TECH3022 Social Media Practice

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Module Description

Understanding the culture of social media, and how people make sense of the products of this culture in meaningful ways, is essential for future media producers who wish to engage with emerging and dispersed communities of interest, emerging communities of association, and with emerging communities of practice.

This module gives learners the opportunity to practice and develop their social media research skills, social media development skills, social media production skills and an academically oriented conceptual comprehension to an advanced level. This module explores how social media is made sense of and practiced as a technically mediated social phenomenon, offering learners the opportunity to explore critically how social media communication is articulated, understood and experienced by people living in socially mediated lifeworlds.

The underlying principles of investigation used in this module are: online sociological investigation, netnography and symbolic interactionism. These concepts and methods of investigation form the essential methodological underpinning necessary to study the practice and culture of socially mediated community life. Learners will be able to practice their social media production skills, and gain experience in the systematic development of social media projects, based on a conceptually relevant and flexible approach to social media production, circulation and interaction principles, as they relate to the DIY concept of distributed media production, digital activism, and collaborative forms of produc-tion management.

This module gives learners the opportunity to develop their social media production skills by designing and creating social media projects that utilise creative and alternative forms of media, such as online video, podcasts, blogs, social networks, transmedia and technical interactivity.

Module Tutor

Dr 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
  • 15.00-15.40 Tuesday

Module Handbook

TECH3022 Module Handbook

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/msCFomxGXVM


Lecture Two: Symbolic Interaction


Lecture Three: Thinking Sociologically


Lecture Four: Netnography


Lecture Five: Data Collection


Lecture Six: Enhancement Week


Lecture Seven: Ethical Investigation


Lecture Eight: The Secrets of Sugar


Lecture Nine: Food Literacies


Lecture Ten: DIY Participation


Lecture Eleven: Spreadable Media


Lecture Twelve: Social Production Communities

Lectures Thirteen - Twenty-Four

Lecture Thirteen: Participation Culture


Lecture Fourteen: Network Smarts & Digital Affordances


Lecture Fifteen: Collective Intelligence


Lecture Sixteen: Critical Literacies


Lecture Seventeen: Critical Thinking


Lecture Eighteen: Report Writing


Lecture Nineteen: Enhancement Week

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


Lecture Twenty: Academic Evidence


Lecture Twenty One: Open Learning

  • Reading: Delwiche & Henderson - Chapter Four (Jason Mittell - Wikis & Participatory Fandom).
  • Viewing:
  • Video Summary: https://youtu.be/pRvuw6vHYuI


Lecture Twenty Two: Digital Activism

  • Reading: Delwiche & Henderson - Chapter Twenty-Four (W. James Potter - The Expanding Role for Media Litracy in the Age of Participatory Cultures).
  • Viewing:
  • Video Summary: https://youtu.be/xqyZsMH3Hp0


Lecture Twenty Three: Symbolic Interaction Review


Lecture Twenty Four: The Sociological Return

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: Social Media Campaigns Survey


Workshop Three: Social Media Campaigns Survey


Workshop Four: Capturing Threads

  • 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: Qualitative Assessment

  • 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: Interviewing PDF Interviewing DOCX


Workshop Ten: Coursework B Investigation - Journal Articles and News Stories

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Eleven: Coursework B Investigation - Ethical Review Coursework B Investigation - Ethical Review DOCX

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Twelve: Social Media Campaign Project Planning

  • Reading:
  • Viewing:
  • Video Summary:

Workshops Thirteen - Twenty-Four

Workshop Thirteen: Social Media Campaign Project Planning - YouTube

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Fourteen: Social Media Campaign Project Development - Learning Communities

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Fifteen: Social Media Campaign Project Development

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Sixteen: Social Media Collaboration Evaluation

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Seventeen: Spreadable Media Evaluation Spreadable Media Evaluation Table

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Eighteen: Social Media Activism

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Nineteen: Enhancement Week

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty: Evaluation Through Participant Observation

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Twenty One: Ideas Mapping

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Twenty Two: Report Formatting

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Twenty Three: Academic Evidence

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Twenty Four: Report Checklist

  • Reading:
  • Viewing:
  • Video Summary:

Assessment

Component A - Survey of Anti-Sugar Campaigns (5%)

There are many different campaigns and campaign groups who are active online and use social media to make their points and to influence people. Your task for this assignment is to survey some of these campaigns and campaigners, and to explain on what basis they are seeking to change the public’s perception about processed foods, the role of sugar and processed-carbohydrates in particular.

The result of your survey of different types of processed food awareness campaigns will be present-ed as a short video presentation, lasting no longer than five minutes, with a short description included as part of a shared DMU Commons Wiki page outlining your groups research planning. https://wiki.our.dmu.ac.uk/w/index.php/TECH3022_Research_Planning_2017-18

Each student will identify a different example of a processed food awareness campaign, as run by different activists and campaigners, and will write about how those campaign work, what is involved, and what they expect to achieve, before summarising this description in a short video presentation. The presentation can use creative media techniques, but will be uploaded to your DMU Commons Blog, either as a directly uploaded video, or as an embedded YouTube video.

