Homework  

Before the First Class

1. Read the syllabus and assignments. Note any questions you have and be prepared to share them in class.
2. Share some information about yourself on this google slide (you'll need to use your SDSU google ID to access it). 
3. In Canvas edit your "profile" setting (if you have not already done this for another class)..

Week 2: Tuesday 01/26 

1. Join the course wiki. To do this, go to the front page of the course wiki. At the top right corner of the page click on the “Request Access” link.
   You will soon receive an email inviting you to set up you wiki account (your username will be your email address). Follow the instructions, then try logging
   into the wiki.
2. Go to the Canvas Discussion Board and click on the "Introduce Yourself" thread. You will be prompted to say a bit about who you are, but also to talk about
   your academic interests and potential topics you might want to explore in this class.
3. Read Thompson's “Public Thinking,” and post an analysis to the discussion board. Describe three of his most important claims. Which parts of the text seemed
   most interesting or useful, and why? What connected most to your own experiences? Discuss elements you disagreed with, had questions about, or would
   like to know more about. 
4. Compose a brief response to the texts by McNamee  and Tufecki (they are short - just one page long.) These two authors present a much darker vision of social media. 
   Discuss a claim and a persuasive strategy, and discuss an element of one text that seemed interesting or relevant.      
5. Reply to two of your peers' posts. 

Week 2: Thursday 01/28

1. Come to class ready to discuss the texts from Tuesday. Review your discussion board posts and those of your peers. 
2. Students who have been assigned to introduce the texts will spend a few minutes at the start of class sharing their analysis.

Week 3: Tuesday 02/02

1. Read Ong's text. Ong claims that in "oral cultures," or cultures without writing, thought, knowledge, and communication 
   tend to take very particular forms. What are some of these forms? What did you think of Ong's claims?
   
   Ong argues "orally composed texts" (texts composed without writing) take distinctive forms. For example, they tend to
   be somewhat repetitious, there is often redundancy, and many "formulas" (sayings, proverbs, stock characters).  Texts
   often take the form of songs or poems, since these are easier to memorize, and they tell a story that is dramatic.
   
   Use Ong to examine a sample oral composition, “Sundiata.”  The Sundiata text is a short example of an orally composed story/song. The text contains two versions
   of the story. The first has been turned into a traditional "literate" prose text, and the second is a transcription of an oral performance.
   Read version 1 for background, but analyze version 2 (the "song"). Discuss two or three features of the text that seem to fit Ong's list. The text
   has been translated, so any analysis will involve some guess work. Give it your best shot, and don't be afraid to speculate. (1-2 pages.) 
   What are some elements of the “Sundiata” text that seem to fit Ong's list of characteristics?
   
   
2. Discuss one or two of Sacasas's main claims. How does Saracas extend Ong's arguments? 

Week 4: Tuesday 02/09

1. Describe three of Boyd's most important claims. Which parts of the text seemed most interesting or useful? Discuss elements you
   agreed/disagreed with, had questions about, or would like to know more about.  
2. Boyd claims the “rhetoric of digital natives” has been damaging. Why has it been damaging, and what does she argue we should we
   replace “digital natives” and “digital immigrants” with?
3. Boyd claims that young people should be taught critical digital literacy. Do Boyd's suggestions for equipping young people with
   critical digital literacy skills seem useful? How relevant do they seem to you? Are there things she leaves out that you think need to
   be added? What sort of critical digital literacy skills would you like to learn?
4. Skim the Stanford History Group's short paper on digital literacy. Their 2020 study suggest we are not teaching students the 
   skills they need. What is the problem?
5. In your opinion, what can, or should, be done to combat fake news, disinformation, maniulation, and information warfare?
6. What do you think can we do to teach young people critical digital literacy, and to learn the skills needed for digital citizenship?

Week 5: Tuesday 02/16

(Note: this is a light reading/writing week. You can choose to respond mostly to Tufecki, or also apply Tufecki's 
insights to the short videos from the impeachment. The questions about how you acquired digital literacy skills
is meant to be answered informally, drawing on your experiences and personal thoughts.)

1. What did you make of Tufecki's argument that we need to rethink free speech in the age of social media?
2.  Tufecki argues social media complicates traditional understandings of free speech. After watching/reading the short videos from the impeachment, does Tufecki help us understand the issues? (One question being debated is the point at which speech becomes something else - opinion, a call to action, or even incitement. Another question is whether banning the president from Twitter undermined free speech).
3. Reflect on how you have acquired/learned critical digital literacy. What were some of the most useful skills you acquired? Both Boyd and Wineburg et al. claim educators have failed to provide students with critical digital literacy skills. What skills do students and citizens need?