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ENG 213–002 :: Fall 2010 T/TH 9:30–10:45 :: RB 105

Dr. Brian J. McNely RB 2111 285-8682 Ofce Hours :: T/TH 3:30–5:30 and by appointment

Introduction to Digital Literacies is about people acting with technology; “technologies are both designed and used in the context of people and desires” (Kaptelinin and Nardi, 2006, p. 10). Over the next 16 weeks, we will explore such contexts. [ People ∆ desires ∆ technologies ] This course is focused entirely on digital literacies, on people acting with technology via their discursive activities, now and in the near future. At the end of this course you will be able to identify and explain some of the key rhetorical, social, cultural, ethical, and economic issues related to people acting with technology. ENG 213 will introduce you to 4 crucial digital literacies: [ interacting + analyzing + researching + producing ] Our exploration of these literacies will be grounded in theories of rhetoric, writing, and technical and professional communication. We will examine the role that language plays in our lives, organizations, and digital spaces—from our ways of acquiring and expressing knowledge to the ways that we perceive the world, ourselves, and others. The culmination of the course will be refected in four distinct, yet integrated deliverables: [ public writing + code folder + web-based research project + assessment memo ]

Students will— Interact with technologies: • Recognize and categorize important genres (such as blogs, wikis, single-serving sites, etc.) and categories (such as multimodal, distributed, social, etc.) of new media communication • Use common tools for multimodal writing production with profciency and resourcefulness • “Practice looking” Analyze people acting with technologies: • Relate traditional print-based communication patterns and purposes with new media production and explain some of the tensions between them • Explain rhetorical choices (metacognition) made as a result of both individual and collaborative work • Analyze digital works, communities, and/or applications to understand rhetorical, social, cultural, and political implications of emerging media environments Research digital literacies: • Use multiple digital tools and print materials to conduct research and to produce digital artifacts • Recognize appropriateness of diferent sources for producing and researching goals and contexts • Explore and practice digital writing as a way of thinking, knowing, and being Produce digital artifacts:

• • • •

Apply rhetorical and design principles to new media production Apply principles of fair use, copyright and documentation conventions for print and digital media Recognize rhetorical possibilities of diferent modes (alphabetic text, images, graphics, video, audio, etc.) and make sound rhetorical choices when combining modes Plan » Make » Share


Selected academic journal articles, blog posts, images, and videos Google Reader The Medium is the Massage. McLuhan, M. and Fiore, Q. Ginkgo Press, 2005. Sams Teach Yourself HTM and CSS in 24 Hours, 8th Edition. Meloni, J. Sams, 2009. Technology and Literacy in the Twenty-First Century. Selfe, C. SIU Press, 1999. Here Comes Everybody. Shirky, C. Penguin, 2008. Ambient Findability. Morville, P. O'Reilly, 2005. The Cognitive Style of Powerpoint. Tufte, E. Graphics Press, 2006. Thinking with Type. Lupton, E. Princeton Architectural Press, 2004.

Research Responses (4) Blog Contributions (6) Midterm Examination Code Folder Oral/Visual Presentation of Research Project Web-Based Research Project: Proposal Project Deliverables Project Assessment Memo 80 120 150 150 100 50 200 150 Course Total: 1,000

Grading Scale
A AB+ B BC+ C C950–1,000 900–949 860–899 830–859 800–829 760–799 730–759 700–729

Grading Policy
Deliverables are assessed according to criteria distributed through Blackboard.

Storage and Backup
This course will require the consistent use of one or more of the following methods of digital storage and backup: BSU iLocker Dropbox Google Docs USB Drive

Plagiarism and Academic Dishonesty
Proper citation is a hallmark of good scholarship.

Crediting someone else's work—whatever form that work takes—is a nice thing to do. It's nice to be nice to people. Don't use someone else's work without giving them credit. Don't submit work for this class that you did for another class. If in doubt, see BSU's statement on academic integrity. But mostly? Be nice to people and give credit where it's due.

