2018SP COMM 1255 SEC01	Office hours	Content
TU/FR 9:50 - 11:30 am Richards Hall 226	Joseph Reagle, Ph.D., <j.reagle> TU appointments starting at 15:30 Comm Studies, 215 Holmes Hall Tip: Enter at 41A Leon St.	Policies
Assignments
Rubric
Resources
Schedule

Policy

Active learning and the Web

“I hear and I forget. I see and I remember. I do and I understand.” – Confucius

This is an active learning course meaning that you will be engaged with activities such as class and group discussion, participating in and designing class exercises, collaborative note-taking, and peer assessment.

We also make much use of the Web. For instance, this syllabus is a Web page that I update; I expect you to bookmark it and to follow links. (If you find a broken link or typo, let me know!) You can easily find things on this page with control-f. You can open links in new tabs with control-click. We will also make use of Google Docs. I recommend you use something like Zim, FoldingText, or Evernote to “make information your own.” By the way, in emails I often use markdown conventions and respond below your quoted (‘>’) text.

Academic policies

In short, come to class on time and with the readings and assignments completed; be respectful and willing to collaborate. There are no provisions for missed exams or late assignments.

In general, if you have an issue, such as needing an accommodation for a religious obligation or disability, speak with me before it affects your performance. Do not ask for favors; instead, offer proposals that show initiative and a willingness to work.

Academic Integrity is of utmost importance: “The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge.” Violations include cheating, plagiarism, and participating in or encouraging dishonesty. If you cheat on an exam, you will receive zero credit and be referred to the Office of Student Conduct. If you plagiarize seven or more words in a row, the same will follow.

We sometimes use devices in class as part of an activity, but the default policy is for gadgets to be silenced and put away. (As noted in my tips for note-taking, handwritten notes can lead to better learning.) If you want to use a device throughout the course, email me a device proposal with your intended usage. Device users might also be called upon you to perform tasks such as looking things up or taking collaborative notes. I can also rescind device privileges. Deviations from classroom professionalism and respect may result in dismissal from class and demerits against your grade. See full course policies for more detail.

Assignments

There are 1000 points at stake over the course of the term. This is converted to letter grades on the basis of thresholds; they are not rounded.

(200 pts) Class participation

This entails much more than (even perfect) attendance. Note: participation is not an easy “gimme grade”; I probably grade this more severely than anything else, please see the participation rubric for more.
(0/-20pts) Learning assignment

Email me a plain-text export of your SRL Deck containing at least 30 items. If you PASS this assignment it will not affect your grade and you will receive 0pts out of 0pts; if you fail to complete it, you will lose 20pts. (That’s the only way I’ve been able to figure out how to do Pass/Fail in Blackboard.)
Wiki Web assignments

You will be creating a website that will have five practical exercises and two sets of reading responses. See the Markdown and wiki tutorial and my example site to learn how to set up your TryScribble wiki.

When you send me an assignment, email it ninety minutes before class; include your page’s <url> (in pointy brackets) and its markdown content (so I can give you feedback)—no attachments. Submissions must be emailed to me (j.reagle) with a descriptive subject for the email beginning with cda-r:. (For example, “cda-r: Response to Reagle chapter 5” or “cda-r: Web search and evaluation.”) If you fail to do this, I may not see the email and you could fail to get credit. Submissions sent since the last class are viewable by others on the Web.
- (200 pts) Practical exercises
  
  These are mandatory and require you to document at Scribble a specific competency (e.g., filtering your email) in the context of that class’s readings—don’t forget to discuss the reading! If needed, use whatever image host you wish (i.e., for screen-shots), such as imgur.com. Make good use of markdown: use headings, links, quotes, and embed images, video, or audio as appropriate. Email me your page’s <url> (in pointy brackets) and its markdown content (so I can give you feedback) 90 minutes before class on their due date. Do not create a new wiki for each assignment; create a new page in your existing wiki. These are typically 400-600 words.
  1. Markdown and wiki tutorial (0 pts)
  2. Web search and evaluation (50 pts)
  3. Filter and label your email (50 pts)
  4. Adblocking (50 pts)
  5. Privacy footprint (50 pts)
  These are assessed on the basis of: substantive engagement with the assignment’s task and accurate results; good use and integration of that day’s readings; deft use of markdown/wikis (headings, links, images, etc.); and prose quality.
- (200 pts) Reading responses
  
  You are expected to read and be prepared to discuss all readings. In each half of the course you must also complete a certain number of reading responses—this is in addition to all practical exercises above. That is, for classes that don’t already have REQUIRED practical exercises, you must complete five responses (typically 250-350 words) by the middle of the semester and five after; do not add or edit responses after they are due. Plan this ahead of time so you are not caught short. Absent a specific prompt, summarize and engage.
  
