1 Ethnography of Digital Media COMM 4410-01 CRN# 30962 (4 credits) Fall 2022 Prof. Laura-Zoë Humphreys Class Location: Newcomb Hall 208 Class Times: W 3:00 pm to 5:30 pm Office Location: Zoom through Canvas Calendar sign-up Office Hours: Fridays 12:00 pm to 1:00 pm or by appointment Email: lhumphreys@tulane.edu Course Description (four credits): From transformations in work and intimate relationships to panics over media piracy, in the 21st century, digital media has come to play an ever more important role in politics, economics, and identities. Ethnography – a methodology based on long-term immersion in the lives of the people who the ethnographer is interested in studying – is particularly useful as a means of understanding everyday experiences and effects of digital media and of pushing conversations about digital media outside of the focus on the Global North that still often dominates popular and scholarly work on the topic. But digital media also confronts ethnography with new challenges as researchers must devise ways of studying social dynamics that unfold over both online and offline contexts and between geographically distant locations. In this course, we consider how ethnographers have adapted to these new methodological challenges and how ethnography can shed light on a range of pressing topics in media studies, including the politics of infrastructure, labor and the information economy, media piracy, fan cultures, journalism and disinformation, and contemporary social movements. As part of the course, students also conduct their own ethnographic research project on a digital media topic of their choosing. This course, then, will at once introduce you to debates within digital media ethnography; expand your understanding of how digital media reinforces or challenges difference and power in locations around the world; and teach you how to design and carry out your own ethnographic research project from data collection through writing up results in an engaging manner. This course meets the Writing Intensive SLA Tier-2 requirement. Course Goals: This course introduces students to the practice and findings of digital media ethnography. It expands students’ understandings of digital media in contexts around the world, demonstrates how ethnography can contribute to better understanding the everyday uses of digital media, and trains students in designing and carrying out their own ethnographic projects. Course Learning Objectives: By the end of this course, students will have learned to: • Identify and explain key concepts and debates in the study of digital media. • Compare and contrast the dynamics of digital media in contexts around the world. • Design a research proposal. • Conduct independent scholarly source research related to digital media. • Apply ethnographic research methods to the study of digital media. • Write up ethnographic data in an effective and compelling argumentative paper. Program-Level Outcomes (Major/Minor): 2 This is an elective 4000-level course for the Communication Major/Minor. It also fulfills the Writing Intensive SLA Tier-2 requirement. Required Texts: There is one required textbook for this class: Thomas, Kedron. 2016. Regulating Style: Intellectual Property Law and the Business of Fashion in Guatemala. Berkeley, CA: University of California Press. This text is available for purchase through the Tulane bookstore. It can also be downloaded as PDFs through the Tulane library; printing requirements per below still apply. All other readings can be downloaded and printed from the Course Canvas site under Modules. For full participation grades, students must arrive in class having previously read assigned readings and with a printed, marked-up copy of that day’s reading in their possession. Students may not use computers or other electronic devices in class. Course Evaluation: Assignment Participation Memo Posts (total of 10) % of Final Grade 10% 20% Date Where Weekly. Late memo posts are NOT accepted. Weekly posted to course Canvas site under “Discussions” Midterm portfolio with cover sheet highlighting one best post is due Monday September 26th 11:59 pm Mid-term and final portfolio via Canvas Final portfolio with cover sheet highlighting three best posts is due Wednesday December 14th 11:59 pm Proposal and Annotated Bibliography 20% Draft of proposal due to small group Friday September 16th 11:59 pm in preparation for in- Rough draft of proposal due to small group through Canvas; students must comment on peers’ 3 class workshop, Wednesday September 21st Fieldwork Analysis Paper 20% Final Research Paper 30% Final version of proposal and annotated