Editing Online Communities and Crowds (Winter 2022)
From CommunityData
The edit can be undone. Please check the comparison below to verify that this is what you want to do, and then publish the changes below to finish undoing the edit.
Latest revision | Your text | ||
Line 5: | Line 5: | ||
:Media, Technology & Society (MTS) 525 (graduate) | :Media, Technology & Society (MTS) 525 (graduate) | ||
:Wednesdays 10am-11:30am CT | :Wednesdays 10am-11:30am CT | ||
:Winter, 2022 | :Winter, 2022 | ||
:Northwestern University | :Northwestern University | ||
;Course websites | ;Course websites | ||
: [https://canvas.northwestern.edu/ | : [https://canvas.northwestern.edu/ Canvas] for announcements, submitting assignments, and file sharing. | ||
: [https://northwestern.zoom.us/ Zoom] for remote, synchronous course meetings and guest speaker visits. | |||
: [https://northwestern.zoom.us/ | : Class discord server for chat and probably some other stuff. | ||
: | |||
: [https://dashboard.wikiedu.org/courses/Northwestern_University/Online_communities_and_crowds_(Winter)/home Wikipedia Assignment dashboard] for everything related to the Wikipedia Assignment. | : [https://dashboard.wikiedu.org/courses/Northwestern_University/Online_communities_and_crowds_(Winter)/home Wikipedia Assignment dashboard] for everything related to the Wikipedia Assignment. | ||
: [https://wiki.communitydata.science/Online_Communities_and_Crowds_(Winter_2022) This wiki page] for nearly everything else. | : [https://wiki.communitydata.science/Online_Communities_and_Crowds_(Winter_2022) This wiki page] for nearly everything else. | ||
;'''Instructor:''' [http://aaronshaw.org Aaron Shaw] ([mailto:aaronshaw@northwestern.edu aaronshaw@northwestern.edu]) | ;'''Instructor:''' [http://aaronshaw.org Aaron Shaw] ([mailto:aaronshaw@northwestern.edu aaronshaw@northwestern.edu]) | ||
:Office Hours: | :Office Hours: TBA and by-appointment. | ||
:Please [[User:Aaronshaw/OH|signup for office hours appointments]] (and check that page for details). | |||
:Please [[User:Aaronshaw/OH|signup | :Also usually available via chat during "business hours." | ||
:Also usually available via | |||
;'''Teaching Assistant:''' | ;'''Teaching Assistant:''' Sohyeon Hwang | ||
:Office Hours: | :Office Hours: | ||
::(remote for entire quarter | ::(remote for entire quarter) Mondays 1PM-2PM CT, virtually at: [[https://meet.jit.si/sohw]] | ||
::(once in-person is safe again | ::(once in-person is safe again) Tuesdays 11AM-1PM CT, at room 2-430 in Frances Searle (up the main stairs from the lobby, and then go right). | ||
:Also usually available via | :Also usually available via chat during "business hours". | ||
<div class="res-box"> | <div class="res-box"> | ||
Line 47: | Line 41: | ||
The course is designed to enable students to achieve the following goals: | The course is designed to enable students to achieve the following goals: | ||
* Understand and critically engage central concepts, examples, and issues relevant to online communities & crowds. | * Understand and critically engage central concepts, examples, and issues relevant to online communities & crowds. | ||
* | * Experience and apply practical approaches to online collaboration (in online communities and crowds). | ||
* Assess and iteratively improve upon your own work and that of your peers in light of the concerns analyzed in class. | * Assess and iteratively improve upon your own work and that of your peers in light of the concerns analyzed in class. | ||
* Elaborate original insights into online communities & crowds | * Elaborate original insights into online communities & crowds, extending and applying the material presented in class. | ||
=== Format and materials === | === Format and materials === | ||
Line 91: | Line 85: | ||
===== The Wikipedia assignment (everyone): ===== | ===== The Wikipedia assignment (everyone): ===== | ||
All members of the course will participate in the collaborative creation of ''de novo'' Wikipedia articles. This assignment will proceed in small teams of 4-5 people led by graduate students and will take place over about six weeks starting at the beginning of the quarter. It will culminate in a short essay reflecting on and assessing the experience in light of the other course materials. | All members of the course will participate in the collaborative creation of ''de novo'' Wikipedia articles. This assignment will proceed in small teams of 4-5 people led by graduate students and will take place over about six weeks starting at the beginning of the quarter. It will culminate in a short essay reflecting on and assessing the experience in light of the other course materials. Details will be (almost entirely) provided through the course WikiEdu Dashboard. | ||