  You will have two response pages on your wiki—see my pages and the response template. If you do a response, email me your page’s <url> (in pointy brackets) and its markdown content (so I can give you feedback) 90 minutes before class.
  
  These are assessed solely on the quality of the content: you do not need to use links, images, etc. I recommend you spell and grammar check your writing and maintain a checklist of how to write an excellent response.
(200 pts) Exam

Exams consist of multiple choice, fill in the blank, and questions.
(200 pts) Topical essay and proposal

Due prior to usual class time. Assignment must be printed and handed in and submitted via BlackBoard. Follow the writing requirements for both assignments.
1. (50 pts) Write a ~500 word proposal describing your topic, likely thesis and sources (from class and at least three external sources, at least one of which should be scholarly). In your proposal don’t plan to “explore” an issue, tell me what you will argue or explain and how you will support that. Follow the writing requirements below as this will be good practice for the actual essay. This is fairly open-ended, so see Choosing a Topic for help. Previous topics included: “Productive Procrastination vs Media-Multitasking,” “Homophily in Online Dating,” “Gender Differences in Social Media,” “Behavioral Targeting: Is it Ethical?,” “Social Media as a Recruiting Tool,” and “Privacy in the Digital Age.”
2. (150 pts) Write a ~1500 word essay on your chosen topic.
Writing requirements

Printed assignments must be double-spaced, 12 point font, 1-inch margins. (One page contains approximately 250 words.) Pages must be numbered and stapled together. Citations must be in the APA style.

No APA cover page is required. In fact, so as to avoid bias, I read assignments “blind” without knowing the author. Hence, I will only see your name (and final word count) when I turn your assignment over and see the assignment appendix.

All assignments must be reviewed by two peers who assess your work according to the writing rubric, include their assessment and feedback in your appendix. Use this to improve your work. If someone fails to give you feedback, please note that in the assignment appendix.

On the due date, print copies must be submitted in class and the electronic version must be submitted to via BlackBoard; this online version need not include the assignment appendix.

If you have permission to revise a written assignment for re-assessment, please see these revision instructions.

TRACE

Our college requires all students to complete TRACE evaluations at the end of the semester even if you (anonymously) opt-out of completing the survey.

Grading Rubric

Communication Studies courses are expected, on average, to have a GPA of no more than a 3.3 (B+); this means those receiving an A or A- are in the minority. The course rubric notes that “A” students have all of the following attributes.

show mastery in assignments. Their work demonstrates impressive understanding of readings, discussions, themes and ideas. It is fluid, clear, analytical, well-organized and grammatically polished. Reasoning and logic are well-grounded and examples precise.
have virtually perfect attendance. Their commitment to the class resembles that of the teacher.
are prepared for class. They always read assignments and participate fully. Their attention to detail is such that they occasionally catch the teacher in a mistake.
show interest in the class. They look up what they don’t understand. They often ask interesting questions or make thoughtful comments.
have retentive minds. They are able to connect past learning with the present.
have a winning attitude. They have the determination, initiative, and self-discipline to succeed.

Resources

Many links to my public wiki are found through-out this syllabus (remember, control-f is your friend), but I’ve gathered some of the most important ones below. As I explain in this video about tracking assignment requirements, I have high expectations and send a lot of information your way, I recommend you use something like Zim, FoldingText, or Evernote to “make information your own.”

Tip: temporarily place requirements and rubrics into your work (e.g., at the top of the response page).

Class rubric
Infrastructure
- Class Google Docs.
- Class email list to which we can all send and receive messages.
- Northeastern: library resources, writing center, and international tutoring center
Reading responses
- Reading response requirements and examples
- Response page template
- Student responses for the most recent class
  - (these are emails with ‘cda-r’ in subject and are publicly viewable)
Essays
In class

Readings

Most readings are linked to from this page, if not check this zip file . However, you must acquire the following. I wrote the first book specifically for this class, and the second will be invaluable to your own writing.

