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Module 3 Schedule

Assignments and readings are due on the day they are listed. For example, Penrod, "Why Blog?" should be read for Wednesday, November 7.


Week 4: The Future of Writing

Friday, November 30

Dibbell, Garfield, Davis, Howard, De Voss and Porter, and others.

Assignment for Wednesday, December 5: Please read Blakesley and Brooke, "Visual Rhetoric," browse through the posts at the blog Viz, McCloud, "The Vocabulary of Comics" (this is a huge file, though not a lot of reading, its available in the Week 4 folder on Blackboard and will be emailed to you on Friday), and Miller, "The Dark Night of the Soul" (miller-darknight-2005.pdf).


Please connect to the your Home Directory (also known as HDrive) on the Rowan servers from your residence---either off campus or on campus. Do not wait until the last minute to try and connect as it will most likely be a frustrating experience the first few times you try . If you have trouble, contact the Help Desk at 856.256.4400 (if you have Windows Vista on your computer, contact the Help Desk immediately). If they cannot help you (and have told you as such), email me exactly what the problem is, at what stage you are getting the problem, and what you have done up to that point. Tell me also if you are using a wireless computer. I cannot gaurantee that I will be able to fit your problems, but I will try.


Here is what you need to do to connect:

You will need to know your Home Directory address, which will look something like, nwuser#.rowan.edu, where # is replaced by a your own number. Go to http://www.rowan.edu/myhome/, enter your username (the one you use for your Rowan email), click the button, and look for the address next to "Your Home Server." This is your Home Directory address.

If you live off campus you first must download and install a software application called a VPN. The VPN creates a secure connection between your individual computer and the Rowan computer network. The VPN is a computer program similar to any other computer program you use on your home computer (Word, Acrobat, etc.)--first you need to download & install it. Then, every time you want to do something that requires the program (such as, create a Word doc), you need to run it. Just like those other programs, you only need to download and install the VPN once. However, also like those other programs, you need to use and run the VPN every time you wish to access your Home Directory. Simply click on the icon that is on your desktop or in your Start menu and follow the instructions. After you have connected using the VPN then you connect to your Home Directory on the Rowan servers as explained at http://www.rowan.edu/toolbox/network/off_campus/#homedir.


If you live on campus, you do not need to use the VPN to connect. Follow the instructions listed at: http://www.rowan.edu/toolbox/network/on_campus/#home_stu.


I also suggest you look at the instructional videos detailing how to 1) download, install, and connect via the VPN, and 2) connecting to your Home Directory. You can also follow the instructions provided by Rowan IT.


Wednesday, December 5

Last day of Module 3. Blakesley and Brooke, McCloud, Miller, tagging, and final project; group9-chat-log.pdf; group10-chat-log.pdf; group11-chat-log.pdf; group tag clouds (compare with Module 1 and Module 2 tag clouds)


FYI. We got behind a bit this module (and module 2)--I'm still trying to figure out how--but here is something we did in class in the first module that the students found very productive. On your own time, if you have time, take a look at the sites below and see what you think:


Goodreads, Flock, Twitter, CitULike, Zotero. Each blog group will learn about, critique, and use 1 of these and make a brief (5 minute) in-class presentation today. Please use Firefox when browsing. Please complete the following:

  • go to the web site and begin reading and looking around the site, reading any about pages and taking any tutorials

  • each blog member should create an account and in the case of Flock and Zotero download, install, and explore the application

  • If there is a way to link to "friends," link to each other and, well, be friends :-)

  • If there is a way to intergrate it into your netvibes ecosystem, do so and see how it works

  • Consider the following questions for your presentation:

    • what is the purpose of the site? what problems does it help alleviate?

    • who is the audience, or who are the potential users? Why would they want to use it?

    • how it is using, complicating, affecting the idea of social networking?

    • does it use tagging? hows so?

    • are the tags social? that is, is there a potential for the creation of a folksonomy?

    • how might you use this in your personal, professional, and educational careers?

  • each person in the group should contribute to the presentation, so be sure to create a role for each person


Week 3.5: Ownership and Identity (continued)

Wednesday, November 28

Dibbell, Garfield, Davis, Bree and LonelyGirl15; social bookmarking, tagging (use Firefox!) at Diigo or Del.icio.us

Assignment for Friday, November 30: Please read Howard, "Understanding Internet Plagiarism" (howard-internet-plagiarism.pdf) and De Voss and Porter, "Why Napster Matters to Writing" (devoss-porter-napster-2006.pdf) (this article is a lengthy, but it is one of the more important ones to be published by Computers & Composition in last five years).