;Deadlines (See WikiEdu Dashboard for specific assignments): | |||
:January 7: Introduction, Create an account, join the course page, learn some basics, evaluate an article | |||
;Deadlines (See WikiEdu Dashboard for specific assignments | |||
:January | |||
:January 14: Review some more rules, Start working with your team, Choose possible article topics | :January 14: Review some more rules, Start working with your team, Choose possible article topics | ||
:January 21: Edit existing articles/citations, finalize article topic, start drafting articles | :January 21: Edit existing articles/citations, finalize article topic, start drafting articles | ||
Line 102: | Line 94: | ||
:February 4: Improve/polish articles, publish articles (move them into the main namespace) | :February 4: Improve/polish articles, publish articles (move them into the main namespace) | ||
:February 11: Final revisions to articles before reflective essay. | :February 11: Final revisions to articles before reflective essay. | ||
:February | :February 15: Reflective essay due. | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
====== Exam ====== | ====== Exam ====== | ||
Undergraduate students in the course will be required to complete a take-home exam late in the quarter that will cover material from lectures and from the assigned readings. The exam will consist of | Undergraduate students in the course will be required to complete a take-home exam late in the quarter that will cover material from lectures and from the assigned readings. The exam will consist of two short essay prompts. The prompts will cover course materials up to the point of the exam; they will emphasize synthetic understanding of course materials and will not require outside research. We estimate the exam will only take a couple of hours to complete, however, given the circumstances, we will make it available during two days and students may complete it at any time during that window. | ||
: Exam available: March 7 | : Exam available: March 7 | ||
: Exam due: March | : Exam due: March 9 | ||
====== Community Advising assignments 1 & 2 ====== | ====== Community Advising assignments 1 & 2 ====== | ||
Line 118: | Line 108: | ||
Undergraduate students in the course will also be required to complete two Community Advising assignments (CA1 and CA2, for short). For each assignment, you are invited to serve as an expert advisor to the leaders and members of an online community or crowd and to provide evidence-based insights into how to better address a specific challenge they face. | Undergraduate students in the course will also be required to complete two Community Advising assignments (CA1 and CA2, for short). For each assignment, you are invited to serve as an expert advisor to the leaders and members of an online community or crowd and to provide evidence-based insights into how to better address a specific challenge they face. | ||
For CA1, the teaching team will select the community/crowd as well as the challenge. In elaborating your recommendations to address the challenge, we expect you to draw on sources and evidence provided as part of the course (readings, lecture, section materials, etc.). You may, but absolutely do not need to draw on additional sources. | For CA1, the teaching team will select the community/crowd as well as the challenge. In elaborating your recommendations to address the challenge, we expect you to draw on sources and evidence provided as part of the course (readings, lecture, section materials, etc.). You may, but absolutely do not need to draw on additional sources. | ||
For CA2, you will select your own community/crowd and challenge. We encourage you to choose a community/crowd of which you are a member/leader and where you could, even if only in theory, deliver your recommendations to other members/leaders and have some chance of seeing the recommendations debated/adopted. For CA2 we expect you to draw on sources and evidence provided as part of the course (again) as well as any additional materials you deem relevant/useful. Please note that we require you to meet with a member of the teaching team to discuss your plan and to secure written (email or chat is fine) approval of your chosen community/crowd and challenge at least two weeks before CA2 is due. | For CA2, you will select your own community/crowd and challenge. We encourage you to choose a community/crowd of which you are a member/leader and where you could, even if only in theory, deliver your recommendations to other members/leaders and have some chance of seeing the recommendations debated/adopted. For CA2 we expect you to draw on sources and evidence provided as part of the course (again) as well as any additional materials you deem relevant/useful. Please note that we require you to meet with a member of the teaching team to discuss your plan and to secure written (email or chat is fine) approval of your chosen community/crowd and challenge at least two weeks before CA2 is due. | ||