Joseph Reagle (2015), Reading the Comments: Likers, Haters, and Manipulators at the Bottom of the Web.
Diane Hacker (6th or 7th edition), A Pocket Style Manual. (I’ve seen good used copies for as little as ~$12, but sometimes the price shoots up. You shouldn’t have to pay more than $35—and this will be useful throughout your college career and beyond.)

Like other skills, bibliography is something you learn to do well. Technology can make it easier. NU makes RefWorks and EndNote available to students; you can also use the freely available browser-based Zotero.

Note that for selections, I specify the chapter (ch=) or pages (pp=) to read.

Schedule

Jan 09 Tue - Are you tech-savvy?

Welcome! We introduce ourselves, cover class logistics, and consider if your generation is tech-savvy.

Bring a mnemonic linking your name with something novel about yourself. For instance, I would say: “Imagine Prof. Reagle being chased by beagles.”
Use the reading to generate a higher-order question (analysis, synthesis, evaluation) from Bloom’s taxonomy. Do you have a sense of how you would go about answering your question?

Kate Meyer, 2016, “Millennials as digital natives: Myths and realities”
Nana Sidibe, 2015, “Millennials aren’t as tech savvy as people think”

Jan 12 Fri - Markdown

REQUIRED: See the wiki assignments above; review the Markdown and wiki tutorial and create a individual Scribble page (using headings, links, images, and videos) prior to class related to the short reading. (This is a single page wiki assignment and will not count toward your five reading responses.) In your email to me, include cda-r in the subject, include the <link> to your page, followed by the markdown. Bring your device for a markdown exercise.

This isn’t graded, but it is required because I want to give you feedback so you are well prepared.

Joseph Reagle, 2015, “Comment: The Bottom Half of the Web,” Reading the Comments, ch=1

Jan 16 Tue - Attention

Read the chapter below and conduct the “online intention” exercise from the Attention Probes.

Chayko, 2017, Superconnected, “More benefits and hazards of 24/7 superconnectedness”, ch. 9

(Remember, you don’t have to write a response to this reading because it is not a required practical exercise; but you do have to write five responses by the middle of the term so pace yourself carefully. If you do write a response, include it on your wiki response page and email me the URL and markdown following the directions above. )

Jan 19 Fri - How the Web works

Identify something about digital communication that you would like to learn more about, or something from the reading you found confusing. Don’t get too hung up on technical details (especially about cryptography), we’ll cover everything in class.

MDN, 2016, How the Web works
Hartley Brody, 2013, How HTTPS secures connections: What every web dev should know

(Again, you can write a response to this toward the five required by the middle of the semester.)

Jan 23 Tue - Crap detection

REQUIRED: See the practical wiki assignments section above and answer the questions in the Web search and evaluation assignment. Use the power of the Web (headings, links, embedded images, etc.) to show me your searches and results as appropriate while engaging with the reading. Remember, in your email to me, include cda-r in the subject, include the <URL> to your page, followed by the markdown.

Howard Rheingold, 20090630, “Crap Detection 101”
Northern Michigan University, 2009, “Evaluating Internet Sources”

Jan 26 Fri - Fake News

Had everyone in the country learned and used “crap detection” skills, would we have been so affected by “fake news”?

Craig Silverman, 20161215, This analysis shows how fake election news stories outperformed real news on Facebook
Adam Mosseri, 20150427, News feed FYI: Addressing hoaxes and fake news
danah boyd, 20170105, Did Media Literacy Backfire?

Jan 30 Tue - Learning

We will discuss the science of learning. Bring your computer and some concepts you’d like to remember. In class we will be installing and using software so you can complete the SRL Deck exercise due in a few weeks. You may write a response.

Brown, Roediger, McDaniel, 2014 Make it Stick: The Science of Successful Learning, ch=1 plus “take aways” of the other chapters (included in PDF)

Feb 02 Fri - Filtering

REQUIRED: See the wiki assignments section above and integrate your thoughts on the readings below with screenshots from the “Filter and label your email” assignment into your wiki response.

Nicholas Carr, 20110307, Situational overload and ambient overload, Rough Type
Brooke Gladstone, 20110617, The echo chamber revisited, On the Media. (Also see transcript.)
Rachel Martin, Shayne Hughes, 20130210, To foster communication, Bay Area boss cut off email, NPR Weekend Edition

Feb 06 Tue - Cooperation

Why do we cooperate, and when and why do we fail to do so? These readings are removed from the digital realm, but think about how the concepts you read about might be applicable to what we see online. (Focus on Nowack, but also have a look at the supplementary Wikipedia content.)

