Week 1/Jan 25 (Synchronous Class)
- Introduction to course syllabus.
- Setup of initial website: 1. create pages, create posts–connect pages with posts and other pages.2. Embed video/images, embed scribd doc. 3. Order menu, create sub-menu (parent-child), customize header, color, fonts, themes. 4. Add widgets–blogroll, Twitter, recent posts/comments. 5. Post bio.
- Introduce podcast assignment.
- Individual student research: What is digital publishing? Gather as many insights and ideas as you can from any possible sources on digital publishing.
Homework: Identify a particular aspect of digital publishing that you want to produce a 5-min podcast for. Readings assigned for next class (Feb. 1) could be instrumental for finding a topic for your project.
Week 2/Feb. 1 (Asynchronous Class)
Read these articles and write and post a blog response (Blog Post #1) to your site :
- “English: The Future of Publishing” (PDF in Canvas)
- “Publishing without Walls: Building a Collaboration to Support Digital Publishing at the University of Illinois” (PDF in Canvas)
- “The Center that Holds: Developing Digital Publishing Initiatives at the Emory Center for Digital Scholarship” (PDF in Canvas)
Homework: Read the following articles/chapters on aurality/sonic rhetoric and write and post a blog response (Blog Post # 2) to your personal site:
Cynthia Selfe. “The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing.” (PDF in Canvas)
Mary Hocks and Michelle Comstock. “Composing for Sound: Sonic Rhetoric as Resonance” (PDF in Canvas)
Week 3/ Feb 8 (Synchronous Class)
- Discussion on the assigned readings:
–Questions on Cynthia Selfe’s “Aurality and Multimodal Composing”
- What is Selfe’s main argument?
- What are stakes for teachers and students in privileging print only in the academy?
- How did aurality lose its space in the university curriculum?
- What was the role of aurality in college composition classrooms from the mid-nineteenth century onward? In what forms did aurality persisted in college composition classrooms?
- How did different minority communities (African American, Hispanic, American Indian) retain aurality in their cultures? Think of some concrete examples.
- What set the grounds for the revival of aurality/multimodality in the early 21st century college composition classrooms? Scholarship? Technologies? Cultural Ecology?
- What are some common audio assignments the article discusses? What others could be included in the list?
—Questions on Hocks and Comstock’s “Sonic Rhetoric as Resonance”
- What is sonic literacy, and what is sonic rhetoric? Define based on your reading of the article.
- How does the article define resonance?
- What are three modes of listening? How are they different from each other?
2. Listen to this audio file as a sample of audio composition. Pay attention to the number of sound sources and think about the ways it would be different if it was in a video form.
Audio Only Documentary podcast samples:
3. Workshop on GarageBand—sound recording, mixing, editing.
5. Scripting Podcast
Blog Post 2 Due
Week 4/Feb 15 (Asynchronous Class)
Complete Podcast Script
Compose and edit podcast
Publish podcast at least on 3 platforms
Blog Post 3 Due before next class
Read this article, and write and publish a blog response (Blog Post # 3) on your personal site:
“Participatory Video: An Apparatus for Ethically Researching Literacy, Power and Embodiment” (PDF in Canvas)
Week 5/Feb. 22 (Synchronous Class)
Presentation of Podcasts
Introducing video narrative assignment
Discuss “Participatory Video” article
Intro to Imovie and Camtasia: voice over, transition, editing, recording narrative on GarageBand
Homework: Collect more visual sources on your chosen topic; interview at least 2 people who can speak knowledgeably on your topic, and repurpose the podcast script for a video narrative
Week 6/March 1 (Asynchronous Class)
Put together your video narrative. Upload video to YouTube and also embed it to your personal site.
Week 7/ March 8 (Synchronous Class)
Video narrative presentation in the class
Introducing magazine publishing group project
Magazine Design Group formation (4-5 students per group)
- Read these chapters from Magazine from Cover to Cover and write and post a blog response (Blog Post # 4) to your site:
Chapter 6: Conceptualizing the Magazine: Formulas for Success (142-168)
Chapter 9: Molding the Magazine’s Content: Editorial Style (pp. 220-245)
Chapter 10: Creating the Magazine’s Look: Design for Readability (pp. 248-283)
2. As a group, start to generate ideas for the type of magazine you want to produce (identify the topic for your magazine), based on the project requirements. Some potential topics could include: cooking, crafts, travel, music, beauty, celebrities, fashion etc. Please keep in mind, as a team, you will assume different roles as a company employees: publisher, writer, editor, research assistant, art director, editorial assistant, circulation manager and so on.
Complete and publish blog post 4
Week 8:Spring Recess (March 15-21)
Week 9/March 22 (Synchronous Class)
Discuss assigned chapters from the textbook.
Discuss potential topics for magazine projects
Analysis of some sample magazines: Learn about magazines by looking through several of them and then decide what the topic of your group’s magazine project will be.