: CA1 announced: February 2 | : CA1 announced: February 2 | ||
: CA1 due: February | : CA1 due: February 8 | ||
: CA2 topic proposal: February 9-March 2 | : CA2 topic proposal: February 9-March 2 | ||
: CA2 due: March 16 | : CA2 due: March 16 | ||
===== Graduate: Original research project ===== | ===== Graduate: Original research project ===== | ||
Graduate students in the course will be required to complete an original research project. This project may take the form of (1) a detailed research plan/proposal; (2) a replication/revisit of an important and influential study; (3) a completed original research manuscript (i.e., a "submission-ready" draft of a journal article or conference paper). Please note that you are also required to submit an abstract/proposal for the project and you must submit a new abstract/proposal at least two weeks before the project due date if you want to change the topic/direction substantially. | Graduate students in the course will be required to complete an original research project. This project may take the form of (1) a detailed research plan/proposal; (2) a replication/revisit of an important and influential study; (3) a completed original research manuscript (i.e., a "submission-ready" draft of a journal article or conference paper). Please note that you are also required to submit an abstract/proposal for the project and you must submit a new abstract/proposal at least two weeks before the project due date if you want to change the topic/direction substantially. | ||
: Project abstract/proposal due: February | : Project abstract/proposal due: February 22 | ||
: Completed project due: March 16 | : Completed project due: March 16 | ||
Line 155: | Line 126: | ||
The center of this course will be your discussion section. Attendance and participation are mandatory. Detailed attendance and participation policies will be provided by the respective section leaders. | The center of this course will be your discussion section. Attendance and participation are mandatory. Detailed attendance and participation policies will be provided by the respective section leaders. | ||
Sections are meant to provide you with an opportunity to confront, challenge, and explore the major themes of each week in a safe, respectful environment. Your active participation is indispensable, so come prepared, ready to test out ideas and hypotheses. Please keep in mind that participation is about more than who speaks the most. It is also about demonstrating a willingness to think through your own and others’ ideas. Some ground rules: | Sections are meant to provide you with an opportunity to confront, challenge, and explore the major themes of each week in a safe, respectful environment. Your active participation is indispensable, so come prepared, ready to test out ideas and hypotheses. Please keep in mind that participation is about more than who speaks the most. It is also about demonstrating a willingness to think through your own and others’ ideas. Some ground rules: | ||
Line 195: | Line 164: | ||
| NA | | NA | ||
|- | |- | ||
| | | Final exam | ||
| 20% | | 20% | ||
| NA | | NA | ||
Line 250: | Line 219: | ||
# '''Assignments and readings are ''frozen'' 1 week before they are due.''' I will not add readings or assignments less than one week before they are due. If I forget to add something or fill in a "To Be Determined" less than one week before it's due, it is dropped. If you plan to read or work more than one week ahead, contact me first. | # '''Assignments and readings are ''frozen'' 1 week before they are due.''' I will not add readings or assignments less than one week before they are due. If I forget to add something or fill in a "To Be Determined" less than one week before it's due, it is dropped. If you plan to read or work more than one week ahead, contact me first. | ||
# '''Substantial changes to the syllabus or course materials will be announced.''' Please monitor your email for Canvas messages about changes. Also, whenever I make changes, these changes will be recorded in [https://wiki.communitydata.science/index.php?title=Online_Communities_and_Crowds_(Winter_2022)&action=history