bibliography due 11:59 pm Monday September 26 Partial ethnographic materials (minimum two interview transcripts + ½ participant observation) due to small peer group 11:59 pm Friday October 28th in preparation for inclass workshop Wednesday November 2nd Complete final ethnographic research materials (3-4 interviews + 2 hours participant observation), fieldwork analysis paper, and one-page commentary due Monday November 14th 11:59 pm Outline for final papers due to peer groups 11:59 pm Friday December 2nd Final Paper due 11:59 pm Wednesday December 14th work using Canvas peer review Final version of proposal and annotated bibliography due to Professor Humphreys through Canvas Ethnographic research materials and fieldwork analysis paper due to Professor Humphreys through Canvas Drafts are due through Canvas to small group and professor; students must comment on peers’ work using Canvas peer review Final through Canvas to Professor Humphreys 4 1. Class Participation: 10% This class is designed not only to teach you what the scholars we read have said, but also how to read critically and to apply concepts found in the readings to the world around you. As such, active participation in discussions is a course requirement. This entails having read, annotated, and thought about course texts carefully before class starts. This also means you must bring your copy of the text to class every day. Since we will be engaged in closing examining the texts that we read and the ways in which authors make their arguments, if you don’t have the text with you then you are not prepared for class. More broadly: Ask questions. Be curious. Draw relations between texts and between texts and events around you. Since the course will be conducted as a seminar and not as a series of lectures, our class meetings will use your reflections on and responses to the texts as the starting point for our discussions. If you have difficulty speaking up in class, make sure to come see me and we will work together to find ways for you to do so. 2. Memo Posts: 20% In order to ensure comprehension of the readings, students are expected to write weekly memo posts. Using the reading questions as a guideline, a good memo post will explain the main argument of the texts, the steps the author takes to reach them, and will demonstrate strong engagement with the texts, as indicated through citing texts, explaining citations and their significance for arguments, and/or paraphrasing specific arguments and examples provided by authors in clear and precise language. Memo posts must be approximately 800 words. Students may exceed this length; students who consistently write less than this length will receive a lower grade on this component. Memo posts are due by 11:59 pm Tuesdays and must be posted to the course Canvas site in “Discussions.” Late memo posts will NOT be accepted. Students must post a total of 10 memos over the course of the semester and there are no memo posts in weeks in which there is no reading. Students can take two weeks off of posting of their choosing. Midway through the semester and at the end of the semester, students must submit memo posts as a single Word Document (with page breaks between each post) and a cover sheet in which they identify their best memo post(s) (1-2 page cover sheet and 1 memo post for mid-term check; 2-3 page cover sheet and three memo posts for final portfolio) and explain how they would revise these posts now in light of class discussion. Using these portfolios, memo posts will receive a temporary midterm and then a final grade. Your total letter grade for memo posts will be dropped by 3% for each memo post that you miss from the required total (e.g. if you would have received 92% or Afor memo posts, but wrote only 8 out of 10 posts, your total grade for this component will be 86% or B). Memo posts that do not demonstrate engagement with the reading questions or texts will be marked incomplete. The grading rubric for memo posts is available on Canvas. 