Week 3: Ownership and Identity

Wednesday, November 21

Turkle, Kelly, Vogelstein, Netvibes setup (ecosystem-tutorial-fall07-rev.pdf). RSS video by Commoncraft. What is RSS?

Assignment for Wednesday, November 28: Please read Dibbell, "A Rape in Cyberspace" (dibbell-cyberspace-1993.pdf, originally published in the Village Voice), Garfield, "YouTube vs. Boob Tube" (some of the videos on this page may no longer be available, but they can be seen if you go to YouTube and search for them), Davis, "The Secret World of Lonelygirl" (be sure to watch the three videos on page 1--they are the first two of Bree and a latter one about Daniel). I also suggest you watch some of Bree's video blogs (all 170-plus). Start in the bottom right and move left and up as you go. The first two that were added are quite different than the 157 that follow, so stick with it, as they are fascinating introductions to the series. For more on LonelyGirl15, see "Hey There, LonelyGirl" from the NYTimes Magazine, "LonelyGirl and All Her Friends" (audio and transcript) and "LonelyGirl Just Not Herself Anymore" (audio and transcript) from NPR's On the Media radio program.


Please watch the following videos: Social Networking in Plain English (by commoncraft),  Social Bookmarking in Plain English (by commoncraft, which focuses on delicious), and the video on the diigo homepage. Please read the following online articles: VanFossen, "Categories versus tags -- whats the difference and which one?" and Mathes, “Folksonomies - Cooperative Classification and Communication Through Shared Metadata.” We will discuss these and set up our bookmarking sites in class on Wednesday.


Have a great Thanksgiving! 


Friday, November 23

No Class--Thanksgiving Break


Week 2: Origins

Wednesday, November 14

Selfe, Nardi & O'Day, discussion questions (selfe-nardi-oday-discussion.doc), Information Ecologies

Homework. For Friday, November 16: Please read Bush (1945) "As We May Think" (.pdf, 17.8Kb) watch two videos from Doug Englebart's 1968 demostration of the mouse, hypertext and other technologies: introduction (.rm) and word processing with mouse, and the read Berners-Lee (1994) "The World Wide Web" (.pdf, 836.6kb). These texts are all firsts. Bush's Memex was the first discussion of something the resembled the Internet; Englebart's demonstration was the first public display of the mouse (in the second video, note the mouse he is using and the little black pointer moving around the screen), word processing, cut, paste, bulleted lists, and hypertext, among other technologies; and Berners-Lee's essay was the first description of the World Wide Web. Bush's and Berners-Lee's essays can be technical at times, so please grasp what you can and just move past what you can't. The overall ideas are what we are going to look at, not the technical aspects.


Please post a response to your blog by the start of class on Friday. There is no formal prompt--and there will be no formal prompt for the rest of the semester, only the suggestion that your responses to assigned texts be about the equivalent of 1/2 page, single space, Times New Roman, font 12. When composing your posts, write them as if you are writing for the whole WWW audience--not just for this class and these students and this professor. Because, in fact, anyone in the world can read your responses if they find the blog in a search or stumble upon it through this or other web sites. Discuss, critique, cite--whatever you wish to do; just remember that blogging is all about authority. I also encourage you to comment on each other's posts. Blogs are also about feedback, so let's start giving ourselves some feedback.


Remember that each student is responsible for posting a total of 4 blogs per week, at least one of which has to be on the readings. The other 3 can/should be on topics of your own interest. Dr. Wolff is also responsible for posting to his own blog: 3 per week, at least one of which is pedagogical. Don't leave these blog posts until the end of the semester--be diligent and stay with it. Once you get rolling, it will be hard to stop.


Friday, November 16


Bush, Engelbart, Berners-Lee; Student Blogging Scholarship; discussion of servers, internet, code, and linking; blog with links in it

Homework. For Wednesday, October 24: Please read Wired articles: Turkle (1995) "Who Am We?" Kelly (2005) "We are the Web," Vogelstein (2007) “How Mark Zuckerberg Turned Facebook Into the Web’s Hottest Platform,” and watch a few times Wesch (2007) "The Machine is Us/ing Us." Please also look at the following blogs: PostSecret, The "Blog" of "Unnecessary" Quotation Marks, Literally-A Web Log, Why That Plate, Lowercase L, and Bathroom Graffiti Project.


