TECH3022 Advanced Social Media Production

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Module Description

The production of meaningful content for social media has become essential as the development of network media, such as the internet and mobile smartphones, has grown phenomenally. The digitiza-tion of media, and its convergence with other forms of media distribution, has facilitated the coming together of traditional media, such as film and television, with the affordances of online technologies, to create new forms of participatory and social media culture.

Understanding this culture, and how people understand the products of digital media culture in meaningful ways, is essential if media producers are going to engage with communities with media content that people will find useful and aids their accomplishments.

By regarding social media as a sociological phenomenon it is possible to build a picture of social media communication in practice. The underlying principles of investigation used in this module are: online sociological investigation, netnography and symbolic interactionism. These methods of investigation form the essential methodological underpinning used to investigate the practice and culture of socially mediated lives.

For example, the rise of YouTube producers and vloggers who are able to share the revenue generat-ed by the platform, offers new ways of collaborating and participating to make online television and film. New forms of communication, such as blogging and podcasting, and the use of Facebook and Twitter and other tools for new ways of communicating, sharing and participating in public and com-mercial services with social media production, are all areas demanding creative solutions, technical abilities and critical evaluation.

This module will give learners the opportunity to develop their social media production skills by de-signing and creating a social media project that utilises forms of media, such as online video, podcasts, blogs, social networks, transmedia and technical interactivity.

Using online platforms and media production skills and technologies, learners will design, create and manage a substantial package of social media content for specific uses as a form of digital activism and active citizenship. An emphasis is given to managing the social media production process using appro-priate technologies, platforms, technical skills and creative solutions.

Module Tutor

Rob Watson

GH6.13 Gateway House

0116 257 7057

rwatson@dmu.ac.uk

Rob's Website

Working Hours: Monday – Friday 9am to 5pm

Office Hours:

  • 11.00-11.40 Monday
  • 11.00-11.40 Friday

Module Outcomes

At the end of this module learners will be able to demonstrate:

  • A systematic understanding of the nature and role of social media.
  • An ability to deploy practices and ideas associated with social media so as to produce and share - responsibly and ethically - content and media products within a social network or group.
  • A conceptual understanding of the social, political and academic debates and policy decisions associated with social media literacies.
  • An appreciation of the demands and challenges of running and supporting social media networks and participants.
  • An ability to manage learning by applying advanced learning techniques that are independent, learner-centric, reflexive and self-evaluative.
  • An ability to apply concepts and techniques associated with social media through practical engagement in the production of social media content, products and services.
  • An ability to critically evaluate the process and the general concepts, ideas and policy debates associated with social media.
  • An ability to communicate to different audiences using different forms of visual, aural, written, interactive or social media.
  • An ability to use initiative and a high-degree of personal self-management and ethical responsibility.
  • An ability to apply systematic decision making evaluations and techniques in a timely and strategic manner.
  • An ability to learn independently, to reflect on that learning and to define learning goals and patterns of independent learning for future projects.

Key Words

Digital media, new media, the Web, Web 2.0, social web, digital literacies, new media literacies, social media production, attention, participation, collaboration, critical consumption, network smarts, partic-ipatory culture, transmedia, creativity, social capital.

Social Learning

If you wish to share and discuss ideas and topics covered in the module please use the hashtag #tech3022.

In this module emphasis will be placed on collaboration, sharing, discussion and participation. The idea is that learning is enhanced if it is shared and collectively developed. Each person has a responsibility to play their part in the activities and the tasks, and to encourage and support other learners as the module unfolds. As a community of learners and practitioners this approach recognises that there is more to be gained from a non-hierarchical approach and by spreading-out the tasks using social media tools that encourage everyone to participate and to share their ideas, thoughts and observations in a constructive, non-judgemental, and practical way.

Face-to-Face Interaction

While the subject of this module is social media, the primary approach of the tutor will be based on face-to-face interaction. This takes places in lectures, labs and arranged tutorials. A typical workshop session will consist of a short introduction presentation, the distribution of instructions via the tutor’s blog site, and then short discussions with individuals and small groups throughout the remainder of the session. This takes an informal approach to interaction between the learner and the tutor.

