ASIMS2010

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Methods in Multimedia Scholarship

This page contains a course description, syllabus, and notes for the Methods in Multimedia Scholarship 2010 ASIMS course, taught by Steve Anderson and Sasha Costanza-Chock.

Tips for use: To return to the wiki front page you can always click 'Main page' in the navigation box at the top of the left hand column. From there click on ASIMS2010 to get back to this page.

Access the IRC backchannel here: http://webchat.freenode.net. put in a nickname and join the channel: asims2010. Alternately, if you have chatzilla firefox plugin installed, you can click here: irc://freenode/asims2010.

Contents

Course Description

Multimedia methods and skills are powerful tools with the potential to transform academic research. This intensive 2 week course is a project-based learning workshop that introduces participants to methods in multimedia research and authoring. A set of core texts will provide theoretical grounding and knowledge of case studies in digital scholarship. The laboratory component of the course will be based on student skills and interests, and may include: content capture with audio, video, and mobile devices; multimedia search, annotation, and archiving; dynamic web ('Web 2.0') tools for distribution and community networking; participatory project design; collaborative editing processes, and more. Students will leave the workshop with a core set of technical proficiencies and a final project that is flexible but may be: a rich media version of an existing presentation or paper; an enhanced online cv/portfolio; etc. The workshop will make use of the production facilities and Mac-based computer labs at USC's Institute for Multimedia Literacy.

Class Format

On the first day, we will do a course overview and introductions, as well as collective revision of the syllabus to define and plan the themes, texts, and lab sessions. We may have some guest speakers.

On the last day, we will have student presentations.

Most days will work like this:

  • 5 min check in, logistics questions
  • 15 min, discuss student-selected materials relevant to the day's theme (using zotero)
  • 45 min, discuss assigned texts
  • 10 min break
  • 90 min, hands on lab in new tools & skills
  • 75 min, lab time for final project work

All readings must be completed prior to class on the day assigned. reflections, tags and annotations must be online prior to the beginning of each class session.

Assignments

Students are expected to attend all classes, labs, and course activities, and to participate actively in online collaborative course tools.

Tools

zotero

Everyone is expected to tag and annotate course relevant material using zotero. Tagged texts (written, images, videos, and sound) will be watched together at the beginning of each class. Everyone should tag 1-3 things per day. Our zotero group is here: http://zotero.org/groups/asims2010

Wiki

Everyone is expected to actively participate in the wiki, adding and editing pages and notes throughout the course. The wiki is here: http://imlportfolio.usc.edu/communitymultimedia/wiki/index.php/ASIMS2010

Backchannel

During the seminar portion of the class, every student will have the opportunity to participate in a public chat room that is projected in the room. The backchannel may be used for asking questions, generating additional discussion, posting links and images, offering comments or critiques, Google-jockeying or simply notetaking. Each student is responsible for acting as notetaker during one session, and synthesizing and adding the notes for that session to the wiki. Access the IRC backchannel here: http://webchat.freenode.net. put in a nickname and join the channel: asims2010. Alternately, if you have chatzilla firefox plugin installed, you can click here: irc://freenode/asims2010.

Class Facilitation

Students will each facilitate one class discussion on a topic of their choice.

Final Presentations

These are open, based on student interest but may take the form of:

  • a rich media version of an existing presentation
  • an online CV/portfolio
  • a project proposal
  • an annotated list of tools and resources
  • something else (convince us!)

Final presentations will take place on the last day of class, and each student will have 10 minutes.

Lab and class schedule

Wednesday - Steve and Sasha - Fair Use and Media Acquisition // Ripping/downloading/torrenting

Thursday - Garrett - GIS Map // Presentation software: Prezi, Vuvox (S+S)

Friday - Olesya - Social Change // Sophie -- Dave Lopez

Monday 6/7, Tuesday 6/8 - Nancy, Yujung & Nan - Health -- Healthy Cities lab

Tuesday 6/8 - Sandi - Semantic Web and multimedia search, archives // Journals, RDF and Semantic Web: Craig Dietrich

Wednesday 6/9 - Conni & Soledad - AV language and television journalism Video workshop -- Matt Williams

Thursday 6/10 - Elisheva - Online Journalism -- Mobile lab

Friday -- Presentations

Syllabus

Week 1

Class is from 2-5pm.

Tues 6.1.2010: Introductions; Overview, Prioritize topics and tools

Introductions, research interests, skill interests. Followed by an overview of scholarly multimedia, fair use and Critical Commons.