Martin Nowack, 201207, “Why we help”
Wikipedia, 2018, “Dunbar’s number”
Wikipedia, 2018, “Social dilemma,” sections on “Types” and “Theories.”
Wikipedia, 2018, “Wisdom of Crowds”

Feb 09 Fri - “Informed: ‘I don’t know. I gotta get the best one’”

We consider the history of review online: the stars, the engineers, the likers, the crowd, and the critic. This will set the stage for discussing manipulative and confusing comments later on.

(When’s there no prompt, summarize and engage.)

Joseph Reagle, 2015, “Informed: ‘I don’t know. I gotta get the best one’,” Reading the Comments, ch=2

Feb 13 Tue - Gender & contribution

How does gender figure into digital communication, participation, and contribution?

Sarah Jeong, Rachel Becker, 2017, “Science doesn’t explain tech’s diversity problem - history does”.
Joseph Reagle, 2013, “Free as in sexist?”: Free culture and the gender gap, First Monday, 18(1).

Feb 20 Tue - Exam Review

If you do a response, craft two multiple choice questions and two short/essay questions that could appear on the exam. For each question, provide an answer/explanation, or even a mnemonic, in a section below all the questions.

Due: Please send me the <url> of your response page for assessment, following template structure. If you do a response for today, include that markdown as well, but I don’t need the markdown of all your previous responses.

Feb 23 Fri - Exam (and midpoint of semester)

Feb 27 Tue - Feedback in the age of comment

What is it like to give and receive feedback in the age of comment? How do individuals and communities cope?

Joseph Reagle, 2015, “Improved: ‘Be More Constructive with Your Feedback, Please’,” Reading the Comments, ch=4

Due: Essay proposal

Mar 06 Tue - NO CLASS

Mar 09 Fri - NO CLASS

Mar 13 Tue - Manipulated

In what ways are online reviews, ratings, rankings, and comments manipulated? What can you trust and how would you know?

Joseph Reagle, 2015, Manipulated: Which ice cube is the best?, Reading the Comments, ch=3

Mar 16 Fri - Online ads and blockers

Knowing what we know about online advertising, should users be able to easily block ads? If so, who then pays for the free content and services we consume?

REQUIRED: See the wiki assignments section above and integrate your thoughts on the readings below with screenshots from the Adblocking assignment into your wiki response. Note: if Northeastern rejects your email as spam, you may send your email to me at my personal address.

Don Marti, 201507, Targeted advertising considered harmful, zgp
Alex Hern, 20160316, Major sites including New York Times and BBC hit by ‘ransomware’ malvertising, The Guardian
Jacob Kastrenakes, 20160913, Adblock Plus now sells ads, The Verge

Mar 20 Tue - Algorithmic discrimination

Guest: Christo Wilson

Do algorithms exhibit biases (intentional or otherwise) in online commerce?

Fiona Rutherford and Alan White, 2016, “This Is Why Some People Think Google’s Results Are ‘Racist’,” BuzzFeed
Aniko Hannak, Gary Soeller, David Lazer, Alan Mislove, Christo Wilson, 2014, “Measuring price discrimination and steering on E-commerce Web sites

Mar 23 Fri - Dating

How has digital communication changed the dating landscape? Can we trust what we see? What sort of biases emerge in people’s messaging behaviors?

OKTrends, 20091005, How your race affects the messages you get, Okcupid
OKTrends, 20100707, The big lies people tell in online dating, Okcupid
Kevin Poulsen, 20140121, How a math genius hacked OkCupid to find true love, Wired

Mar 27 Tue - Breakup

On the flip-side of dating, how do people breakup in the digital age? This reading is a bit dated, but that can be useful: what has changed and what has stayed the same?

Ilana Gershon, How do you know?, The Breakup 2.0, 2010, Ithaca, Cornell University Press, 9780801448591, ch=4

Mar 30 Fri - Privacy

How concerned should we be about our privacy online? Is there anything we can do to protect it?

REQUIRED: See the wiki assignments section above and integrate your thoughts on the readings below with a few screenshots from the Privacy footprint assignment into your wiki response. (Please be mindful of your privacy in this assignment and do not share anything that weakens your privacy further, such as screenshots of your phone number.)