Verbal Instructions

While many of the tasks and coursework assignments are specified in detail in this handbook, learners are encouraged to listen to the verbal instructions of the tutor, and to ask questions based on the notes that they take. Any questions that relate to the practical work, the reading work, or the assign-ments associated with this module should be noted by learners and asked during the practical ses-sions. This is why attendance is essential, and why good listening skills and a distraction-free environ-ment are important. The assignments described here are starting points and are not prescriptive. Learners are encouraged to go-beyond the tasks and activities that are set here, and to investigate for themselves different ways that social media might be used.

Notetaking

Lecture notes and lab worksheets will be provided as PDF documents, with any essential information, links, diagrams, references and source material. However, learners are expected to keep notes for themselves, and to record information that is not given in the handouts. Note taking is an essential skill and it is important to develop the habit and routine practice of writing notes, sketching diagrams, doodling and so on. You never know when these notes might be useful.

Attendance

A register will be kept of attendance at labs and attendance will be monitored. Non-attendance with-out good reason may lead to failure of the module. If you are ill or due to be away from the university due to an unavoidable or urgent matter, please email FOTAC fotadvicecentre@dmu.ac.uk who will inform your tutors, who will mark you as absent. The university may require you to provide evidence to corroborate your absence at some point in the future.

Study Hours:

Lecture: One Hour

The lecture will consist of an examination of ideas and concepts associated with the use and devel-opment of social media platforms and practices, netnographic data collection techniques, digital litera-cies and social media production techniques. The lectures run for no more than fifty minutes, and will start promptly on the hour and finish at ten minutes to the hour. Media examples will be given, along with suggested reading and links to other media.

Lab: Two Hours

Labs will take the form of a workshop in which learners will actively explore and produce content for their project, experimenting with different types of social media and applying problem solving and creative thinking techniques in order to get the best from them. The lab will cover:

  • Discussing issues covered in lectures.
  • Experimenting with different forms of social media.
  • Setting up blogs and wiki pages.
  • Writing blogs and wiki entries.
  • Sharing content and ideas.
  • Reflecting on feedback.
  • Planning for future work.
  • Sharing media content.

Personal Study: Seven Hours

As well as attending your classes learners are expected to spend time each week working on course-work, background reading, independent investigation, group work and getting to know different so-cial media platforms. Typically, this might be divided into:

  • One Hour - Weekly social media planning & writing
  • Two Hours - Weekly social media production
  • One Hour - Media investigation
  • One Hour - Personal journal
  • Three Hours - Reading

Enhancement Weeks

Your programme team are committed to support you through your studies and as you develop your learning through each module that you study. As part of your programme, we are dedicated to helping you to plan for your future after leaving university, and ‘Enhancement weeks’ are a central concept to help you achieve your future goal. As part of the university calendar, week 6 and week 22 are designated ‘Enhancement weeks’ in which you will find timetabled activities focused around your personal and professional development. Enhancement weeks are not simply about getting a job after you graduate, but a method used within career education comprising activities to support your development in areas such as decision making, employment opportunity awareness, the transition to work and self-awareness skills.

As well as activities organised at the university, there are other events taking place in Leicester that you can participate in.

Doc Media Month is a series of events that discusses and shares the culture of documentary films. The events take place through November https://docmediacentre.wordpress.com/doc-media-month/

Tutor Contact

Your module tutor will not answer queries and questions about coursework by email or any other forms of electronic communication. You are expected to make a note of your questions in your note-book and bring them to your weekly lab session, where time will always be given to answer any ESSENTIAL questions that you have. Your tutor has allocated time each week to see students in person if required. These are listed at the front of this handbook.

Assessment

Component One – YouTube Video (3 mins) (5%)

An assessment and overview of the module project subject (the consumption of sugar-based drinks) and what they mean to you personally. This presentation should be designed to illustrate something about the consumption of sugar drinks as you see them personally, what you understand about them, and how you make sense of them through your lived experience.

  • Minimum Work: A YouTube style vlog presentation uploaded to your DMU Commons Blog.
  • Deadline: Week Six, 10am Monday 7th November.
  • Marking & Feedback: End of Week Seven.