the edit history of this page] so that you can track what has changed. | # '''Substantial changes to the syllabus or course materials will be announced.''' Please monitor your email for Canvas messages about changes. Also, whenever I make changes, these changes will be recorded in [https://wiki.communitydata.science/index.php?title=Online_Communities_and_Crowds_(Winter_2022)&action=history the edit history of this page] so that you can track what has changed. | ||
# '''The course design may adapt throughout the quarter.''' As usual (for me at least), I may iterate and prototype course design elements rapidly along the way. To this end, I will ask you for voluntary feedback — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments based on this feedback and I expect to do so again. | # '''The course design may adapt throughout the quarter.''' As usual (for me at least), I may iterate and prototype course design elements rapidly along the way. To this end, I will ask you for voluntary feedback — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments based on this feedback and I expect to do so again. | ||
Line 261: | Line 229: | ||
Please note that the date provided for each week corresponds to the Wednesday session when we all meet together. Everyone also has discussion sections | Please note that the date provided for each week corresponds to the Wednesday session when we all meet together. Everyone also has discussion sections | ||
=== Week 1: Origins ( | === Week 1: Origins (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
# Introduction | # Introduction and course overview | ||
# Course logistics | # Course logistics | ||
# Birth of the "modem world" | # Birth of the "modem world" | ||
==== Assignments ==== | ==== Assignments ==== | ||
* Enroll in our course Wikipedia Assignment (link and passcode TBA). | |||
* Enroll in our course Wikipedia Assignment (link and passcode | * Begin Week 1 of the Wikipedia Assignment | ||
* | |||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* John Perry Barlow. 1996. [https://www.eff.org/cyberspace-independence A Declaration of the Independence of Cyberspace]. | * John Perry Barlow. 1996. [https://www.eff.org/cyberspace-independence A Declaration of the Independence of Cyberspace]. | ||
* Katie Hafner. 1997. [http://www.wired.com/wired/archive/5.05/ff_well_pr.html The epic saga of The WELL]. Wired Magazine. (Long magazine article!) | * Katie Hafner. 1997. [http://www.wired.com/wired/archive/5.05/ff_well_pr.html The epic saga of The WELL]. Wired Magazine. (Long magazine article!) | ||
* [https://www.youtube.com/watch?v=mJgRHYw9-fU&list=PLgE-9Sxs2IBVgJkY-1ZMj0tIFxsJ-vOkv The BBS Documentary] ( | * [https://www.youtube.com/watch?v=mJgRHYw9-fU&list=PLgE-9Sxs2IBVgJkY-1ZMj0tIFxsJ-vOkv The BBS Documentary] (excerpt). | ||
===== Graduate ===== | ===== Graduate ===== | ||
* Driscoll, Kevin. | * Driscoll, Kevin. Hobbyist Internetworking. Doctoral Thesis, University of Southern California (excerpt). | ||
* Turner, Fred. 2005. [http://muse.jhu.edu/journals/technology_and_culture/v046/46.3turner.html Where the counterculture met the new economy: The WELL and the origins of virtual community]. ''Technology and Culture.'' | * Turner, Fred. 2005. [http://muse.jhu.edu/journals/technology_and_culture/v046/46.3turner.html Where the counterculture met the new economy: The WELL and the origins of virtual community]. ''Technology and Culture.'' | ||
==== Additional resources | ==== Additional resources ==== | ||
* Steve Jobs. 2005. [http://news.stanford.edu/news/2005/june15/jobs-061505.html Commencement Address]. Stanford University, Stanford, CA. (Note: you can watch or read this one in various places) | * Steve Jobs. 2005. [http://news.stanford.edu/news/2005/june15/jobs-061505.html Commencement Address]. Stanford University, Stanford, CA. (Note: you can watch or read this one in various places) | ||
* Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog]. | * Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog]. | ||
=== Week 2: Definitions ( | === Week 2: Definitions (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
# What (was|is) a ''community'' anyway? | # What (was|is) a ''community'' anyway? | ||
# Crowds: Their madness and wisdom | # Crowds: Their madness and wisdom | ||
# Defining online communities & crowds | # Defining online communities & crowds | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | |||
* Oldenburg, Ray. 1989. ''The great good place: Cafés, coffee shops, community centers, beauty parlors, general stores, bars, hangouts, and how they get you through the day.'' Paragon House Publishers. Chapter 1 ("The Problem of Place in America") and Chapter 2 ("The Character of Third Places"). | |||
