you serve. The module discusses the tools to developing a strong personal
brand.

Read:
http://gary.tumblr.com/post/78887853/legacy-is-greater-than-currency

View:
http://www.fastcompany.com/1823437/mastering-uncomfortable-art-personal-
branding

Final project
Student groups will post a five-minute presentation in the Discussion Forum on a
topic related to digital media and society.

WEEK 13: PRESENTATIONS

WEEK 14: PRESENTATIONS

WEEK 15: PRESENTATIONS

Syllabus adapted from the work of Kathy Gill and Journalists Resource

http://creativecommons.org/licenses/by/3.0/
Unless otherwise noted this site and its contents are licensed
under a Creative Commons Attribution 3.0 Unported license. - See more at:
http://journalistsresource.org/syllabi/digital-media-and-society-syllabus-covering-
social-media-technology-and-a-networked-world#sthash.3TlFvoCa.dpuf

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