COM8310 New Media

COM 8310 001: New Media Instructor Dr. Kathleen F. Oswald E-mail: Kathleen.oswald@villanova.edu Office: TBA; hours by appointment Spring 2015 Class Room: Garey Hall 030A Time: H 6:30 – 9:30 Course Catalog Description Examines communication technology from the multiple perspectives of technology, markets and policy. This Semester We will begin with a historical look at new media by examining “old” media when they were new. We will next spend time working with relevant new media theories before engaging more specifically with current issues including wearable technologies, smart technologies, datafication, and cyberwar as you develop your own new media project. My Teaching Philosophy and Expectations I see teaching as an instructor responsibility to facilitate learning, provide relevant resources and strategies, and empower students to apply what they have learned beyond the classroom. I believe learning is an active role that requires an investment on the part of the student. I expect students to come to class prepared, contribute to class discussion, have a positive attitude about the course, and act respectfully toward their classmates. Course Objectives By the end of this course, you will have the opportunity to:  Read significant theoretical works that address the central questions of the course  Study the historical relationship between communication technology and society  Interrogate the relationship between technology and culture  Apply insights from course participation to the contemporary media environment  Engage in lively and informed discussions in a seminar setting  Further develop critical thinking, reading, writing, and speaking skills  Propose and pursue an individual critical/theoretical/creative/strategic project that extends beyond the course content Course Materials  Carey, J. (2008). Communication as Culture: Essays on Media and Society. Routledge.  Mattelart, A. (2000). Networking the World 1794-2000. University of Minnesota Press: Minneapolis, London.  You will be responsible for reading Wired magazine throughout the course.  Additional materials will be provided electronically via Blackboard. Recommended  Williams, R. (2003). Television: Technology and Cultural Form. Routledge. Graded components: Responses (x5) Final Paper Article presentation Class Participation/ Presentations 35% 35% 10% 20% GRADED COMPONENTS Reading Responses (35%) The ability to summarize, evaluate, respond to, and incorporate what you read into your own thinking is important to your success in this course. To that end, a reading response will be due for five of the perspectives we cover. There are six opportunities to submit a response, so if one unit does not inspire you, skip that week. The following questions will be considered in evaluating this work:    Does the paper briefly and purposefully summarize significant aspects of the reading(s)? Does the paper demonstrate an appreciation of (even in the absence of a complete understanding of or sympathy for the author(s)’s purpose(s) and goal(s)? Does the paper offer some evidence of critical thinking, synthesis, application, questioning, or other ‘higher-level’ cognition? Responses are presented in class and are due on the same date as the readings to which they respond. Participation and in-class presentations (20%). I want you to come to class ready to discuss and stay engaged. I have made a point to not assign more reading than is reasonable for a course at the graduate level: I expect you will have time to read it, think about it, and contribute to the quality of our mutual experience. This grade also covers oral presentations of reading responses. On various occasions, you will be asked to do additional presentations. Article Presentation (10%) Toward the end of the semester, you will prepare a one-page handout and five minute presentation on an academic research article that relates to course material to that point in the semester – hopefully it is relevant to your final project as well! Final Project (35%) The final project will consist of a seminar paper (15-20 pages) that represents graduate-level research— or its equivalent. Undertaking a project other than the traditional research paper is welcomed, but needs to be discussed with me prior to its undertaking. The final project should draw on concepts, controversies, and trends explored in the course reading, but should extend or expand on these in substantive ways. The work should be original, but may be critical, theoretical, strategic, or applied. Your research will be presented to the class and is due the last day of class. If you find yourself unable to meet this deadline, please see me as soon as possible about accommodations. REQUIREMENTS FOR WRITTEN WORK      Graded assignments are due on Blackboard by 6:30 p.m. for the day they are listed. Your work should be typed in a legible font at a reasonable size. 1” margins, double spaced. Include your name, the course title, the date and the assignment # at the top of the page. Edit and proofread everything before you turn it in. Clear writing = clear ideas. All sources quoted or referenced should be cited in text using a consistent style (APA is standard for communication) and should be accompanied by a list of works cited at the end of the paper. ACADEMIC INTEGRITY I expect that all work in this class is your work. I take plagiarism very seriously. If you have a question about how to properly credit a source, please ask in class or contact me. If a student