===== Undergraduate | |||
* Oldenburg, Ray. 1989. ''The great good place: Cafés, coffee shops, community centers, beauty parlors, general stores, bars, hangouts, and how they get you through the day.'' Paragon House Publishers. | |||
* Bruckman, Amy. 2006. [https://www.cc.gatech.edu/~asb/papers/conference/bruckman-community-chi06.pdf A new perspective on ‘community’ and its implications for computer-mediated communication systems]. In ''Extended Abstracts of the ACM CHI Conference on Human Factors in Computing Systems'', pp. 616-621. | * Bruckman, Amy. 2006. [https://www.cc.gatech.edu/~asb/papers/conference/bruckman-community-chi06.pdf A new perspective on ‘community’ and its implications for computer-mediated communication systems]. In ''Extended Abstracts of the ACM CHI Conference on Human Factors in Computing Systems'', pp. 616-621. | ||
* Excerpt from The future of crowd work (?) | |||
===== Graduate | ===== Graduate ===== | ||
* Hampton, Keith. 2016. [https://www.mysocialnetwork.net/downloads/offprint/PersistentandPervasive_Hampton.pdf Persistent and pervasive community: New communication technologies and the future of community]. ''American Behavioral Scientist''. | * Hampton, Keith. 2016. [https://www.mysocialnetwork.net/downloads/offprint/PersistentandPervasive_Hampton.pdf Persistent and pervasive community: New communication technologies and the future of community]. ''American Behavioral Scientist''. | ||
* O’Mahony, Siobhan, Lakhani, Karim. R. 2011. [https://www.hbs.edu/ris/Publication%20Files/11-131.pdf Organizations in the shadow of communities], In Marquis, C., Lounsbury, M., Greenwood, R. (eds.), Research in the Sociology of Organizations, vol. 33: Communities and Organizations: 3–36. Bingley, UK: Emerald Group. (Link is working paper / pre-print version). | * O’Mahony, Siobhan, Lakhani, Karim. R. 2011. [https://www.hbs.edu/ris/Publication%20Files/11-131.pdf Organizations in the shadow of communities], In Marquis, C., Lounsbury, M., Greenwood, R. (eds.), Research in the Sociology of Organizations, vol. 33: Communities and Organizations: 3–36. Bingley, UK: Emerald Group. (Link is working paper / pre-print version). | ||
==== Additional | ==== Additional resources ==== | ||
* Bruckman, Amy. 2016. [https://nextbison.wordpress.com/2016/04/29/the-rheingold-test The Rheingold test]. | * Bruckman, Amy. 2016. [https://nextbison.wordpress.com/2016/04/29/the-rheingold-test The Rheingold test]. | ||
* | * Ko, Amy J. Community analysis template. | ||
* Simmel, Georg. The web of group affiliations. | |||
* Simmel, Georg. | |||
=== Week 3: Participation ( | === Week 3: Participation (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
# Motivating participation | # Motivating participation | ||
# Participation inequalities | # Participation inequalities | ||
# "Too much democracy in all the wrong places" | # "Too much democracy in all the wrong places" | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Kraut & Resnick. ''Building Successful Online Communities.'' [ | * Kraut & Resnick. ''Building Successful Online Communities.'' [http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/Kraut10-Contribution-current.pdf Encouraging contributions to online communities (Chapter 2)] (pdf from Kraut's Web site). | ||
* Buechley, L. and Hill, B. M. 2010. [https://mako.cc/academic/buechley_hill_DIS_10.pdf LilyPad in the wild: How hardware's long tail is supporting new engineering and design communities]. Proceedings of the ACM Designing Interactive Systems (DIS) Conference. | * Buechley, L. and Hill, B. M. 2010. [https://mako.cc/academic/buechley_hill_DIS_10.pdf LilyPad in the wild: How hardware's long tail is supporting new engineering and design communities]. Proceedings of the ACM Designing Interactive Systems (DIS) Conference. | ||
===== Graduate ===== | ===== Graduate ===== | ||
* van de Rijt et al. 2014. [https://doi.org/10.1073/pnas.1316836111 Field experiments of success-breeds-success dynamics]. Proceedings of the National Academies of Sciences (PNAS). | * van de Rijt et al. 2014. [https://doi.org/10.1073/pnas.1316836111 Field experiments of success-breeds-success dynamics]. Proceedings of the National Academies of Sciences (PNAS). | ||
* Shaw, Fiers, and Hargittai. Unpublished | * Shaw, Fiers, and Hargittai. Unpublished ms. Participation inequality in the gig economy]. (to-be-distributed ahead of class). | ||
* Dunbar-Hester, Christina. 2020. Hacking diversity: The politics of inclusion in open technology cultures. ( | * Dunbar-Hester, Christina. 2020. Hacking diversity: The politics of inclusion in open technology cultures. (excerpt) | ||