Many of your blog posts expressed wonder over older computers, so I thought I would post these two links which offer timelines of computer history: Computer History Museum Timelime, An Illustrated History of Computers. These are just FYI--not required reading at all.


Week 1: Writing Spaces

Wednesday, November 7

Penrod, blogs, and setting up a Wordpress blog

Homework: For Friday, November 9, due by classtime. Please read Nye (2006) "Can We Define Technology?" (.pdf, 589kb), Bolter (2001) "Writing as Technology" (bolter-writing-2001.pdf) and Bolter and Grusin (1999) "The Double Logic of Remediation" (bolter-remediation-1999.pdf) and post a response to the following on your brand new, super-exciting collaborative blog:

"Writing as Technology" and "The Double Logic of Remediation" introduce two of the key terms we will be discussing this module: writing spaces and remediation. For this post, please identify three of the writing spaces you use most frequently, discuss their characteristics, and what makes them unique. Then, choose two of those spaces, and using Bolter's and Grusin's definition of remediation, discuss how one remediates the other (or how they remediate themselves).


Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it in the blog post field. Have your response be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins.


Friday, November 8

Nye, Bolter, writing spaces, introductions, work on blogs

Homework: Please post your response by 12:00 noon on Tuesday, November 14. This will give the entire class time to read and respond to the posts prior to class.


Please read Selfe (1999) "Literacy and Technology Linked" (selfe-literacy-1999.pdf), Nardi and O'Day's (1999) "A Matter of Metaphor" (.pdf, 1mb) and "Information Ecologies" (.pdf, 430kb) and post a response on your blog:


The essays we are reading this week are filled with an amazing amount of dense prose and fascinating insights into the nature of technology. For this posting, I would you like to select a passage from either of the essays that you found particularly insightful and thought-provoking, particularly confusing, or that you are skeptical of. Type the passage into your response--include page numbers--and then include your response. At the end of your discussion, pose a question to your classmates (avoid questions like, "So, what do you think?"). I encourage your blog-mates to comment on your post using the blog comment field.


Please draft your response using Microsoft Word (or other word processor), check it for spelling, and then paste it in the response field. Your initial response should be at least 1/2 page, single space, using Times New Roman font size 12, on a page with 1" margins.


Assisgnment for Wednesday, November 7.

Please first read Axelrod and Cooper's "Strategies for Reading Critically" (.pdf) and use the annotation techniques they describe when you read: Penrod (2007) "Why Blog?" (penrod-blog-2007.pdf) and "Blogs as a New Writing Genre" (penrod-genre-2007.pdf). I will check the copies of your readings in class to see how you have annotated the texts.


For the first part of this assignment, I'd like you to identify your personal, educational, and professonal "interest spheres." These spheres are the subjects, ideas, communities, etc., that you are interested in and/or curious about on a personal level. Often, when we think about our personal, educational, and professional interests we say, "Oh, I'm a Writing Arts major and I'm interested in journalism." Or, "Oh, I'm an Education/Writing Arts double major and I'm interested in elementary education."


Those statements are quite useful, but the areas "journalism" and "elementary education" are quite broad. For example, what specific area of journalism are you interested in: op/ed, sports, politics, environmental, journalist ethics, etc.? These are subclasses of the larger field of journalism. We can do the same with elementary education: No Child Left Behind, funding of education, politics and education, special needs students, art in education, technology in the el ed classroom, and so forth. Each of these areas offers a very specific community wherein people are exchanging ideas, best practices, and proposals for future changes. Similar things can be done with personal and educational interests. Here, for example, is a breakdown of my professional and personal:


higher education (professional)

  • technology and education
  • learning space design
  • classification systems

photography (personal)

  • black and white

  • Holga

  • infrared


I would like you to locate 3 or 4 specific areas of professional or educational, and personal interests. Create a heirarchy as above. Then, using the blog search engine Technorati or google begin searching for blogs in that particular specific area. So, for example, I might look for blogs that discuss "learning space design." If you have trouble with the subareas, try the overall subject area and then narrow based on what you see. You might also try putting a phrase like "education blogs" into Google and see what you get. By doing that, the first result is to a page that discusses the Top 100 Education Blogs, which itself contains a link to edublogs.org, a site that hosts more than 30,000 blogs.


Try to find 3 - 5 blogs for your professional/educational interests, and 2 - 3 blogs for your personal interests. Write down the title of the blog and the URI, and bring that list to class on Wednesday. We will discuss the readings, your interestes, and, if time permist, get started blogging. . . .


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