Composing with Social Media ENGL 505. Social Media What is Social Media? How can I use it in my courses? What are the benefits?
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<p>Web 2.0: a Short Tour</p> <p>Composing with Social MediaENGL 505</p> <p>1Social MediaWhat is Social Media?How can I use it in my courses?What are the benefits?</p> <p>2What is social media?Social media is the media we use to be social. That's it. - Lon Safko The Social Media Bible</p> <p>Talking, writing, sharing, commenting, creating, producingwith others. </p> <p>3Social Media SitesUsing the power of the Web to connect people to one another.</p> <p>4Social Media FeaturesUser interactivityContent sharing and distributionPersonalized web spaceCollaborating with like individualsOrganizing causes, events, or groupsCommunicating with friends, peers, and professionals5Social Media In/Out of ClassUse/analyze social mediaUseGroup workProfessional networkingand communicationLive-tweet conferences, presentations, etc.Class backchannelContent-sharing</p> <p>6</p> <p>Social Media In/Out of ClassUse/analyze social mediaAnalyzeCommunication in different genres, audiences, or spacesPrivate/professional split (Privacy issues like Spokeo, Pipl, and Googling your name)Parallels with writing (images, links, sharing)Free speech, community action, public scrutiny</p> <p>7Other ideas?Brainstorm ideas for uses. Have you used social media in class before?Have students brought ideas or experiences with social media to your attention?8Sample Social Media AssignmentsPrivacy issues explorationSpokeo, Pipl, etc. Private/public composing spacesProfile creation with LinkedinWeb presence, discuss possibilities of online resume/digital networking. Digital ethos.Class Tumblr, blog, Youtube channel, etc. for showcasing work (public face of class)Feedback and reactions</p> <p>9Key: Don't just include a social media or outside-the-class-comments section, but discuss with students possibilities and potential problems of these spaces. They may not interrogate their ethos on a class website or Youtube account, but they can often discuss how they privately police what they say on networks such as Facebook once their parents joined. So they can often start making connections to audience, ethos, and privacy issues. Sites such as Spokeo or Pipl may also not be seen as shocking, Bryan Lutz's Civic Engagement and Social Mediahttp://www.bgsu.edu/departments/english/cconline/Lutz/Conclusion1.html</p> <p>Has students engage with social media and civic engagement through examining the Arab Spring as a new way to organize civil disobedience and protests.Similar possibilities: Occupy Wall Street10Current DiscussionsCult of the Amateur http://www.youtube.com/watch?v=lN_n7I0PM3w(from about 9 min.)</p> <p>People without Facebook accounts are suspicioushttp://www.forbes.com/sites/kashmirhill/2012/08/06/beware-tech-abandoners-people-without-facebook-accounts-are-suspicious/</p> <p>Caitlin Flanagan's Babes in the Woodshttp://www.theatlantic.com/magazine/archive/2007/07/babes-in-the-woods/305974/</p> <p>11Critique or Mockery?http://richkidsofinstagram.tumblr.com/Or, Gawker's re-posting of Hunger Games tweets.http://jezebel.com/5896408/racist-hunger-games-fans-dont-care-how-much-money-the-movie-made-Have students think about audience and what sort of discussions we can have about where and how discourse happens online-Look at these awful people vs. looking at the underlying people, events, and feelings playing out in social media spaces. 12Where to go nextMake connections to collaboration in text creation or designPrivacy issues, long-term effects Composing in conversation with others (and not in a vacuum) Fair-use, content sharing, and re-posts. Who owns content on social media sites?13</p>
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