===== Additional resources ===== | ===== Additional resources ===== | ||
Line 338: | Line 294: | ||
* Kelty, C. and Erickson, S. 2018. [https://www.tandfonline.com/doi/full/10.1080/01972243.2018.1463046 Two modes of participation: A conceptual analysis of 102 cases of Internet and social media participation from 2005–2015]. The Information Society, 34(2): 71–87. | * Kelty, C. and Erickson, S. 2018. [https://www.tandfonline.com/doi/full/10.1080/01972243.2018.1463046 Two modes of participation: A conceptual analysis of 102 cases of Internet and social media participation from 2005–2015]. The Information Society, 34(2): 71–87. | ||
=== Week 4: Newcomers (MM.DD) === | |||
=== Week 4: Newcomers ( | |||
==== Lectures ==== | ==== Lectures ==== | ||
# Newcomer recruitment and socialization | # Newcomer recruitment and socialization | ||
# On the varieties of newcomer experience | # On the varieties of newcomer experience | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Kraut & Resnick. ''Building Successful Online Communities'', [ | * Kraut & Resnick. ''Building Successful Online Communities'', [http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/kraut10-Newcomers-current.pdf Dealing with newcomers (Chapter 5)] (pdf from Kraut's Web site). | ||
* Charles Kiene, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. [https://doi.org/10.1145/2858036.2858356 Surviving an "Eternal September": How an Online Community Managed a Surge of Newcomers]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). Association for Computing Machinery, New York, NY, USA, 1152–1156. https://doi.org/10.1145/2858036.2858356 | * Charles Kiene, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. [https://doi.org/10.1145/2858036.2858356 Surviving an "Eternal September": How an Online Community Managed a Surge of Newcomers]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). Association for Computing Machinery, New York, NY, USA, 1152–1156. https://doi.org/10.1145/2858036.2858356 | ||
Line 370: | Line 311: | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* Susan L. Bryant, Andrea Forte, and Amy Bruckman. 2005. [https://doi.org/10.1145/1099203.1099205 Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia]. In Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work (GROUP '05). | * Susan L. Bryant, Andrea Forte, and Amy Bruckman. 2005. [https://doi.org/10.1145/1099203.1099205 Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia]. In Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work (GROUP '05). | ||
* Preece, Jennifer and Schneiderman, Ben. 2009. [https://aisel.aisnet.org/thci/vol1/iss1/5/ The reader-to-leader framework: Motivating technology-mediated social participation]. ''AIS Transaction on Human-Computer Interaction.'' | * Preece, Jennifer and Schneiderman, Ben. 2009. [https://aisel.aisnet.org/thci/vol1/iss1/5/ The reader-to-leader framework: Motivating technology-mediated social participation]. ''AIS Transaction on Human-Computer Interaction.'' | ||
Line 377: | Line 317: | ||
* Van Maanen, John. 1978. [https://doi.org/10.1016/0090-2616(78)90032-3 People processing: Strategies of organizational socialization], Organizational Dynamics, (7)1. 19-36. | * Van Maanen, John. 1978. [https://doi.org/10.1016/0090-2616(78)90032-3 People processing: Strategies of organizational socialization], Organizational Dynamics, (7)1. 19-36. | ||
=== Week 5: Identity ( | === Week 5: Identity (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
# Identity: The presentation of online self | # Identity: The presentation of online self | ||
# Privacy, context, and disclosure | # Privacy, context, and disclosure | ||
# Anonymity: Threat or menace? | # Anonymity: Threat or menace? | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Judith Donath. 1998. [http://judithdonath.net/papers/Donath/IdentityDeception/IdentityDeception.pdf Identity and deception in the virtual community]. In Kollock, P. and Smith, M. (eds). ''Communities in Cyberspace''. London: Routledge. pp. 37-68. | * Judith Donath. 1998. [http://judithdonath.net/papers/Donath/IdentityDeception/IdentityDeception.pdf Identity and deception in the virtual community]. In Kollock, P. and Smith, M. (eds). ''Communities in Cyberspace''. London: Routledge. pp. 37-68. | ||
Line 402: | Line 332: | ||
* Acquisti, Alessandro, Laura Brandimarte, and George Loewenstein. [https://www.science.org/doi/abs/10.1126/science.aaa1465 Privacy and human behavior in the age of information]. Science 347.6221 (2015): 509-514. | * Acquisti, Alessandro, Laura Brandimarte, and George Loewenstein. [https://www.science.org/doi/abs/10.1126/science.aaa1465 Privacy and human behavior in the age of information]. Science 347.6221 (2015): 509-514. | ||