3. Research Proposal and Annotated Bibliography: 20% Students will begin their course research project by developing and completing a research project proposal and annotated bibliography. Specific instructions and strategies for how to write a research proposal will be discussed in detail in class in Week 2, but students should begin thinking about their topic, object(s), field site, methods, and research problem immediately. Proposals must include 1) a statement of the puzzle/paradox and questions guiding the research, including any necessary description of your object and relevant aesthetic, historical, and/or social background; 2) a description of the methods to be used in the research project; and 5 3) a review of literature relevant to the project and a statement of how the student’s project will intervene in that literature. Proposals must be 4-5 pages long, double spaced, 1-inch margins, using 12 Times New Roman. Drafts of proposals are due to a small group of peers for Canvas peer review prior to an in-class workshop (see dates above) For your annotated bibliographies, you will submit an annotated bibliography of six substantive critical sources from scholarly work in relevant academic fields (communication studies, media studies, anthropology, cultural studies, cinema studies, sociology). For each you will provide a full citation in Chicago author-date style, a short analytic description of the source’s central argument, and a brief statement of how the source sheds light on your research topic or how your project may challenge this reading and open up new questions. Each entry should be approximately 250 words for a total of 1500 words. Final proposals and annotated bibliographies are due by Canvas according to the assignment table above. 3. Fieldwork Analysis Paper: 20% Following the completion of the proposal and annotated bibliography, students will commence field research. Field research must include at 2 hours of participant observation at one or more sites relevant to your project (online, offline, or combined) and ethnographic interviews with 3-4 interlocutors. For full grades, participant observation notes must be 4-5 pages single-spaced. Ethnographic interview transcripts must be 4-5 pages single-spaced for each interviewee. For your fieldwork analysis paper, students will analyze the ethnographic research that they have conducted in a 3-4 page analysis paper, including thesis statement, preliminary analysis of data drawing on course concepts and readings (minimum 2 readings which may be from the course or your own research), and directions for areas in which you could conduct additional scholarly source, ethnographic, or other analytic work. Students must submit their ethnographic research materials to an assigned small peer group for Canvas peer review in advance of an in-class workshop. Final fieldwork analysis paper is due along with a separate 1-page commentary reflecting on what you felt you did particularly well, what you might do differently, what questions remain for you, and what steps you intend to take to transform this preliminary draft into the final paper. Please note methods texts (Boelstorff et al, Bernard, Narayan) may NOT be used to satisfy the scholarly source requirement. See assignment timetable above for deadlines. 4. Final Research Paper: 30% Your final assignment will be the culmination of your work throughout the semester. You will submit a research paper that uses at least 4-5 scholarly sources in order to analyze and present an original argument about the ethnographic data you have gathered throughout the semester. At least one of the 4-5 scholarly sources must be from class readings and at least one must be from your own independent research. Please note methods texts (Boellstorff et al, Bernard, Narayan) may NOT be used to satisfy the scholarly source requirement. Your essay should clearly describe the methods you used (participant observation, formal analysis, interviews, etc.) and mobilize the resulting data to produce an original argument. Final papers must be 10-12 pages long. An outline of your final paper will be due to your assigned peer group for Canvas peer review prior to an in-class workshop in the last week of class. See assignment timetable for deadlines. Writing Intensive This course is writing intensive. Your fieldwork analysis paper will constitute your draft for your final paper. Your final grade will be a reflection of both the finished product (the final paper) and 6 your ability to rewrite and revise your writing based on comments and feedback. Final papers that do not reflect engagement with feedback from the fieldwork analysis paper to the final paper stage, in other words, will result in a lower grade. Grading Scale A (4.0) 94.0-100.0 B+ (3.333) 87.0-89.9 C+ (2.333) 77.0-79.9 D+ (1.333) 67.0-69.9 A- (3.667) 90.0-93.9 B (3.000) 83.0-86.9 C (2.000) 74.0-76.9 D (1.000) 64.0-66.9 B- (2.667) 80.0-82.9 C- (1.667) 70.0-73.9 D- (0.667) 60.0-63.9 F (0.000) 00.0-59.9 Course Policies: Attendance: Regular attendance of the class is required and attendance will be taken every class. Arriving late, leaving early, or leaving during class for any reason other than documented illness or other extreme circumstances is considered equivalent to ½ absences and repeat