- Conduct some market research and identify your potential audience: Search products and services currently on the market, analyze data, and make decisions about your own products and services based on what kind of content is missing in the market.
- Read these chapters from Magazine from Cover to Cover and write and post a blog response (Blog Post # 5) to your site:
Chapter 3: The Magazine as a Marketplace: The Role of Advertising (pp. 46-64)
Chapter 7: Magazine Business Plans: Determining the Bottom Line (170-191)
Chapter 11: Manufacturing the Magazine: the Production Process (pp. 286-304)
Chapter 13: Moral Frameworks: Codes of Ethics (pp. 340-348)
Week 10/March 29 (Asynchronous Class)
As a team, decide on your magazine topic, content, audience, and special features (Special features refers to the specific types of content likely to always engage their readers (e.g., surveys or polls, fun facts, opinion pieces, informative articles etc.)–
In other words, discuss magazine research, potential content types, target audience, and special features, among other things, for your magazine.
Homework: Decide on the topic for your argumentative and informative article. Start researching the topic and collecting sources for both types of article.
Week 11/April 5 (Asynchronous Class)
Write your argumentative and informative articles. Here are some quick notes about argumentative and informative articles:
- An argumentative article makes a claim, which it supports and defends with logical argument based on evidence. Some examples include writing a letter to a store praising a new product or service, an article criticizing a decision made by their mayor, or an organization taking a stand on an issue and defending that stand.
- An informative writing is constructed entirely of facts. These facts must be accurate because informative writing is meant to educate the reader. Examples of informative writing: the user manual that comes with a new phone, a social studies text book, or a city guidebook, or articles about global warming, or a news article on recent events. Keep in mind that every topic your group works on must relate directly to the overall theme and content of your magazine. As such, Informative articles don’t report breaking news as it happens. Instead, they take time to try to explain why something is happening–they aim to inform readers.
Homework: As a team, collect and finalize your content for the magazine, and then divide responsibilities for designing the pages of your magazine (at least 5 pages per person). Individually, complete your argumentative and informative articles. Also, research, gather, and create photographs, graphics, and other images, which will appear with your argumentative and informative articles. Keep in mind visuals are used to inform, illustrate, decorate, and entertain in ways that are relevant to the articles they accompany. The way they interact with articles and other textual features defines the magazine’s visual style. You must provide captions to each of the visuals you use in your magazine.
Week 12/ April 12 (Synchronous Class)
- Workshop on InDesign
2. As a team, design your magazine pages (including ads).
3. Plan your magazine ads using these questions:
Product or Service I will advertise:———————————————————
Technique I will use: Pathos——— Logos————- Ethos—————-
Describe what the ad will include:
- As a team, design your cover pages (front and back cover).
Your cover must include:
- A title
- A cover photo/background
- Several story-line titles (which of the stories do you want to highlight on the cover)
- Issue date
- Issue price
2. Also, decide your page map:
Sample page map from local lifestyle magazine:
Column: heart disease
Column: Election Worries
Feature: Ferry Speeds Commuters
Feature: Home Theater How-To
Feature: Rebuilding River city
Column: Computer viruses
Column: Movie Review
Some Ground rules for organizing the content:
- Table of Contents must come before all other editorial material
- Inside Front and Back covers should only include ads. No articles or other text go on the inside front cover or the inside back cover. This space is reserved for advertisements.
- Competing advertisements should not go right next to each other. Coke and Pepsi would not be happy!
- Place advertisements in the most appropriate positions. For example, an ad for a movie should be placed near a movie review.
Please be ready to present your magazine in the next class.
I. Make slides on the topic, audience, market need, your magazine’s content, its organization, and promotion strategies
II. Please keep in mind that your audience for presentation are store owners who could be carrying or selling your magazines.
Week 13/ April 19 (Synchronous Class)
Presentation on Magazine design
Introduction to Digital Archive Assignment
Homework: Read these chapters from No Nonsense Guide to Born-Digital Content and write and post a blog response (Blog Post # 6) to your site:
Chapter 2: “Selection” (pp. 31-50)
Chapter 3: “Acquisition, accessioning and ingest” (pp. 53-85)
Week 14/April 26 (Asynchronous Class)
Discussion on the assigned readings
Group formation for Digital Archive Project
As a group, discuss and identify a topic, object or a collection of objects for digital archiving. Also discuss and divide work among members.
Read these chapters from No Nonsense Guide to Born-Digital Content and write and post a blog response (Blog Post # 7) to your site:
Chapter 4: “Description” (pp. 87-107)
Chapter 7: “Designing and implementing workflows” (pp. 153-162)
Chapter 8: “New and emerging areas in born-digital materials” (pp. 165-174)
Week 15/May 3 (Asynchronous Class)
Start to put together the archive. Provide contexts, history, evolution and metadata to the objects. Organize the content and complete all the sections of your website.
Week 16/May 10 (Synchronous Class)
Digital Archiving Presentation. Course Evals/Grants Due/ Digital Portfolio Demo