Presentation Groups and Dates for Section 2

The presentation groups are as follows:
Group 1: Chris, Danielle, Emily
Group 2: Andrew, Iggy, Cuyler, Jamie
Group 3: Billy, Pascal, James
Group 4: Natasia, Bri, Rachel, Monica
Group 5: Alex, Matt S., Matt F., Matt B., Russ
Group 6: Rafael, Samantha, Anita, Christina, Mike

Mon Apr 11: Group 6
Wed Apr 13: Group 2
Fri Apr 15: Group 4

Mon Apr 18: Group 3
Wed Apr 20: Group 5
Fri Apr 22: Group 1

Presentation Groups and Dates for Section 29

The presentation groups are as follows:
Group 1: Matt, Alex and Karissa
Group 2: Dylan, Jai, Matthew H. Irene, John
Group 3: Doug, Olivia, Deidre, Andrea
Group 4: Precious, Kristen, Ryane
Group 5: Toya, Eziquiel, Patrice
Group 6: Katie, John, Lidia, Sharita

Mon Apr 11: Group 1
Wed Apr 13: Group 5
Fri Apr 15: Group 2

Mon Apr 18: Group 4
Wed Apr 20: Group 3
Fri Apr 22: Group 6

What Is Plagiarism?

Respond here with your definition of plagiarism.

Reading Notebook

Your Reading Notebook should include the following:
Literacy Narrative
Analysis of Brandt
Response to Lutz and Allport
Response to DeVoss

Contribute to Student Research

Dear Students,
If you have a few free moments, please help one of your classmates with her research project. Iggy has a survey on video games on a blog she created for her research. I'd really appreciate it if you took a little of your time to respond to her questions.
Her survey is on the blog here:

http://vidgameslit.blogspot.com/

Thank you.

Debunking Nicholas Carr

If you're interested in a counter-argument to Is Google Making Us Stupid? have a look at this post on the academic blog Cyborgology:
http://thesocietypages.org/cyborgology/2010/12/29/myth-instant-communication-is-shallow/

Learning from YouTube

This article from the Chronicle of Higher Education contextualizes the project:
 http://chronicle.com/article/Free-Video-Book-From/126427/

By Marc Parry

"When Alexandra Juhasz began teaching a class about YouTube in 2007, journalists poked fun at the Pitzer College professor. Academic credit to watch goofy kitten videos? TechCrunch, a popular blog, said it might be the most ridiculous class any college had ever offered." (Parry)

Professor Juhasz and her class created a website combing video and text revealing the result of their inquiry into the educational uses of YouTube. Their results are here:
http://vectors.usc.edu/projects/learningfromyoutube/index.php

The parts I wanted to show in class have more to do with the discourse community formed by the class and the result of their inquiry. This page describes what happened when Professor Juhasz offered an A on the midterm to students who created the most popular entry to YouTube:
http://vectors.usc.edu/projects/learningfromyoutube/texteo.php?composite=104
I showed the first few minutes of this video in which students attempt to decode why certain videos are popular on YouTube.

In the next video, a student reveals the results of his inquiry into comments on popular political videos

In both these examples, students are looking into how discourse communities interact through YouTube.

This next example shows one student's response to the class inquiry. Watch her video on the right and then watch the professor's response on the left. I was interested by this student's rejection of video as a substitute for the written word and the professor's description of her video as "bad." What does she mean here?

 http://vectors.usc.edu/projects/learningfromyoutube/texteo.php?composite=95&tag=10
It seems like these videos have different audiences in mind. The student wants to demonstrate her ideas through text.She thinks text is the best way to explain her ideas. But the professor is looking to the video to "compete" in a way with other videos and show interesting images. This is an excellent example of how different genres (text versus video) reach out to separate discourse communities.