Component Two - Social Media Research Journal (20%):

You will devise, develop and implement a social media research journal that collates and summarises research information about the project topic. This subject will examine how sugar-based drinks are understood in the culture of electronic gaming.

You will be expected to use a wide range of data gathering techniques that collect and note media content from different social media platforms, such as Twitter, Facebook, Google+, Blogs, Wikis, YouTube, Storyfi, Paperli, Flipbook, and so on.

You will also be expected to engage directly with participants in the groups and platforms you use, and to ethically and responsibly gather field data about the chosen topic. You should use as many different forms of data collection techniques, including video, audio, photographs, written blogs, screen-captures, and so on.

  • Minimum Work: Five weekly blog posts published from week 6 to Week 10.
  • Deadline: Week 15 (after Christmas break), 10am Monday 9th January.
  • Marking & Feedback by: End of Week 18.

Component Three – Social Media Project Journal (25%):

An assessment of your blog and wiki pages in the form of a personal learning journal, in which you reflect on the skills, knowledge, and production tools explored in the development of the Social Media Project. TECH3022 Research Planning 2016-17

Reflecting on how these skills and ideas relate to your own contribution to the project. These blogs will relate to content that you post to your blog on the DMU Commons http://our.dmu.ac.uk, the module wiki, https://wiki.our.dmu.ac.uk/w/index.php/TECH3022_Advanced_Social_Media_Production and other forms of social media that you use and integrate in your project. You should use as many different forms of data collection techniques, including video, audio, photographs, written blogs, screen-captures, and so on.

The final blog post will consist of a video presentation lasting no longer than three minutes, that re-flects on what you have personally learnt about social media, how you have improved and developed in this module, and how this relates to the content that you will have posted to your own blog site and the module wiki. https://wiki.our.dmu.ac.uk/w/index.php/TECH3022_Learners

  • Minimum Work: Ten blog posts published each week 15 to Week 24.
  • Deadline: 10am Tuesday 2nd May.
  • Marking & Feedback: Wednesday 31st May 2017.

Component Four - Two Hour Unseen Exam (50%)

Unseen Two Hour Examination: an assessment of your knowledge of and ability to think critically about social media literacy skills, social media production skills and netnographic data collection tech-niques. It will contribute 50% of overall assessment. The examination period begins after the end of the formal teaching weeks, the week commencing 1st May 2017.

Lecture Notes

Notes are also available to download as PDF documents from Rob Watson's website Rob Watson Media.

Lectures One - Twelve

Lecture One: Processed Media

  • Reading: Delwiche & Henderson - Chapter One (What is Participatory Culture)
  • Viewing: Are You Addicted to Sugar?, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 20:00 20/1/2014, Channel 4, 30mins. http://bobnational.net/record/191925, (Accessed 23/10/2015).
  • Video Summary: https://youtu.be/qk-74epPIO4

Lecture Two: The Secrets of Sugar

  • Reading: Jenkins, Ford & Green - Chapter Six (Courting supporters for Independent Media).
  • Viewing: The Gaming Show: Call of Duty - Millian Dollar Gamers, [television programme, online], Prod. Credit BBC Radio, 38mins, 23/09/2016, BBC Radio One http://bbc.in/2cZJnCX, (accessed 26/09/2016).
  • Video Summary: https://youtu.be/VZ3i87JydXU

Lecture Three: Food Literacies

Lecture Four: DIY Participation

Lecture Five: Thinking Sociologically

Lecture Six: Enhancement Week

Lecture Seven: Netnography

Lecture Eight: Data Collection

Lecture Nine: Reflexive & Critical Thinking

Lecture Ten: Symbolic Interaction

Lecture Eleven: Ethical Investigation

  • Reading: [E] Boellstorf (et al) - Chapter 8 (Ethical Research)
  • Viewing:
  • Video Summary:

Lecture Twelve: Social Production Communities

  • Reading: [E] Delwiche & Henderson - Chapter 13 (Crowdsourcing - Brabham)
  • Viewing:
  • Video Summary:

Lectures Thirteen - Twenty-Four

Lecture Thirteen: Community Media - YouTube & Peer Collaboration

  • Reading: [E] Jenkins, Ford & Green - Chapter 4 (Meaningful Participation)
  • Viewing:
  • Video Summary:

Lecture Fourteen: Network Smarts & Digital Affordances

Lecture Fifteen: Critical Literacies

  • Reading: [E] Jenkins, Ford & Green - Chapter 1 (Web 2.0)
  • Viewing:
  • Video Summary:

Lecture Sixteen: Collective Intelligence

  • Reading: [E] Delwiche & Henderson - Chapter 11 (Collective Intelligence - Pierre Levy)
  • Viewing:
  • Video Summary:

Lecture Seventeen: Spreadable Media

  • Reading: [E] Jenkins, Ford & Green - Chapter 5 (Spreadable Media)
  • Viewing:
  • Video Summary:

Lecture Eighteen: Digital Activism

  • Reading: [E] Delwiche & Henderson - Chapter 17 (Participatory Democracy - Fuchs)
  • Viewing:
  • Video Summary:

Lecture Nineteen: Enhancement Week

  • Reading: [M] Boellstorff (et al) - Chapter Seven (Other Data Collection Methods).
  • Viewing:
  • Video Summary:

Lecture Twenty: Symbolic Interaction

Lecture Twenty One: Open Learning

  • Reading: Delwiche & Henderson - Chapter Four (Jason Mittell - Wikis & Participatory Fandom).
  • Viewing:
  • Video Summary:

Lecture Twenty Two: Revision - Netnography

  • Reading: Delwiche & Henderson - Chapter Twenty-Four (W. James Potter - The Expanding Role for Media Litracy in the Age of Participatory Cultures).
  • Viewing:
  • Video Summary:

Lecture Twenty Three: Revision: Digital Literacies

  • Reading:
  • Viewing:
  • Video Summary:

Lecture Twenty Four: Revision: Collaborative Media

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Notes

Notes are also available to download as PDF documents from Rob Watson's website Rob Watson Media.

Workshops One - Twelve

Workshop One: Introduction

Workshop Two: Blogs & Wiki - Food Inc Viewing

Workshop Three: That Sugar Film

Workshop Four: Chefs Table & Food Literacies

  • Reading:
  • Viewing: Jamie's Sugar Rush, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 21:00 3/9/2015, Channel 4, 60mins. http://bobnational.net/record/311377, (Accessed 23/10/2015).
  • Video Summary:

Workshop Five: Electronmic Gaming Communities

  • Reading:
  • Viewing: The Gaming Show: Call of Duty - Millian Dollar Gamers, [television programme, online], Prod. Credit BBC Radio, 38mins, 23/09/2016, BBC Radio One http://bbc.in/2cZJnCX, (accessed 26/09/2016).
  • Video Summary:

Workshop Six: Enhancement Week

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Seven: Defining The Field

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Eight: Engaging With People.

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Nine: Research Interviews Research Interviews DOCX Version

Workshop Ten: Data Collection Data Collection DOCX

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Eleven: Ethical Research Ethical Research Checklist Ethical Research Checklist DOCX Coursework B Checklist.

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twelve: Project Planning & Coursework Review

  • Reading:
  • Viewing:
  • Video Summary:

Workshops Thirteen - Twenty-Four

Workshop Thirteen: Project Planning - YouTube Collaboration Project Planning - YouTube Collaboration DOCX

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Fourteen: Development Community

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Fifteen: Participatory Projects Participatory Projects Evaluation Participatory Projects Evaluation DOCX

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Sixteen: Evaluating Media Projects

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Seventeen: Evaluating Spreadable Media

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Eighteen: Evaluating Digital Activism

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Nineteen: Enhancement Week Participant Observation Review

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty: Mock Exam Reading - Boellstorff Chapter Seven Mock Exam Questions

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty One: Social Media Project Evaluation

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty Two: Revision Techniques - Mapping

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty Three: Revision - Structured Discussion

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty Four: Revision Techniques - Gamification

  • Reading:
  • Viewing:
  • Video Summary:

Reading

It is expected that students will read extensively and thoroughly from the essential reading list, to broaden and deepen understanding of the subject beyond the basic, and thus enhance performance in assessments. Students do not need to read all items on the recommended list; since many items listed may be alternative sources covering the same subject matter.