* Hill, Benjamin Mako, and Aaron Shaw. [https://mako.cc/academic/hill_shaw-hidden_costs_of_requiring_accounts-PREPRINT.pdf The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production]. Communication Research (2020): 0093650220910345. | * Hill, Benjamin Mako, and Aaron Shaw. [https://mako.cc/academic/hill_shaw-hidden_costs_of_requiring_accounts-PREPRINT.pdf The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production]. Communication Research (2020): 0093650220910345. | ||
* | * Nazanin Andalibi, Margaret E. Morris, and Andrea Forte. 2018. [https://doi.org/10.1145/3274288 Testing Waters, Sending Clues: Indirect Disclosures of Socially Stigmatized Experiences on Social Media]. Proc. ACM Hum.-Comput. Interact. 2, CSCW, Article 19 (November 2018), 23 pages. https://doi.org/10.1145/3274288 | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
Line 411: | Line 340: | ||
* K. L. Gray. 2012. [https://www.tandfonline.com/doi/full/10.1080/13614568.2012.746740 Deviant bodies, stigmatized identities, and racist acts: examining the experiences of African-American gamers in Xbox Live], New Review of Hypermedia and Multimedia, 18:4, 261-276, https://10.1080/13614568.2012.746740 | * K. L. Gray. 2012. [https://www.tandfonline.com/doi/full/10.1080/13614568.2012.746740 Deviant bodies, stigmatized identities, and racist acts: examining the experiences of African-American gamers in Xbox Live], New Review of Hypermedia and Multimedia, 18:4, 261-276, https://10.1080/13614568.2012.746740 | ||
=== Week 6: Governance ( | === Week 6: Governance (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
Line 417: | Line 346: | ||
# Governance of and by (and within?) platforms | # Governance of and by (and within?) platforms | ||
# Order from chaos? Governance in autonomous communities | # Order from chaos? Governance in autonomous communities | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Kiesler, S, Kittur, A., Kraut, R., & Resnick, P. 2012. [https://kraut.hciresearch.info/wp-content/uploads/2020/02/kiesler10-Regulation-current.pdf Regulating behavior in online communities] in Kraut, R. and Resnick, P. ''Building Successful Online Communities'' (Chapter 4). | * Kiesler, S, Kittur, A., Kraut, R., & Resnick, P. 2012. [https://kraut.hciresearch.info/wp-content/uploads/2020/02/kiesler10-Regulation-current.pdf Regulating behavior in online communities] in Kraut, R. and Resnick, P. ''Building Successful Online Communities'' (Chapter 4). | ||
* Gillespie, Tarleton. 2018. [https://culturedigitally.org/wp-content/uploads/2016/06/Gillespie-Governance-ofby-Platforms-PREPRINT.pdf Governance of and by platforms]. In Sage Handbook of Social Media, Jean Burgess,Thomas Poell, and Alice Marwick (eds). | * Gillespie, Tarleton. 2018. [https://culturedigitally.org/wp-content/uploads/2016/06/Gillespie-Governance-ofby-Platforms-PREPRINT.pdf Governance of and by platforms]. In Sage Handbook of Social Media, Jean Burgess,Thomas Poell, and Alice Marwick (eds). | ||
* Read and compare/contrast the [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] with the [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct v2.0]. | * Read and compare/contrast the [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] with the [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct v2.0]. | ||
===== Graduate ===== | ===== Graduate ===== | ||
* Manoel Horta Ribeiro, Shagun Jhaver, Savvas Zannettou, Jeremy Blackburn, Gianluca Stringhini, Emiliano De Cristofaro, and Robert West. 2021. [https://dlab.epfl.ch/people/west/pub/HortaRibeiro-Jhaver-Zannettou-Blackburn-DeCristofaro-Stringhini-West_CSCW-21.pdf Do Platform Migrations Compromise Content Moderation? Evidence from r/The_Donald and r/Incels]. Proc. ACM Hum.-Comput. Interact. 5, CSCW2, Article 316 (October 2021), 24 pages. https://doi.org/10.1145/3476057 | * Manoel Horta Ribeiro, Shagun Jhaver, Savvas Zannettou, Jeremy Blackburn, Gianluca Stringhini, Emiliano De Cristofaro, and Robert West. 2021. [https://dlab.epfl.ch/people/west/pub/HortaRibeiro-Jhaver-Zannettou-Blackburn-DeCristofaro-Stringhini-West_CSCW-21.pdf Do Platform Migrations Compromise Content Moderation? Evidence from r/The_Donald and r/Incels]. Proc. ACM Hum.-Comput. Interact. 5, CSCW2, Article 316 (October 2021), 24 pages. https://doi.org/10.1145/3476057 | ||