is charged with academic dishonesty and found to be in violation, disciplinary action will be taken according to the Academic Integrity Policy. Students are responsible for knowing the rules governing the use of another's work or materials and for acknowledging and documenting the source appropriately. This policy can be found in the Villanova University Student Handbook. GRADING SCALE Excellent work (A) goes far beyond expectations and basic requirements in every respect; demonstrates profound grasp of material; evidences a clear effort to rigorously apply itself to the realization of its stated ends; ideas are clearly developed and artfully expressed; develops arguments that are perspicuous and all its claims are well supported; observations are truly insightful. Good work (A-/B+) extends beyond basic expectations and requirements in some important respects; demonstrates an adequate or even superior grasp of material; evidences a serious effort to realize stated goals or purpose; articulates ideas clearly; develops arguments that are clear and well-supported. Average work (B/B-) meets basic expectations and requirements; demonstrates familiarity with the material, but may fail to address important aspects thereof; attempts and may realize stated purpose and goals for the most part, but these may be unclear or lacking in ambition or scope; expresses ideas in a manner characterized by lapses in clarity and precision, or may require undue efforts on the part of the reader; offers arguments are mostly clear but may begin to strain credibility. Failing work (≥C+) fails to meet even the basic minimum requirements; is deficient with respect to understanding of material, rigor, argument, or expression; “insights” are superficial, obvious or simply leave the reader incredulous; fails to state clearly its goals, fails to pursue its purpose to conclusion. COURSE POLICIES Attendance I expect that you will attend all class meetings, as we have a great deal of material to cover. If you are not present when I call roll, you will be marked as absent. If you arrive late, inform me at the end of class and I will change your absence to a late. Two lates = one absence. If you must miss class for any reason, it is your responsibility to find out what you missed and/or make arrangements to complete any missed work. Unexcused Absences You are granted one unexcused absence without penalty. Additional unexcused absences result in a half letter grade deduction in your final grade each. Excused Absences Anticipated absences must be cleared with the instructor before the absence. Emergency absences (medical emergency, family death or illness) must be documented appropriately and reported to the instructor as soon as possible. Make-up work and Late work Late papers and projects will be accepted, but a penalty of 10% of the total project will be assessed every day that the work is late. Papers turned in early because of anticipated absences will be gladly accepted. Presentations can not be made up in the case of unexcused absences. Distractions Distractions include texting/chatting on your cellphone, browsing the web or playing games on your laptop or phone, having a side conversation while a classmate or I am speaking, and anything else that manners dictate is rude. I do not think that this will be a problem, but if it is, it will count as a deduction from your participation score (as being a distraction is a negative kind of participation). Americans with Disabilities Act (ADA) It is the policy of Villanova to make reasonable academic accommodations for qualified individuals with disabilities. If you are a person with a disability please contact me after class or during office hours and make arrangements to register with the Learning Support Office by contacting 610-519-5636 or at nancy.mott@villanova.edu as soon as possible. Registration is needed in order to receive accommodations. COURSE SCHEDULE DISCLAIMER: Schedule subject to change in response to students’ needs, interests, or other forces of nature. In the event that changes are made, you will be notified in class or via the class email list. Week One What is New Media? January 15 Gitelman, L. & Pingree, G. (2003). “Introduction: What’s New About New Media?” In L. Gitelman and G. Pingree Eds. New Media, 1740–1915, pp. xi – xxii. Cambridge, MA: MIT Press. Kittler, F. (1996, July 30). The history of communication media. CTHEORY, Article ga114. Carey, J. (1989). A Cultural Approach to Communication. In In J. Carey, Communication as Culture. Boston: Unwin Hyman. Prepare for discussion: Be prepared to introduce yourself, discuss what you hope to get out of the class, how it connects with your career goals. Week Two Old New Media: Recording, Transmission, Logistics January 22 Sterne, J. (2001). A Machine to Hear for Them: On the Very Possibility of Sound's Reproduction. Cultural Studies 15(2) 259-294. Carey, J. (1989, 2009). Technology and Ideology: The Case of the Telegraph. In James W. Carey, Communication as Culture: Essays on Media and Society, Revised Edition, pp. 155–177 Peters, J. D. (2013) Calendar, Clock, Tower. In J. Stolow (Ed.) Deus in Machina: Religion and Technology in Historical Perspective (pp. 2542) New York: Fordham University Press, 2013. **Reading Response** Week Three Theories of New Media January 29 Manovich, L. (2002). The Language of New Media. Cambridge, MA: MIT Press. Chapter 1, p. 18 – 61. Bolter, J. & Grusin, R. (2000) Remediation: Understanding new media. Cambridge, MA: MIT Press. Introduction and Chapter 1. p. 2 – 50 **Reading Response** Week Four Networking the World February 5 Mattelart, A. (2000). Networking the World 1794-2000. University of Minnesota Press: Minneapolis, London. **Reading Response** Week Five The Technological Sublime February 12 Carey, J. & Quirk, J. (1970/2009). "Mythos of the Electronic Revolution." In J. Carey Ed. Communication as Culture: Essays on Media and Society. Revised. New York: Routledge 87-108. Carey, J. & Quirk, J. (1973/2009). "The History of the Future." In J. Carey Ed. Communication as Culture: Essays on Media and Society. Revised. New York: Routledge, 2009. 