Essential Reading [The exam will be based on these books]

  • Boellstorf, T. (et al) (2012) Ethnography and Virtual Worlds – A Handbook of Method, Princeton Uni-versity Press, Princeton.
  • Delwiche, A. & Henderson J.J. (eds.) (2013) The Participatory Cultures Handbook, Routledge, London.
  • Jenkins, H. (et al) (2013) Spreadable Media – Creating Value and Meaning in a Networked Culture, New York University Press, New York.
  • Kozinets, R. V. (2010). Netnography - Doing Ethnographic Research Online. London: Sage.

Ethnographic Research

  • Bauman, Z., & May, T. (2001). Thinking Sociologically (2nd ed.). Oxford: Blackwell.
  • Bazeley, P. & Jackson, K. (2013) Qualitative Data Analysis with Nvivo, Sage, London
  • Crang, M., & Cook, I. (2007). Doing Ethnographies. London: Sage.
  • Creswell, J. W. (1994). Research Design: Qualitative and Quantative Approaches. London: Sage.
  • Creswell, J. W. (1998). Qualitative Inquiry and Research Design - Choosing Among Five Traditions. London: Sage.
  • Davis, C. A. (1999). Reflexive Ethnography. London: Routledge.
  • Denzin, N. K. (1978). The Research Act - A Theoretical Introduction to Sociological Methods (2nd ed.). New York: McGraw-Hill.
  • Denzin, N. K., & Lincoln, Y. S. (2000). Handbook of Qualitative Research. London: Sage.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (1998). Collectng and Interpreting Qualitative Methods. Lonfon: Sage.
  • Edhlund, B. M., & McDougall, A. G. (2012). Nvivo 10 Essentials. Stallarholmen: Form & *Kunskap AB.
  • ESRC. (2010). Research Ethics Framework (REF). London: Economic and Social Research Council.
  • Flick, U. (2009). An Introduction to Qualitative Research Design. London: Sage.
  • Freeman, L. (2010). Digital Ethnography, Practice and Ethics. Retrieved 14th November 2010, from http://lukes.me/papers/digital-ethnography-practice-and-ethics/
  • Hannabuss, S. (1996). Research Interviews. New Library World, 97(1129), 22-30.
  • Hine, C. (Ed.). (2005). Virtual Methods - Issues in social Research on the Internet. Oxford: Berg.
  • Jenkins, H. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: MIT Press.
  • Jenkins, H. (2013). The Guiding Spirit and the Powers That Be – A Response to Suzanne Scott. In A. D. J. J. Henderson (Ed.), The Participatory Cultures Handbook (pp. 53-58). London: Routledge.
  • Jenkins, H., Ford, S., & Green, J. (2013). Spreadable Media. New York: New York University Press.
  • Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, Massachusetts: John D. and Catherine T. MacArthur Foundation.
  • Kozinets, R. V. (2010). Netnography - Doing Ethnogrphic Research Online. London: Sage.
  • LeCompte, M. D., & Schensul, J. J. (2010). Designing & Conducting Ethnographic Research - An Introduction. Plymouth: Rowman & Littlefield.
  • Lincoln, Y. S., & Denzin, N. K. (Eds.). (2005). The Sage Handbook of Qualitative Research (3rd ed.). Thousand Oaks, CA: Sage.
  • Mack, N., Woodsong, C., MacQueen, K. M., Guest, G., & Namey, E. (2005). Qualitative Research Methods: A Data Collector's Field Guide. North Carolina: Family Health Internation.
  • Madison, D. S. (2005). Critical Ethnography: Method, Ethics, and Performance. London: Sage.
  • Markham, A. N., & Baym, N. K. (Eds.). (2009). Internet Inquiry. London: Sage.
  • Masten, D., & Plowman, T. M. P. (2003). Digital ethnography: The next wave in understanding the consumer experience. Design Management, 14(2).
  • McLellan, E., MacQueen, K. M., & Neidig, J. L. (2003). Beyond the Qualitative Interview: Data Preparation and Transcription. Field Methods, 15(1), 63-84. doi: 10.1177/1525822x02239573
  • Miller, G., & Dingwall, R. (Eds.). (1997). Context & Method in Qualitative Research. London: Sage.
  • Mills, C. W. (1959). The Sociological Imagination. Oxford: Oxford University Press.
  • Morgan, D. L. (1997). Focus Groups as Qualitative Research. London: Sage.
  • Murthy, D. (2008). Digital Ethnography: An Examination of the Use of New Technologies for Social Research. Sociology, 42(5), 837-855.
  • PAOC. (2014). Transcript Format Guideline. Retrieved 25th April 2014, 2014, from http://paoc.org/family/story/archives/academic-resources
  • Patton, M. Q. (2002). Quaitative Research & Evaluation Methods (3rd ed.). London: Sage.
  • Poynter, R. (2010). The Handbook of Online and Social Media Research. Chichester: Wiley.
  • Ragin, C. C. (1994). Constructing Social Research. London: Sage.
  • Schensul, S. L., Schensul, J. J., & LeCompte, M. D. (1999). Essential Ethnographic *Methods: Observations, Interviews, and Questionnaires. Walnut Creek, CA: Altamira Press.
  • Scott, K. (2009). How to Do Digital Ethnography? Retrieved from http://digitalresearchers.blogspot.com/2009/07/how-to-do-digital-ethnography.html
  • Sierhuis, M. (1996). Selective Ethnographic Analysis: Qualitative Modeling for Work Place *Ethnography. http://www.agentisolutions.com/documentation/papers/Aaa.pdf
  • Slater, D., Tacchi, J. A., & Lewis, P. A. (2002). Ethnographic monitoring and evaluation of community multimedia centres: A study of Kothmale community radio internet project, Sri *Lanka. London: UNESCO.
  • Wesch, M. (2010). Digital Ethnography. Retrieved 14th November 2010, from http://mediatedcultures.net/ksudigg/
  • Williams, M., & Mason, B. (2004). Online Ethnographic Research and Dissemination: Method, *Ethics and Practice. Paper presented at the Research Methods Workshop, University of *Manchester. www.ccsr.ac.uk/methods/events/online2/documents/ethno.ppt‎
  • Willig, C. (2013). Introducing Qualitative Research in Psychology (3rd ed.). Maidenhead: Open University Press.
  • Willig, C., & Stainton-Rogers, W. (Eds.). (2008). Qualitative Research in Psychology. London: Sage.
  • Wolcott, H. F. (2001). Writing Up Qualitative Research. London: Sage.
  • Yanow, D., & Tsoukas, H. (2009). What is Reflection-In-Action? A Phenomenological Account. Journal of Management Studies, 46(8), 1339-1364. doi: 10.1111/j.1467-6486.2009.00859.x