occurrences will result in a lowered grade. Students are allowed a maximum of 2 missed classes penalty free. Please note that illness applies to your 2 missed classes count. In other words, if you are within your total of 2 missed classes, then you do not need a doctor’s note and your absence will count to your total allowed missed classes regardless of the reason for your absence. Except for in circumstances where the entire class is meeting remotely or in other exceptional and documented circumstances, attendance through Zoom will also count as an absence. If you miss more than 2 classes, your total grade will drop by 3% for every missed class. Exceptions to this penalty for missed classes will only be provided in cases of extraordinary illness or other extreme circumstances, which must be documented by a doctor’s note or other official certification. Students who are absent from a class must consult peers to catch up on materials they have missed. Students who have an excess of absences may be withdrawn from the course as per Tulane policy. Remote course policies: Students who have compelling reasons to attend through Zoom (illness, COVID-19 exposure, quarantine) may choose to do so, up to a maximum of 2 classes. Students who attend through Zoom will only be counted as present if they demonstrate consistent active participation by fulfilling the following conditions: they notify the instructor that they will be attending through Zoom at least one hour prior to the class; their video is on for the entire class duration; they make at least one substantive contribution to class discussion; they upload their class notes for each session they attend through Zoom and the notes demonstrate attention to and understanding of class discussion. Students who attend through Zoom and fail to meet these participation requirements will be counted as absent and that absence will count toward students’ maximum allowed absences. In instances where the entire class meets over Zoom, all students must have their cameras on in order to be counted as in attendance. Recordings of Class Sessions: Zoom recordings will not be released in order to protect the confidentiality of participants. 7 Electronics: Electronic devices produce distractions. The use of computers, cell phones, and all other electronic devices are strictly not allowed in class. Students observed using an electronic device will be marked absent for that class and their participation marks will be lowered. Deadlines: It is your responsibility to keep track of deadlines. Late memo posts will NOT be accepted. All students may automatically have up to a three-day maximum extension on papers due during the class term if – and only if - they contact me by email to request the extension at least 48 hours before the deadline. Late papers will receive a penalty of 3% off for each day they are overdue. Late papers will be accepted without penalty only in cases due to extreme illness or other extraordinary circumstances, which must be documented by a doctor’s note or other official certification. Unavoidable conflicts (e.g. a major religious holiday, or travel as part of a university program) must be drawn to the instructor’s attention in writing, together with supporting documentation from a responsible party (e.g. your physician, appropriate instructor, university official) by the third week of the course. Referencing Style: All written assignments should be typed in a standard 12-point font using 1inch margins and double spaces. All assignments must be accompanied by an additional documentation page, which is not included in the total page count for the papers. We will follow the author-date format of the Chicago Manual of Style. A short version of the Chicago Manual of Style is available for free at http://www.chicagomanualofstyle.org/tools_citationguide.html. 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By accepting admission to the university, a student accepts its regulations (i.e., Code of Academic Conduct and Code of Student Conduct) and acknowledges the right of the university to take disciplinary action, including suspension or expulsion, for conduct judged unsatisfactory or disruptive. Unless I indicate differently on instructions, all assignments and exams are to be completed individually and without any study aid, including textbooks, class notes, or online sites. If you have any question about whether a resource is acceptable, you must ask the instructor rather than assume. 