  • Minimum Work: DMU Commons wiki page section, blog and five-minute video presentation.
  • Deadline: 10am Monday 6th November 2017
  • Submission: Individual links clearly marked on your DMU Commons Wiki Profile. https://wiki.our.dmu.ac.uk/w/index.php/TECH3022_Learners
  • Marking & Feedback: 10am Monday 4th December 2017

TECH3022-18 Component A - Brief & Assessment Criteria

Component B - Social Media Project Investigation (15%)

For this assignment, though, you will investigate how people use social media to discuss, share and express their views about processed foods, and the debates that are associated with perceptions of processed food disease. In identifying how people share their concerns using social media you will be able to identify the issues that you want to address in the next assignment, and what type of social activity other people have developed to alleviate some of the worst effects of processed food dis-ease. https://wiki.our.dmu.ac.uk/w/index.php/TECH3022_Research_Planning_2017-18

For this assignment, you will research and write about these issues, as they are discussed and talked about in newspaper articles, in blog sites, in chat rooms, and so on. Your blogs will summarise the key issues of concern, and will use quotes, links and screengrabs to demonstrate what it is that is being discussed in these articles and threads.

The final blog post of this section of your coursework portfolio should be a three-minute reflective video, posted either to the blog directly, or embedded into your blog as a YouTube video. This vlog will give a basic overview of what you have discovered in your investigation and in what way your group will take this information and use it in the next assignment, and turn this into a practical project.

You should aim to incorporate a wide variety of content such as podcasts, videos, blogs and wikis, or whatever forms of media you are asked to experiment with and try out. We want you to experiment with creativity and innovation, so your media skills will be something you want to show off as you learn new skills and use new platforms.

So, you will submit five blog posts, the last blog being a three-minute video blog that reflects on what you have learnt so far.

  • Minimum Work: Five weekly blog posts published from week 6 to Week 11.
  • Deadline: Week 12 (1st week of Christmas break), 10am Monday 18th December.
  • Submission: Individual Links clearly marked on your DMU Commons Wiki Profile.
  • Marking & Feedback by: 10am 22nd January 2018.

TECH3022-18 Component B - Brief & Assessment Criteria

Component C – Social Media Group Project (30%)

Your role in this assignment is to develop and produce a social media awareness campaign that challenges perceptions of processed food and the associated risks of the consumption of sugar, refined carbohydrates, alcohol and processed oils. You will use this campaign to suggest alternative practices and approaches that reject the low-fat model, and focusses on more traditional approaches to food literacies and choices.

You will assume the role of a social media communications activist working to promote a specific agenda that challenges mainstream, industrial and commercial food orthodoxies, and promote in-stead an ethical, sustainable and holistic lifestyle approach to food that is social, local and non-exploitative.

The campaign will be based on the evidence that you collected in the previous assignment, and will use creative social media techniques to engage with social media users.

What you will actually be marked on is your blog journal. You are expected to keep a journal that records your involvement and level of participation through the process of developing and putting into practice your social media campaign.

Entries will be posted to your blog each week and listed on your personal wiki profile page as done in the previous assignment. https://wiki.our.dmu.ac.uk/w/index.php/TECH3022_Learners

The final blog post will consist of a video presentation lasting no longer than three minutes, that reflects on what you have personally learnt about this social media campaign project, how you have improved and developed your creative social media skills, and how this relates to the content that you will have posted to your own blog site and the module wiki.

  • Minimum Work: Ten blog posts published each week 15 to Week 24.
  • Deadline: Week 22, 10am Monday 12th March 2018.
  • Submission: Individual Links clearly marked on DMU Commons Wiki Profile. https://wiki.our.dmu.ac.uk/w/index.php/TECH3022_Learners
  • Marking & Feedback: Thursday 11th April 2018.

[TECH3022-18 Component C - Brief & Assessment Criteria http://robwatsonmedia.net/wp-content/uploads/2014/09/TECH3022-18-Coursework-C-Brief-Assessment-001-2017-09-06.pdf]

Component D Social Media Production Evaluative Report (50%)

This assignment tests your ability to plan, research and write an academic report that answers a specific question of concern related to social media, and which draws on the academic reading recommended for the module. Therefore, you will:

• Relate your answer to the specific reading material listed as essential or recommended in the module reading list. • Use evidence gathered from legitimate sources. • Use academic language and analysis conventions. • Structure your report according to academic standards and conventions. • Provide suitable objective and verifiable examples that illustrate your points. • Use suitable academic arguments that will explain your points.

Please answer the following question:

  • Do digital sociology investigation techniques enhance our understanding of how social media is shared and spread between people?
  • Minimum Work: 3000 Word Report.
  • Deadline: 10am Tuesday 8th May 2018.
  • Submission: Turnitin via TECH3022 Blackboard.
  • Marking & Feedback: 10am Thursday 7th June 2018.

TECH3022-18 Component D - Brief & Assessment Criteria

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

  • 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.
  • Lindgren, S. (2017) Digital Media & Society, 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

Useful Feeds and Links

Research Planning

Production Planning

Social Learning

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

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.

This year we are introducing a new online discussion forum as part of the DMU Commons, which we will be exploring and learning how to use. As this system is new it will give us the opportunity to find out how it can be best used to support learning and discussion across the university https://talk.our.dmu.ac.uk.

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: Eight 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 social 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

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.

Module Outcomes

At the end of this module you will be able to demonstrate that you are able to:

  • Design, create and manage a package of creative social media assets and resources for a specific purpose, using social and collaborative research and production techniques, and account for these assets
  • Critically evaluate the use of social media production for forms of participatory media and other network cultures in social and technological contexts
  • Research and evaluate the social experience of people in medited communities, and critically explain how emerging practices of social media facilitate different social accomplishments.

This will include your ability 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.

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/

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, participatory culture, transmedia, creativity, social capital.