Brian W. Kernighan, 2011, “Data, information, and privacy,” D Is for Digital, DisforDigital.net, ch=11
Karen McGoogan, 2016, “How did Facebook get my number? And why is it giving my name out to strangers?”

Apr 03 Tue - Haters

Why does digital communication give rise to such toxic behavior, including that of haters and that seen in “bully battles”?

Joseph Reagle, 2015, “Alienated: You fail it! Your skill is not enough!,” Reading the Comments, ch=5
Joseph Reagle, 2016, “3Qs: How to tame the Twitter haters”

Apr 06 Fri - Shaped

How does digital communication affect our ability to be mindful? How does it affect self-esteem; is it making us narcissistic?

Joseph Reagle, 2015, “Shaped: Aw shit, I have to update my Twitter,” Reading the Comments, ch=6

Apr 10 Tue - Bemused

How can we make sense of the odd and embarrassing behavior we see online?

Joseph Reagle, 2015, “Bemused: WTF!,” Reading the Comments, ch=7

Apr 13 Fri - Collapsed context

What does it mean to be authentic online? Is it possible anymore to have more than one persona online?

Bring your device for a class class activity.

Alice E. Marwick, danah boyd, 2010, I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience, 10.1177/1461444810365313, New Media Society

Apr 17 Tue - Pushback

Is online communication really so awful? Is it possible to opt-out of digital communication?

Joseph Reagle, 2015, “Conclusion: ‘Commenterrible’?” Reading the Comments, ch=8
Ricardo Gomez, Stacey Morrison, 2014, Pushback: The growth of expressions of resistance to constant online connectivity, iConference, Berlin

Due: Essay.

Communication in the Digital Age

Course objectives

Policy

Active learning and the Web

Academic policies

Assignments

Grading Rubric

Resources

Readings

Schedule

Jan 09 Tue - Are you tech-savvy?

Jan 12 Fri - Markdown

Jan 16 Tue - Attention

Jan 19 Fri - How the Web works

Jan 23 Tue - Crap detection

Jan 26 Fri - Fake News

Jan 30 Tue - Learning

Feb 02 Fri - Filtering

Feb 06 Tue - Cooperation

Feb 09 Fri - “Informed: ‘I don’t know. I gotta get the best one’”

Feb 13 Tue - Gender & contribution

Feb 20 Tue - Exam Review

Feb 23 Fri - Exam (and midpoint of semester)

Feb 27 Tue - Feedback in the age of comment

Mar 06 Tue - NO CLASS

Mar 09 Fri - NO CLASS

Mar 13 Tue - Manipulated

Mar 16 Fri - Online ads and blockers

Mar 20 Tue - Algorithmic discrimination

Mar 23 Fri - Dating

Mar 27 Tue - Breakup

Mar 30 Fri - Privacy

Apr 03 Tue - Haters

Apr 06 Fri - Shaped

Apr 10 Tue - Bemused

Apr 13 Fri - Collapsed context

Apr 17 Tue - Pushback

Course objectives

Policy

Active learning and the Web

Academic policies

Assignments

Grading Rubric

Resources

Readings

Schedule

Jan 09 Tue - Are you tech-savvy?

Jan 12 Fri - Markdown

Jan 16 Tue - Attention

Jan 19 Fri - How the Web works

Jan 23 Tue - Crap detection

Jan 26 Fri - Fake News

Jan 30 Tue - Learning

Feb 02 Fri - Filtering

Feb 06 Tue - Cooperation

Feb 09 Fri - “Informed: ‘I don’t know. I gotta get the best one’”

Feb 13 Tue - Gender & contribution

Feb 16 Fri - Social networks

Feb 20 Tue - Exam Review

Feb 23 Fri - Exam (and midpoint of semester)

Feb 27 Tue - Feedback in the age of comment

Mar 02 Fri - Ads and social graph background

Mar 06 Tue - NO CLASS

Mar 09 Fri - NO CLASS

Mar 13 Tue - Manipulated

Mar 16 Fri - Online ads and blockers

Mar 20 Tue - Algorithmic discrimination

Mar 23 Fri - Dating

Mar 27 Tue - Breakup

Mar 30 Fri - Privacy

Apr 03 Tue - Haters

Apr 06 Fri - Shaped

Apr 10 Tue - Bemused

Apr 13 Fri - Collapsed context

Apr 17 Tue - Pushback