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Religious accommodation policy Per Tulane’s religious accommodation policy as stated at the bottom Tulane’s academic calendar, I will make every reasonable effort to ensure that students are able to observe religious holidays without jeopardizing their ability to fulfill their academic obligations. Excused absences do not relieve the student from the responsibility for any course work required during the period of absence. Students should notify me within the first two weeks of the semester about their intent to observe any holidays that fall on a class day or on the day of the final exam. 9 Class Schedule *Scheduled readings and topics may change throughout the semester. You are responsible for paying close attention in class and to your email for updates. Week 1 (Aug 24): Introduction to the course *Individual intro and project idea meetings begin with Prof. Humphreys this week Week 2 (Aug 31): Ethnography and Digital Media *Individual intro and project idea meetings continue with Prof. Humphreys this week Boellstorff, Tom, Bonni Nardi, Celia Pearce, and T.L. Taylor. 2012. Ethnography and Virtual Worlds: A Handbook of Method. Princeton: Princeton University Press. *Read Chapters 4 (52-64) and 8 (129-150). Burrell, Jenna. 2012. Invisible Users: Youth in the Internet Cafés of Urban Ghana. London and Cambridge: The MIT Press.*Read Chapter 2 “Youth and the Indeterminate Space of the Internet Café”(29-53). * Read also instructions on writing proposals prepared by Prof. Humphreys available on course Canvas site. Week 3 (Sept 7): Infrastructure + Library Session Larkin, Brian. 2013. “The Politics and Poetics of Infrastructure.” Annual Review of Anthropology 42: 327-343. *Read only pages 328-334, sections “Introduction,” “The Ontology of Infrastructure,” “Systems Thinking and Technopolitics,” and “The Unbearable Modernity of Infrastructure.” Mayer, Vicki. 2020. “From Peat to Google Power: Communications Power and Structures of Feeling in Groningen.” European Journal of Cultural Studies: 1-15. Larkin, Brian. 2004. “Degraded Images, Distorted Sounds: Nigerian Video and the Infrastructure of Piracy.” Public Culture 16, no. 2: 289-314. Humphreys, Laura-Zoë. 2020. “Copying and COVID-19 in Havana, Cuba.” Mediapolis: A Journal of Cities and Culture. https://www.mediapolisjournal.com/2020/06/copying-andcovid-19-havana/ Recommended Week 4 (Sept 14): Fashioning the Entrepreneurial Self – Discussion with Gabriella Lukács Ross, Andrew. 2012. “In Search of the Lost Paycheck.” In Digital Labor: The Internet as Playground and Factory, 13-33. Edited by Trebor Scholz. New York and London: Routledge. Lukacs, Gabriella. 2020. Invisibility by Design: Women and Labor in Japan’s Digital Economy. Durham: Duke University Press.*Read Chapter 2 “The Labor of Cute: Net Idols in the Digital Economy” (57-80). Burrell, Jenna. 2012. Invisible Users: Youth in the Internet Cafés of Urban Ghana. London and Cambridge: The MIT Press.*Read Chapter 3 “Ghanaians Online and the Innovation of 419 Scams” (56-79) Recommended Rose, Nickolas. 1996. Chapter 7 “Governing Enterprising Individuals.” In Inventing our Selves: Psychology, Power, and Personhood, 150-200. Cambridge, UK: Cambridge University Press. 10 DRAFTS OF PROPOSALS DUE TO SMALL PEER GROUPS 11:59 PM FRIDAY SEPT 16 Week 5 (Sept 21): Ethnographic Methods + Proposal & Bibliographies Workshop Boellstorff, Tom, Bonni Nardi, Celia Pearce, and T.L. Taylor. 2012. Ethnography and Virtual Worlds: A Handbook of Method. Princeton: Princeton University Press. *read Chapters 5 and 6. Bernard, H. Russell. 2006. Research Methods in Anthropology: Qualitative and Quantitative Approaches. Lanham: Rowman & Littlefield Publishers.*Read Chapter 9 “Interviewing: Unstructured and Semistructured” (210-228). *Read also sample proposals and assigned peer proposal drafts PROPOSALS AND ANNOTATED BIBLIOS + MID-TERM MEMO POST PORTFOLIOS DUE 11:59 PM MONDAY SEPTEMBER 26th Week 6 (Sept 28) Race and Class in the Information Economy Amrute, Sareeta. 2016. Encoding Race, Encoding Class: Indian IT Workers in Berlin. Durham: Duke University Press. *read Intro, Chapter 2, and Chapter 5. THREE SAMPLE INTERVIEW QUESTIONS DUE TUESDAY OCT 4TH 11:59 PM Week 7 (Oct 5) Intellectual Property and Piracy in the Global South Thomas, Kedron. 2016. Regulating Style: Intellectual Property Law and the Business of Fashion in Guatemala. Oakland, CA: University of California Press.*Read Introduction (pgs. 111 only), Chapter 1 (35-67), and Chapter 2 (68-100). *In-class workshop and further discussion of what makes for a good interview question. Week 8 (Oct 12) Intellectual Property and Piracy in the Global South II – Discussion with Prof. Kedron Thomas Thomas, Kedron. 