Discuss with someone in class the following elements:

Arrangement
Title(s)
Theme(s)
Purpose(s)

Posted: April 28th, 2008 under daily notes, in-class activity.
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Since I’m having trouble with my throat I’ll refer you to these instructions to keep the amount of speaking I do at a minimum.

In your book cover groups, create a mock-up of your book cover using the materials available to you. This mock up is a draft of your book cover and if you realize you don’t like certain elements or prefer a different layout, you will be able to make those changes for your final version due April 21.

You can use the printer to print certain images just be sure that when you go to print that you select the printer that reads like a website such as//cas.

These mock-ups will be turned in on Wednesday along with a MEMO you will write in class as a group.

Remember your Book Covers are Due Next Monday, April 21 2008.

Posted: April 14th, 2008 under in-class activity, multimedia in action.
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• What are the functions of narrative framing in this text?
  
• What main ideas did the author seem to be trying to get across–through the use of narrative framing as well as other techniques?
  
• How can ideas discussed in our critical readings about framed narratives be brought to bear on this text?
• Besides issues of narrative framing, what other noteworthy aspects of the text’s structure did you notice–for example, its handling of temporality, perspective, setting, etc.?
  
• What patterns of imagery did you detect, and what functions do they seem to be serving?
  
• Were there details of the plot you couldn’t follow?  Were there inconsistencies (in the characters or setting) that threw you off?
• Were you disappointed in any sense by the work?  If so, why?  Or do you find the work to be successful or interesting in some ways, but not others?  Support your reaction by referring to specific features of the text.

Posted: March 26th, 2008 under in-class activity.
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Identify one everyday technology and think about how it affects your daily life. Because one goal of this exercise is to help you begin to notice technologies that we usually take for granted, the object you choose should be non-electric and nonelectronic. Make a list of every technology you use during the day. Review your list and choose one object that surprises you the most. Write about this object using the following questions as guides:

What makes this object a technology?

How does it impact your daily life?

Why is it surprising to think of it as a technology?

How does this everyday object affect how you define a technology?

What makes something a technology?

Posted: March 3rd, 2008 under daily notes, in-class activity, journal entry.
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1. How does this work address, challenge, reflect and/or engage the assumptions about identity?
2. How does the media you chose affect how your identity is conveyed?
3. What challenges did you face while working on this project?
4. What surprises did you encounter?
5. How did you choose the identity you would represent?
6. Do you consider your project a successful representation?
7. What would you change about this project?

Posted: February 20th, 2008 under in-class activity.
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How does one define who (s)he is? How does(s)he represent and convey her/his identity, particularly in digital spaces? These are questions in which my research and teaching is invested and ones I’d like you to reflect on throughout these activities. Consider, for a moment, how you describe yourself. Do you use a “label” or term such as bookworm, jock, rebel, geek, artist, audiophile? What cultural markers, clothing, hairstyle, way of speaking would portray or denote your identity?

When you move out of the physical, face to face environment into a digital one, your identity/(ies) will be represented via images, favorites lists, social connections, and design choices among many others. To how many social network sites do you belong? Which ones? Do they represent the same or different identities? What feature(s) of the social network site do you use most often? What does that feature do?

You can either examine your page on the social network site of your choosing or another’s page to which you have access.

First, choose a social network site to explore. Then decide if you will analyze your page or someone else’s. Once you arrive on the page, what do you see? Make note of images, backgrounds, colors, and profile features, for example. How does the page reflect an identity? If you know the person in real life or if you are reviewing your own page, is the representation accurate, in your opinion?

Posted: February 3rd, 2008 under in-class activity.
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What point is the cartoonist making about his memories of hating the band Journey?

How does the cartoon suggest that individual dislikes shape identity? Can they be more powerful than likes? What do individual and shared tastes have to do with identity and social relationships?

The cartoon’s main character recounts a fond memory of bucking a popular fad or trend (in this case, a popular band). Do you find this attitude appealing? Why or why not? Is this a particularly American attitude?

One underlying message of this cartoon is that our likes and dislikes say something about who we are and directly affect our social relationships. In the cartoon, the main character’s friendship is grounded in making fun of people who like something he hates. Based on this cartoon, what observations can you make about what keeps friends together?

Posted: February 3rd, 2008 under in-class activity, reading response.
Comments: none

Think of a fad that became overwhelmingly popular when you were between the ages of 8 and 13.

Was it Harry Potter? Skateboarding? Boy Bands? Hello Kitty? Describe your involvement with this fad or your intense dislike of it? Explain how it became part of your identity at that time.

When did you notice the popularity of this particular fad? How did this fad affect the way people acted? Dressed? Entertained themselves?

How would you describe your involvement with this fad? Were you an avid fan or were you a critic, like Wheeler?

How did your love or hate of this fad influence your friendships at the time? How did it affect how you spent your time? Looking back, how did your love or hate of it shape your sense of identity at that time?

In your opinion, how do fads impact people’s sense of identity? Do the impact all age groups on some level? Why or why not?

Posted: February 3rd, 2008 under in-class activity.
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