I’m in the midsts of one of those unavoidable grad student extended crises this month so I I thought writing something this week was going to be out of the question. But last Monday I had an interaction with a PDF that I really need to tell someone about. Trust me, its more interesting than it sounds.
Lately, I’ve been taking advantage of my institution’s (appropriately ancient-sounding) ILLiad Inter-Library Loan System. Usually, if I can’t find journal article I need, I just ask a fellow grad student friend over GChat or Facebook to get me the article from their library. If I can’t find anyone (or I’ve asked them too many times) I resort to ILLiad. Getting a book from ILLiad means waiting about 24 hours for an undergrad on work study to copy and paste a DOI and send me the article under another institution’s journal subscription. It is the ultimate exercise in artificial scarcity: A teenager in a library basement, fueled on Moe’s burritos and motivated by the threat of crushing student debt, orchestrates the transfer of a few ones and zeroes in such a way that my desire for the article can be monetized to the benefit of a publishing company’s CEO and a couple of computer system designers. The physical scarcity of a paper journal is transmuted into a new kind of scarcity: the scarcity of student labor and my own dedication to reading this article that I saw in someone else’s bibliography. (more…)
Mary Chayko’s digitally well-connected class
One of the aspects of techno-social life that I’ll be looking at closely in my forthcoming book Superconnected: The Internet and Techno-Social Life is the reality of the online experience. To explore this issue in the classroom, I invited Nathan Jurgenson of this blog to tweet “live” with my “Mediated Communication in Society” class, billing him as a special guest speaker tweeter! Here I describe what I did, why I did it, how I did it — and what happened, much of it unexpected, as a result. (more…)
Discussing the relative strengths and weaknesses of education as it occurs on and offline, in and outside of a classroom, is important. Best pedagogical practices have not yet emerged for courses primarily taught online. What opportunities and pitfalls await both on and offline learning environments? Under ideal circumstances, how might we best integrate face-to-face as well as online tools? In non-ideal teaching situations, how can we make the best of the on/offline arrangement handed to us? All of us teaching, and taking, college courses welcome this discussion. What isn’t helpful is condemning a medium of learning, be it face-to-face or via digital technologies, as less real. Some have begun this conversation by disqualifying interaction mediated by digitality (all interaction is, by the way) as less human, less true and less worthy, obscuring the path forward for the vast majority of future students.
This is exactly the problem with the op-ed in yesterday’s New York Times titled, “The Trouble With Online Education.” (more…)
The TtW12 Twitter back channel. Photo by Rob Wanenchak
Theorizing the Web 2012 was great. Everyone involved did a bang-up job. I certainly learned more in a single day than I usually do at weekend-long establishment conferences. I have said a lot about conferences (here, here, and here) as have fellow cyborgologists (Sarah, Nathan, and PJ). All of these posts have a common thread: academia is changing, but conferences seem out of date in some way. They are needlessly insular, they rely on hefty attendance fees that are increasingly cost-prohibitive, and they rarely take advantage of social media in any meaningful way. The relative obduracy of conference styles come into high relief once they are compared to the massive changes to institutional knowledge production. Universities have adopted many of the managerial practices of private companies. They are also acting more like profit-seeking enterprises: putting massive resources into patenting offices and business incubators, hiring less tenure-track teaching staff, and employing armies of professionalized managers that run everything from information technology services to athletic facilities. Conferences, on the other hand, have seen few innovations beyond what I call Tote Bag Praxis. (more…)
On constructing a lesson plan to teach Pinterest and feminism
I teach sociology; usually theoretical and centered on identity. I pepper in examples from social media to illustrate these issues because it is what I know and tends to stimulate class discussion. It struck me while reading arguments about Pinterest that we can use this “new thing” social media site to demonstrate some of the debates about women, technology and feminist theory.
We can view Pinterest from “dominance feminist” and “difference feminist” perspectives to both highlight this major division within feminist theory as well as frame the debate about Pinterest itself. Secondly, the story being told about Pinterest in general demonstrates the “othering” of women. Last, I’d like to ask for more examples to improve this as a lesson plan to teach technology and feminist theories. I should also state out front that what is missing in this analysis is much of any consideration to the problematic male-female binary or an intersectional approach to discussing women and Pinterest while also taking into account race, class, sexual orientation, ability and the whole spectrum of issues necessary to do this topic justice.
“What’s a Pinterest?”
Before we begin, let me very briefly explain what Pinterest is [or read a better summary here]. Likely, (more…)
Finals are a stressful time for students, as numerous deadlines—often requiring the accumulation of a semester’s worth of work—converge into one terrifying week. Pajamas stay on. Coffee gets brewed. Some thrive. Some sink. And a few, in a panic, copy/paste something directly from Wikipedia.
From the instructor side, finals are also stressful, but in a different way. Not only do we have to rush through stacks of papers, inputting senior grades in time for graduation, but we have to do so with the knowledge that this is the moment of truth—the moment where we find out how effective we have been all semester (if effective at all). Like our students, this process can bring moments of great triumph, such as grading a perfect test or reading a profound paper—one that perhaps even teaches us something. It can also bring defeat, where we must acknowledge that some students never truly engaged with the material. And finally, it brings sleepless nights (and probably an indignant Facebook status update) as we inevitably find the direct Wikipedia quote copied, pasted, and sometimes linked in a final paper. (more…)