2016. Regulating Style: Intellectual Property Law and the Business of Fashion in Guatemala. Oakland, CA: University of California Press.*Read Chapter 3 (101-144), Chapter 4 (145-183), and Conclusion (227-242). Week 9 (Oct 19) Fan Cultures De Kosnik, Abigail. 2013. “Fandom as Free Labor.” In Digital Labor: The Internet as Playground and Factory. Edited by Trebor Scholz, 98-111. New York, NY: Routledge. Ito, Mizuko. Ch. 8 “Contributors versus Leechers: Fansubbing Ethics and a Hybrid Public Culture” In Fandom Unbound: Otaku Culture in a Connected World. Edited by Mizuko Ito, Daisuke Okabe, andj Izumi Tsuji, 179-206. New Haven: Yale University Press. Humphreys, Laura-Zoë. 2021. “Loving Idols: K-Pop and the Limits of Neoliberal Solidarity in Cuba.” International Journal of Cultural Studies 24, no. 6: 1009-1026. Week 10 (Oct 26) Digital Intimacies – possible discussion with Prof. Shaka McGlotten? Gershon, Ilana. 2010. “Breaking Up Is Hard to Do: Media Switching and Media Ideologies.” Journal of Linguistic Anthropology 20, no. 2: 389–405. McGlotten, Shaka. 2013. Virtual Intimacies: Media, Affect, and Queer Sociality. New York, 11 NY: SUNY Press.*Read Chapter 1 “The Virtual Life of Sex in Public” (17-38) and Chapter 3 “Feeling Black and Blue” (61-78). Recommended Berg, Ulla D. 2015. Mobile Selves: Race, Migration, and Belonging in Peru and the U.S. New York: New York University Press.*Read Ch. 3 “Remote Sensing: Structures of Feeling in Long-Distance Communication.” (105-140). ETHNOGRAPHIC RESEARCH DUE TO SMALL GROUP 5 PM FRIDAY OCTOBER 28TH *Minimum two interviews completed and transcribed + 1 hour participant observation due here. Week 11 (Nov 2) Workshop for Fieldwork Analysis Paper Boellstorff, Tom, Bonni Nardi, Celia Pearce, and T.L. Taylor. 2012. Ethnography and Virtual Worlds: A Handbook of Method. Princeton: Princeton University Press. *read Chapters 10 and 11 Narayan, Kirin. 2012. Alive in the Writing: Crafting Ethnography in the Company of Chekhov. Chicago and London: The University of Chicago Press.*Read Chapter 1 “Story and Theory” (1-22). *Read also sample student papers and assigned peer ethnographic research NO CLASS NOV 9TH *Prof Humphreys is at AAA conference. Students continue fieldwork. Week 12 (Nov 16) Journalism and Disinformation in the Digital Age Boyer, Dominic. 2010. “Making (Sense Of) News in the Era of Digital Information.” In The Anthropology of News and Journalism: Global Perspectives. Edited by S. Elizabeth Bird, 241-256. Bloomington: Indiana University Press. Alfonso, María Isabel. 2021. “In Cuba, Independent Media Struggle to Navigate Polarized Waters.” NACLA Report on the Americas 43, no. 4: 387-394. Stalcup, Meg. 2020. “The Invention of Infodemics: On the Outbreak of Zika and Rumors.” Somatosphere (March 16) http://somatosphere.net/2020/infodemics-zika.html/ Watch: Climate Change and Conspiracy: Networked Disinformation. ‘Data & Society welcomes Joe Mulhall, Senior Researcher at European Anti-Extremism NGO HOPE’ (4 December 2019) Accessed August 8, 2022. https://www.youtube.com/watch?v=W5hdUtAcd3k Listen: “BBC World Service—The Documentary, Detours, Doctor Fake News.” N.d. BBC. Accessed August 8, 2022. https://www.bbc.co.uk/programmes/w3csz5dw FIELDWORK ANALYSIS PAPER/FINAL PAPER DRAFT AND COMPLETED ETHNOGRAPHIC MATERIALS DUE MONDAY NOVEMBER 14TH 11:59 PM THANKSGIVING HOLIDAY NOVEMBER 21st TO NOVEMBER 27th Week 13 (Nov 30) Networked Social Movements – Discussion with Prof. Kiran Bhatia Bonilla, Yarimar, and Jonathan Rosa. 2015. “#Ferguson: Digital Protest, Hashtag Ethnography, and the Racial Politics of Social Media in the United States.” American Ethnologist 42, no. 1: 4–17. Jackson, Sarah J., Moya Bailey, Brooke Foucault Welles. 2020. #HashtagActivism: Networks of Race and Gender Justice. Cambridge, MA: MIT Press.*Read Chapter 2 “Visions of 12 Black Feminism: #FastTailedGirls, #YouOkSis, #SayHerName (31-64). Bhatia, Kiran. 2021. “The Revolution Will Wear Burqas: Feminist Body Politics and Online Activism in India.” Social Movement Studies. https://www.tandfonline.com/doi/full/10.1080/14742837.2021.1944850?casa_token=MLJL0Ik_ UGgAAAAA%3A9sgKVROkR6LC3DXbaSnIG93zJu3ZwcqTgB_ZnVER0IwLcJFnHHEoCtZrUxHFaaMJ7DNojornQg2sA) OUTLINES OF FINAL PAPER DUE TO PEER GROUPS FRIDAY DEC 2nd 11:59 PM Week 14 (Dec 7): Workshop for Final Paper and Conclusion FINAL PAPERS WITH ALL ETHNOGRAPHIC RESEARCH MATERIALS AND MEMO POST PORTFOLIO DUE WEDNESDAY DECEMBER 14TH 11:59 PM Grades due for graduating students – Monday December 19 Grades due for all students – Wednesday December 21 13 Title IX Tulane University recognizes the inherent dignity of all individuals and promotes respect for all people. 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