Literacies

  • Belshaw, D. (2013). Essential Elements of Digital Literacies Retrieved from http://dougbelshaw.com/ebooks/digilit/
  • Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
  • Freire, P. (1996). Pedagogy of the Oppressed. London: Penguin.
  • Freire, P. (2013). Education for Critical Consiousness. London: Bloomsbury
  • Hoggart, R. (1957). The Uses of Literacy. London: Chatto & Windus.
  • Jenkins, H. (2006a). Convergence Culture. New York: New York University Press.
  • Jenkins, H. (2006b). Convergence Culture - Where Old and New Media Collide. New York: New York University Press.
  • Jenkins, H. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: MIT Press.
  • Jenkins, H. (2013). The Guiding Spirit and the Powers That Be – A Response to Suzanne Scott. In A. D. J. J. Henderson (Ed.), The Participatory Cultures Handbook (pp. 53-58). *London: Routledge.
  • Jenkins, H., Ford, S., & Green, J. (2013). Spreadable Media. New York: New York University Press.
  • Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, Massachusetts: John D. and Catherine T. MacArthur Foundation.
  • Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed.). Newark, Delaware, USA: International Reading Association.
  • Lyotard, J.-F. (1984). The Postmodern Condition - A Report on Knowledge (G. Bennington & B. Massumi, Trans.). Manchester: Manchester University Press.