Agenda

  • 50 min: Course overview and Introductions
  • 30 min: Scholarly multimedia
  • 10 min break
  • 45 min: Mapping exercise: What does each of us bring to the class; what do we want to take away from it? Topics and Tools. Facilitation schedule.
  • 45 min: Introduction to course tools: wiki, zotero, irc, backchannel etiquette

resources

Wed 6.2.2010: Fair Use & Media Acquisition

fair use

Agenda

  • 5min check-in, logistics questions
  • 15 min go over course format and expectations; assign the 10min spots for final project workshop this week
  • 45 min discuss readings
  • 20 min zotero
  • 10min break
  • 90min Lab: Rip, Mix, and Burn. 3 ways to get videos off the web. How to torrent. How to edit a video to select your In and Out points.

resources

  • READ: 2010 Horizon Report, EDUCAUSE and the New Media Consortium

BROWSE:

In-depth

Thurs 6.3.2010: Geospatial Information and GIS

Geospatial information and Geographic Information Systems (GIS) have become increasingly important tools across a wide range of fields. Communication scholars are only beginning to incorporate geospatial analysis and GIS into the study of media, information, and communication. Today we'll discuss developments in this area and examine some communication research that uses GIS.

Agenda

  • 5 min check in, logistics questions
  • 15 min discuss zotero materials
  • 45 min discuss texts
  • 10 min break
  • 90 min lab: Prezi

Resources

KEY TEXT: Modarres and Pitkin, 2007. Technology and The geography of Inequality: assessing The digital divide in Los Angeles county. http://www.patbrowninstitute.org/documents/educationprograms/PolicyBrief-6.pdf

BROWSE: Where 2.0: http://en.oreilly.com/where2010/public/schedule/proceedings

Also recommended:

Goodchild, M. F. (2000). Communicating geographic information in a digital age. Annals of the Association of American Geographers, 90(2), 344–355. http://www.jstor.org.libproxy.usc.edu/stable/1515238

http://www.jstor.org.libproxy.usc.edu/stable/pdfplus/1515238.pdf

Additional Texts, FYI:

http://www.iapad.org/publications/ppgis/ch01_overview_pp13-19.pdf

  • Harvard Center for Geographic Analysis

http://gis.harvard.edu/icb/icb.do?keyword=k235&tabgroupid=icb.tabgroup53821

Pubs and presentations: http://gis.harvard.edu/icb/icb.do?keyword=k235&pageid=icb.page254636

Electronic resources and projects

Hypercities

Map A List

Open Street Map

LA Times Homicide Map

Media Cloud

Fri 6.4.2010: Research & Social Change

There is a long history of people - academics, organizers, and others - trying to find ways to do research that involve participation and collaboration with the community of study. There are many different framings, rationales, methods, cases, and sets of problems raised by those who have done this kind of work. Today we'll review a number of approaches, including participatory research, communication for social change, community needs assessment, and so on. We'll also think about and discuss the intersection of multimedia and research for social change.

Agenda

  • 5 min check in, logistics questions
  • 15 min discuss zotero materials
  • 45 min discuss texts
  • 10 min break
  • 90 min lab: Sophie

Download Sophie http://sophiecommons.org/

Download assets for today's lab if you don't have your own materials

Resources

KEY TEXT: Figueroa et. al., 2002. Communication for Social Change: An Integrated Model for Measuring the Process and Its Outcomes. http://www.communicationforsocialchange.org/pdf/socialchange.pdf

It is child's play: Advergaming and online marketing of food to children. How brands work with games (pp. 5-8). http://www.kff.org/entmedia/upload/7536.pdf

Video Games: The third world farmer: http://www.3rdworldfarmer.com/ The redistricting game: http://www.redistrictinggame.org/

Browse: http://datacenter.org

Additional Texts:

Deegan, Mary Jo. "W.E.B. Du Bois and the Women of Hull-House, 1895-1899." American Sociologist v19, no. 4 (Winter 1988):301-10.

In-depth:

  • Freire, Paulo, Pedagogy of the Oppressed. N.Y.: Seabury Press, 1970.
  • Nyden, Philip, Anne Figert, Mark Shibley, and Darryl Burrows, eds. Building Community: Social Science in Action. Thousand Oaks, CA: Pine Forge Press, 1997.
  • Selener, Daniel. Participatory Action Research and Social Change.
  • Stoecker, Randy. "Are Academics Irrelevant? Roles for Scholars in Participatory Research," Paper Presented at the American Sociological Society Annual Meetings, 1997. http://comm-org.utoledo.edu/papers98/pr.htm
  • Stringer, Ernest T. Action Research: A Handbook for Practitioners.

Week 2

Mon 6.7.2010: Health & Multimedia

This session will examine the relationship between multimedia and health, with attention to the use of multimedia in community based health information, organizing, and advocacy; games for health; people's use and appropriation of ICTs to seek health information, communicate with health providers, and monitor health inequality, and more.