133-152. Carey, J. (2005). Historical pragmatism and the internet. New Media & Society 7(4), 443- 455. Martschukat, J. (2002). "The Art of Killing by Electricity": The Sublime and the Electric Chair. The Journal of American History, 89(3) p. 900-921. Week Six Data February 19 Ackoff, R. (1989). "From Data to Wisdom". Journal of Applied Systems Analysis 16: 3–9. Hey, J. (2004). The Data, Information, Knowledge, Wisdom Chain: The Metaphorical link. Published by the Intergovernmental Oceanographic Commission (UNESCO) Boyd, d. & Crawford, K. (2012): Critical questions for big data. Information, Communication & Society, 15(5), 662-679 Crawford, K. & Schultz, J. (2013). Big Data and Due Process: Toward a Framework to Redress Predictive Privacy Harms (working paper). Public Law and Legal Theory Research Paper Series (13-64). New York University School of Law. **Reading Response** Week Seven Information February 26 Gleick, J. (2011). The Information: A History, a Theory, a Flood. New York: Pantheon Books. Selections. Virilo, P. (1998/2005). The Information Bomb. Verso: London and New York. Ch 12-14, pp. 107 – 145. Sholle, D. (1999). “What is Information? The Flow of Bits and the Control of Chaos.” Delivered at the international Media in Transition Conference, October 8-10, 1999, Massachusetts Institute of Technology. Available at: http://web.mit.edu/comm-forum/papers/sholle.html **Reading Response** Week Eight SPRING BREAK March 5 Spring Break – no class Week Nine Mobility March 12 Williams, R. (2003). “The Technology and the Society” (p. 1-25) in R. Williams Television: Technology, and cultural form. New York: Routledge. McShane, C. (1999). The Origins and Globalization of Traffic Control Signals. Journal of Urban History, 25(3) 379-404. Norton, P. (2008). Fighting Traffic: The Dawn of the Motor Age in the American City. Caimbridge, MA.: MIT Press. (Chapter 2) Packer, J. & Oswald, K. F. (2010). From Windscreen to Widescreen: Screening Technologies and Mobile Communication. The Communication Review 13(4) 309-339. Week Ten Control March 19 Deleuze, G. (1997). Postscript on control societies. In G. Deleuze Negotiations: 1972-1990 (pp. 177-182). New York: Columbia University Press. Bradley, D. A. (2004). Dimensions vary: Technology, space and power in the 20th century office. TOPIA: Canadian Journal of Cultural Studies, 11, 67-82. Bratich, J. Z. (2006). Nothing is left alone for too long: Reality programming and control society subjects. Journal of Communication Inquiry, 30(1) 65-83. Rose, N. (2000). Government and control. The British Journal of Criminology, 40, 321-339. **Reading Response** Week Eleven New Media Case Example: March 26 This week we will choose a new media technology to examine as a class. Rather than choose one in advance of getting to know you all, I figure we can decide on a specific tech to examine as class progresses. Let’s come to a consensus on this before spring break. Here are a few ideas:  Television  Cyberwarfare  Autonomous Vehicles  Smartphones  Wearable technologies  Something else Week Twelve EASTER RECESS April 2 Easter Recess - No Class Please take time over the break to think about your final projects (you will have to pitch your idea next week). Choose something that relates to your academic/career interests and the material we have covered in class. Week Thirteen Article Presentation/ Project Outline Presentation April 9 This week, find an article that aligns with your interests in the course and prepare a one-page handout that summarizes the article, discusses the relevant points, and connects to course material. This can be a book, chapter, or academic article that you might use as a resource for your final paper. You will also give a 2-3 minute presentation of your concept for the final paper. Remember to ask questions and provide feedback for classmates. Week Fourteen TBD/FLEX April 16 We will decide what we are doing this week before Easter Break, or this will be the flex day in the schedule due to snow/extreme weather. Week Fifteen Last Lecture April 23 We will decide on the topic of the last lecture mid-semester based on student interest and research areas. This is something I do every semester, and it is often my favorite class of the semester! I look forward to getting to know you! Some ideas:  New media and transportation (smart transportation)  New media imaginaries (science fiction)  New media in back in the day  Rebooting old media as new  Use of new media in terrorism and warfare I am looking forward to having a fantastic last class with you! Week Sixteen FINAL PRESENTATIONS April 30 We will determine the format and scheduling of final presentations at the end of the semester depending on class size and project type. Let me know what you think about creating digital presentations – websites, infographics, online videos – in addition to/ in lieu of traditional presentations.