Attendance, Withdrawals, and Incompletes
Come to class—it's fun! Don't be late—you'll miss important stuf! If you miss more than 3 classes—for any reason—your fnal grade will be lowered by one step for each missed class beyond the limit (for example, 4 absences will result in a reduction from a B+ to a B). Let me know early in the semester if you will miss class for university business or religious holidays. Please see the University Catalog for more information on withdrawals and incompletes.

Writing Center
The Writing Center ofers free one-to-one assistance on all of your writing projects for all of your classes. Also? The Writing Center is full of awesome people. They are located in RB 291, and are open 10 am to 8 pm, Monday–Thursday, and 10 am to 2 pm on Friday.

Students Needing Accommodations
If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My ofce location and hours are listed on the frst page of this document. For additional information, please contact Larry Markle, Director of the Ofce of Disabled Student Development, at or 285-5293; TTY 285-2206. The DSD ofce is located at Student Center 116.

Important Dates
Midterm Examination Proposal Code Folder Presentations Web-Based Research Project Project Assessment Memo 10.14 11.2 11.30 12.2 :: 12.7 :: 12.9 12.16 12.16

[ Complete the readings before the class for which they are assigned, and prepare to interact in class. ] Week 1 8.24 Did Pencils Make Us Dumber? On the New Literacy Tech Support Cheat Sheet Birdwell Swimwear Is Google Making Us Stupid? Does the Internet Make You Smarter? McLuhan 1–87 Meloni Ch. 1 Geek Workshop McLuhan 88–157 Meloni Ch. 2 Geek Workshop Drucker, P. “The Coming of the New Organization.” [BB] Spinuzzi, C. “What do We Need to Teach about Knowledge Work?” Research Response Brummett, B. “Three Meanings of Epistemic Rhetoric.” [BB] Freedman, D. “The Aggressive Egg.” [BB] Meloni Ch. 3 Emig, J. “Inquiry Paradigms and Writing.” [BB] Boroditsky, L. “How Does Our Language Shape the Way We Think?” Research Response Selfe Introduction & Ch. 1 Meloni Ch. 4

8.26 Week 2 8.31


Week 3 9.7


Week 4 9.14


Week 5 9.21 9.23 Week 6 9.28 9.30 Week 7 10.5 boyd, d. “Social Media is Here to Stay... Now What?” Shirky Ch. 1 through Ch. 3 Blog designing :: “Practice Looking” Shirky Ch. 4 Meloni Ch. 7 Shirky Ch. 5 & Ch. 6 Meloni Ch. 8 Midterm Review Midterm Examination Shirky Ch. 7 & Ch. 8 Meloni Ch. 9 Shirky Ch. 9 & Ch. 10 Blog Post Shirky Ch. 11 through Epilogue Lupton pp. 7–24 Meloni Ch. 10 Blog Post Morville Intro and Ch. 1 Lupton pp. 25–59 Proposals Due Morville Ch. 2 Meloni Ch. 11 Blog Post Selfe Ch. 6 through Ch. 8 Research Response Selfe Ch. 9 Meloni Ch. 6 Selfe Ch. 2 & Ch. 3 Research Response Selfe Ch. 4 & Ch. 5 Meloni Ch. 5

10.7 Week 8 10.12

10.14 Week 9 10.19 10.21 Week 10 10.26 10.28

Week 11 11.2


Week 12 11.9 11.11 Morville Ch. 3 & Ch. 4 Meloni Ch. 12 Morville Ch. 5 Lupton pp. 60–79 Blog Post Morville Ch. 6 Lupton pp. 80–109 Morville Ch. 7 Meloni Ch. 13 Blog Post Thanksgiving :: No Class! Thanksgiving :: No Class! Tufte (all) Meloni Ch. 14 Code Folder Due Lupton pp. 110–129 Meloni Ch. 15 Blog Post :: Presentations Lupton pp. 130–173 Meloni Ch. 16 Presentations Meloni Ch. 17 Presentations

Week 13 11.16 11.18

Week 14 11.23 11.25 Week 15 11.30


Week 16 12.7

12.9 Final

12.16 — 9:45–11:45 Final Web-Based Research Projects Project Assessment Memos