Agenda

  • 5 min check in, logistics questions
  • 15 min discuss zotero materials
  • 45 min discuss texts
  • 10 min break
  • 90 min lab: TBD
  • 75 min lab: final project lab

Resources

KEY TEXT


Additional Texts:

Games for Health

Further Readings

TUES! 6.8.2010: Multimedia journals, media search, and the Semantic Web

The transformation of scholarly publication in the online age. The shift to digital journals; the Access to Knowledge movement and Open Access journals; wikibooks; 'release early and often;' creative commons; publication as process; ways to strategically circulate your ideas and enter conversations online. Multimedia dissertations; collaborative research and publishing; multimedia journals

Agenda

  • 5 min check in, logistics questions
  • 15 min discuss zotero materials
  • 45 min discuss texts
  • 10 min break
  • 15 min presentation and discussion of Presentation Stylistics
  • 60 min lab: (MM archives, Semantic web and online Journals: Craig Dietrich)
  • Open lab time project work

Resources

KEY TEXT:

Secondary Texts:

Tim Berners-Lee's description of the semantic web from 1998

Clay Shirky's text on why the semantic web is a bunch of hoopla


Optional Texts:

Additional Texts:

Wed 6.9.2010: AV language and television journalism

Until last year, at least in Chilean journalism, the contrubtion of the citizen journalists, both to mainstream and citizen media, has been mainly been writing or still images. But since the earthwake that happened in Chile 27th february of 2010 we start finding two types of pieces of news: the ones that tell what citizen were finding and saying and others that used them as part of the narrative. This might allow some changes in the audiovisual story telling of news.

Agenda

  • 5 min check in, logistics questions
  • 15 min discuss zotero materials
  • 45 min discuss texts
  • 10 min break
  • 90 min lab: ( Video workshop -- Matt Williams, Steve to confirm)
  • 75 min lab: final project lab

Resources

KEY TEXT:

"Langer, Jenna. Information Communication Technology and Social Media as a Backchannel for Disaster Relief and Political Action. http://www.jennalanger.com/academic/LangerJenna_ICT-backchannel.pdf"


Additional Texts:

"McKeown Dougherty, Audubon , "New Medium, New Practice: Civic Production in Live-Streaming Mobile Video. http://74.125.155.132/scholar?q=cache:W2jch9v74eQJ:scholar.google.com/+news+tv+photojournalism+crisis+earthwake+citizen+journalism&hl=en&as_sdt=2000&as_ylo=2009"

"Perkins, J, Izard, R (editors) "Covering Disaster: Lessons from Media Coverage of Katrina and Rita. http://books.google.com/books?hl=en&lr=&id=0dwQTwv5v3YC&oi=fnd&pg=PR7&dq=news+tv+photojournalism+crisis+earthwake+citizen+journalism&ots=_ZRg4l7s45&sig=gvYa5Ny9xY8a2XmwwNGz6a1_-rw#v=onepage&q&f=false"

"The National Press Photographers Asociation. http://www.nppa.org/"

"Durlach, Darren, "The Photographer of the year WBFF, Baltimore. http://www.poynter.org/content/content_view.asp?id=158888"

"Youtube. Examples of mainstream news and and citizen journalism contributions to the coverage of Chilean earthquake, 27th February, 2010. http://www.youtube.com/results?search_query=chile+earthquake+2010&aq=0"

"Liepens, Katherine, Portah, William, Puente, Soledad, Cómo mejorar la comprensión de las noticias televisivas, http://www.unav.es/fcom/comunicacionysociedad/es/resumen.php?art_id=350"

"Mujica, Constanza, La telenovela de época chilena: entre la metáfora y el trauma, http://fcom.altavoz.net/prontus_fcom/site/artic/20080323/pags/20080323234943.html"

"Marinello, Juan Domingo, Puente, Soledad, Del concepto a la imagen: El foco editorial, http://fcom.altavoz.net/prontus_fcom/site/artic/20061201/pags/20061201143619.html"

"Porath, William, Puente, Soledad, Claves para un buen fotoperiodismo, http://fcom.altavoz.net/prontus_fcom/site/artic/20071127/pags/20071127175437.html"

Thurs 6.10.2010: Online Journalism

The practice of Journalism has been transformed by the Internet. Dynamics including the consolidation and globalization of media firms, the breakdown of the traditional revenue model of print newspapers, the growth of multiple screens and the '3rd screen' of the mobile phone, the expansion of read-write digital media literacy in the general population, and the rise of participatory and 'citizen' journalism all have important implications for the practice of journalism. This session explores these and related developments and looks at research in the field of online journalism. In a hands-on VozMob workshop we'll learn how to post multimedia stories to the web directly from phones via MMS.

Agenda

  • 5 min check in, logistics questions
  • 15 min discuss zotero materials
  • 45 min discuss texts
  • 10 min break
  • 90 min lab: Mobile Voices (http://vozmob.net)
  • 75 min lab: final project lab

Resources

KEY TEXT:

Between tradition and change: A review of recent research on online news production E Mitchelstein, PJ Boczkowski - Journalism, 2009: http://jou.sagepub.com/cgi/content/abstract/10/5/562

Additional Texts:

In depth

Fri 6.11.2010: Final Presentations

Each student will have 10-15min to present. We finish with evaluations and then celebrate!

Possible Topics / Sessions

http://criticalcommons.org/Members/ConstanzaMujica/clips/clip_05.avi/

Retrieved from "http://imlportfolio.usc.edu/communitymultimedia/wiki/index.php/ASIMS2010"
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