* Massa, F. G., & O’Mahony, S. 2021. [https://doi.org/10.1177%2F00018392211008880 Order from Chaos: How Networked Activists Self-Organize by Creating a Participation Architecture]. Administrative Science Quarterly. doi:10.1177/00018392211008880 | * Massa, F. G., & O’Mahony, S. (2021). [https://doi.org/10.1177%2F00018392211008880 Order from Chaos: How Networked Activists Self-Organize by Creating a Participation Architecture]. Administrative Science Quarterly. doi:10.1177/00018392211008880. | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* Hampton, Rachelle. 2019. [https://slate.com/technology/2019/04/black-feminists-alt-right-twitter-gamergate.html The black feminists who saw the alt-right coming]. Slate. | * Hampton, Rachelle. 2019. [https://slate.com/technology/2019/04/black-feminists-alt-right-twitter-gamergate.html The black feminists who saw the alt-right coming]. Slate. | ||
* Ilori, Tomiwa. 2020. [https://slate.com/technology/2020/08/social-media-content-moderation-african-nations.html Content moderation is particularly hard in African countries]. Slate. | * Ilori, Tomiwa. 2020. [https://slate.com/technology/2020/08/social-media-content-moderation-african-nations.html Content moderation is particularly hard in African countries]. Slate. | ||
* Massachi, Saher. 2021. [https://www.technologyreview.com/2021/12/20/1042709/how-to-save-social-media-treat-it-like-a-city/ How to save our social media by treating it like a city]. MIT Technology Review. | * Massachi, Saher. 2021. [https://www.technologyreview.com/2021/12/20/1042709/how-to-save-social-media-treat-it-like-a-city/ How to save our social media by treating it like a city]. MIT Technology Review. | ||
=== Week 7: Quality ( | === Week 7: Quality (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
# How do they do it? Community production dynamics | # How do they do it? Community production dynamics | ||
# Social production, social failures | # Social production, social failures | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Benkler, Yochai. 2006. [https://cyber.harvard.edu/wealth_of_networks/Download_PDFs_of_the_book The Wealth of Networks]. Yale University Press. Ch. 2 excerpt (pp. 29-34) & Ch. 3 (all). | * Benkler, Yochai. 2006. [https://cyber.harvard.edu/wealth_of_networks/Download_PDFs_of_the_book The Wealth of Networks]. Yale University Press. Ch. 2 excerpt (pp. 29-34) & Ch. 3 (all). | ||
Line 473: | Line 379: | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
=== Week 8: Profit ( | === Week 8: Profit (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
N: TITLE | |||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
===== Graduate ===== | ===== Graduate ===== | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* | * | ||
=== Week 9: AI ( | === Week 9: AI (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
N: TITLE | |||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
===== Graduate ===== | ===== Graduate ===== | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* | |||
=== Week 10: The Future ( | === Week 10: The Future (MM.DD) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
N: TITLE | |||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
===== Graduate ===== | |||
==== Additional resources ==== | ==== Additional resources ==== | ||
* | |||
== Acknowledgments and Credits == | == Acknowledgments and Credits == | ||
This course design and syllabus builds from prior iterations as well as similar/adjacent courses offered by Joseph Reagle (Northeastern University); Benjamin Mako Hill (University of Washington); Nathan TeBlunthuis (Northwestern), Casey Fiesler (University of Colorado at Boulder); Amy Bruckman (Georgia Institute of Technology); Sarita Yardi Schoenbeck (University of Michigan); Nazanin Andalibi (University of Michigan); and Nicole Ellison (University of Michigan). It has also been shaped by input from past students in the course and past teaching assistants (Sneha Narayan and Jeremy Foote) as well as current participants. Some of the language and policies were co-authored with Daniel Immerwahr (Northwestern). | This course design and syllabus builds from prior iterations as well as similar/adjacent courses offered by Joseph Reagle (Northeastern University); Benjamin Mako Hill (University of Washington); Nathan TeBlunthuis (Northwestern), Casey Fiesler (University of Colorado at Boulder); Amy Bruckman (Georgia Institute of Technology); Sarita Yardi Schoenbeck (University of Michigan); Nazanin Andalibi (University of Michigan); and Nicole Ellison (University of Michigan). It has also been shaped by input from past students in the course and past teaching assistants (Sneha Narayan and Jeremy Foote) as well as current participants. Some of the language and policies were co-authored with Daniel Immerwahr (Northwestern). |