Social Media

  • Baym, N. K. (2010) Personal Connections in the Digital Age. Cambridge: Polity.
  • Benkler, Y. (2006) The Wealth of Networks. New Haven and London: Yale University Press.
  • Christakis, C. and Fowler, J. (2011) Connected: The Amazing Power of Social Networks and How They Shape Our Lives. London: Harper Press.
  • Creeber, G. and Martin, R. (Eds.) Digital Cultures: Understanding New Media, Maidenhead: Open University Press.
  • Flew, T. (2008) New Media: an introduction (3rd Edition). South Melbourne: Oxford University Press.
  • Gauntlett, D. (2011) Making is Connecting: The Social Meaning of Creativity from DIY and Knitting to YouTube and Web 2.0. Cambridge: Polity.
  • Hinton, S. and Hjorth, L. (2013) Understanding Social Media. Los Angeles, London, New Delhi, Singa-pore and Washington DC: Sage.
  • Ito, M. (et al.) (2010) Hanging Out, Messing Around, and Geeking Out. Cambridge, Mass.: MIT Press.
  • Jenkins, H. (2006) Convergence Culture: Where Old and New Media Collide. New York: New York Uni-versity Press.
  • Jones, R. and Hafner, C. (2012) Understanding Digital Literacies: A Practical Introduction. Abingdon and New York: Routledge.
  • Keen, A. (2007) The Cult of the Amateur: How Today's Internet Is Killing Our Culture. London: Nicholas Brealey.
  • Keen, A. (2012) Digital Vertigo. London: Constable.
  • Lanier, J. (2010) You are Not a Gadget: A Manifesto. London: Allen lane
  • Lax, S. (2009) Media and Communication Technologies: A Critical Introduction. Basingstoke: Palgrave Macmillan.
  • Leadbeater, C. (2008) We-think: The Power of Mass Creativity. London: Profile Books.
  • Lessig, L. (2004) Free Culture: The Nature and Future of Creativity. London: Penguin.
  • Lessig, L. (2008) Remix: Making Art and Commerce Thrive in the Hybrid Economy. London: Bloomsbury.
  • Lister, M. (et al.) (2009) New Media: A Critical Introduction (2nd Edition). London and New York: Routledge.
  • Mandiberg, M. (Ed.) (2012) The Social Media Reader. New York and London: New York University Press.
  • Marshall, P. D. (2004) New Media Cultures. London: Arnold.
  • McLuhan, M (1962) The Gutenberg Galaxy: The Making of Typographic Man, University of Toronto Press, Toronto
  • McLuhan, M (1964) Understanding Media - The Extensions of Man, Routledge, London
  • Murphie, J. and Potts, A. (2002) Culture and Technology. London: Palgrave and Macmillan.
  • Naughton, J. (2012) From Gutenberg to Zuckerberg: What You Really Need to Know About the Inter-net. London: Quercus.
  • Rheingold, H. (2012) Net Smart: How to Thrive Online. Cambridge Mass. and London: MIT Press.
  • Seel, P. B. (2012) Digital Universe: The Global Telecommunication Revolution. Chichester: Wiley-Blackwell.
  • Shirky, C. (2008) Here Comes Everybody. London: Allen Lane.
  • Shirky, C (2010) Cognitive Surplus: Creativity and Generosity in a Connected Age. London: Penguin.
  • Turkle, S (2011) Alone Together: Why We Expect More from Technology and Less from Each Other. New York: Basic Books.
  • Weinberger, D. (2003) Small Pieces Loosely Joined: A Unified Theory of the Web. New York: Basic Books.
  • Winston, Brian (1998) Media Technology and Society - A History from the Telegraph to the Internet, Routledge, London.

Media Source Material

Module Handbook

TECH3022 Module Handbook

Useful Feeds and Links

Research Planning

Production Planning