Draft Unsyllabus for ICM/JRN 522

The following is the framework for a course without a syllabus. This document is up on Google Docs, and seminar participants will edit it together on the first night of class.


Communication, Media, & Society

ICM/JRN 522, Fall 2008
Tuesdays, 18:30-21:10 (GMT-5), Buckman Center 137

Instructor
Alexander Halavais, 522@halavais.net
Skype, Google, Twitter, Delicious, FriendFeed: halavais
Telephone: +1.646.961.3526

Office Hours
Mon, 12:00 – 13:00 (GMT-5)
@ Video/Text: http://www.ustream.tv/channel/halavais

Tues & Weds, 16:30 – 18:00 (GMT-5)
@ QU Mt. Carmel Campus, Faculty Office Building 23

(Or by appointment.)

Introduction

The catalog description for this course is as follows:

This course focuses on the historical and contemporary state 
of personal and public interaction with popular media in the context 
of technological developments and the impact of these developments 
on society and culture. 

Students completing this course will study journal articles, survey 
the research literature, and write papers on the historical trajectory 
of  information consumption from the emergence of mass-produced 
paper-based texts to the development of the World Wide Web.

This has always struck me as an impossibly broad description. The advantage to this is that it allows some flexibility in what we focus on, and in previous versions of this course, I have successfully turned the planning of the course–to a greater or lesser degree–over to the participants in the seminar. (See the end of this document for a statement on the philosophy surrounding this approach to organizing the course.) Therefore, this initial syllabus is really only a temporary skeleton, to be fleshed out collaboratively on our first meeting. It is hosted on Google Docs, and we will be editing it on our first meeting. What is listed here initially is the “immutables”–things that due to the structure of the university, my own standards, or the description of the course must remain fairly strictly defined.

In terms of course content, we should cover:

  • Some of the ways in which media affects (and is affected by) society and its coevolution with social structure.
  • The evolution of media: how it changes over time.
  • The history of mass, networked, and interactive media.
  • The future of mass, networked, and interactive media.

I will be distributing (both online and in person) some resources that will help us to plan out a course. I’ll ask you to brainstorm before our first meeting as well. We will find a topic, or topics, that allow us to dig deep into a particular historical or contemporary issue and make connections to social effects and the media environment.
Read More »

Posted in General | Tagged , , , , | 5 Comments

Correction: I “buy” it

I was looking over an article in the (Baltimore) Examiner that reads, in part:

“Some things get really bad–histories, politics, gets controversial that doesn’t get settled easily,” said Bernard Huberman, author of a study, which determined that increased edits make Wikipedia articles “superior.”

Not everyone is buying the study, and some even did their own research to test Wikipedia as a trustworthy source of accurate information.

Alex Halavais, assistant professor in the interactive communication program at Quinnipiac University in Hamden, Conn., inserted 13 errors into various Wikipedia articles, including a false addition to the periodic table and the definition of “longitude.”

I think it’s pretty easy to read that as saying that I don’t buy the Huberman study (which, I presume, is this one). Of course, I wasn’t asked about the Huberman study, and I would be curious who these “some people” are. Wilkinson & Huberman present an argument that the best articles are the most-edited, generally speaking–I’m not sure how one would even take issue with that. But–just to be clear–I am not among those “some people,” and I would never use my caprice (the “Isuzu Experiment”) as anything approaching substantial evidence. If anything, I would be pleased if it spurred more thorough investigations of the quality of the content on Wikipedia and how that content is accumulated.

Posted in Research | Tagged , , | 1 Comment

Close your eyes and think of Merkel…

ATTENTION EDITORS – CAPTION CLARIFICATION U.S. President George W. Bush playfully pats the back of U.S. Women’s Beach Volleyball team player Misty May-Treanor (L) at her invitation while visiting the Chaoyang Park Beach Volleyball Grounds at the 2008 Summer Olympic Games in Beijing, China, August 9, 2008. Teammate Kerri Walsh (R) watches.

– AP corrected caption, issued eight minutes after and lacking the word “backside” initially sent out with this photo

Posted in Uncategorized | Tagged , , | Leave a comment

7 Year-Old Vengeance Ed

“Hello. My name is Inigo Montoya. You killed my father. Prepare to die.”

Our seven-year-old guest was literally on the edge of his seat, watching The Princess Bride for the first time, and seeing Inigo Montoya fulfill his lifelong pursuit to avenge the death of his father at the hyperdactyl hand of Count Rugen.

“This is an excellent scene,” our young guest said precociously.

When we considered movies we had on hand that were PG-rated–his requirement–we came up with two, this one and Flushed Away. Afterward, he said both were good, but he much preferred Princess Bride; why? “Obviously, more chaos.” Was a bit puzzled by this, but his mom let us know that “obviously” and “chaos” were two of his favorite words lately.

Watching Princess Bride with a kid makes you recognize that it has some messages that were common in films of the period that were intended for younger audiences, but not so common today. While the arch villain is left by the hero to live with his own infamy, Montoya seems in many ways to be more heroic in his quest and in its completion. The theme–call it Count of Monte Cristo light–seems largely absent from youth literature today, and perhaps even to my own surprise, I find that unfortunate.

There is something in Montoya’s righteous indignation, his passion for justice, his sense of honor, that is comforting and wholesome. The idea that vengeance is always wrong, an idea that runs through much of modern Christianity, seems misplaced to me, just as misplaced as assuming that revenge is always just. French moralist Joseph Joubert wrote, “Revenge is an act of passion; vengeance of justice. Injuries are revenged; crimes are avenged.” (He also wrote “Children have more need of models than of critics.”) The standard escape these days–played so often as to be a cliché–is that the hero captures the villain and allows him to live, only dispatching him when the villain makes a last effort to kill the hero when his back is turned. This is present somewhat in Princess Bride I suppose; If Montoya was not seemingly mortally wounded early in the scene, I’m not sure it would play as just.

I realize that there is something in my core personality that sympathizes with Montoya, and I suspect this was installed in me at about my guest’s age. Seven is traditionally referred to as the “age of reason” among Catholics, when people start becoming responsible for the morality of their actions. Seven is also a pivotal age for many developmental psychologists; Piaget marks this as the onset of “concrete operational thinking” and the close of egocentric thought.

It seems somehow retrograde and old-testament, these ideas of vengeance and honor. But I’ve always liked those imperfect characters who nonetheless were honorable in their own way. I’ll take Montoya over Wesley, Solo over Skywalker, Batman over Superman. I am pleased, therefore, that a pervading sense of the avenger is present in the first book I am reading to my unborn son, Cory Doctorow’s new Little Brother. We are going through it slowly, a few chapters a week, and of course I like the way it introduces a hackerish ethics to issues of surveillance, but I also like its revival of the vow of retribution. No spoilers please–I hope Doctorow does not cave to more recent sensibilities, and dampen the release (or noble tragedy) of retribution.

Posted in General | Tagged , , , | Leave a comment