1. Critical Thinking, Reading, Writing
1.1. Use information, writing, and reading for inquiry, learning, thinking, and communicating
1.2. Integrate previously held beliefs, assumptions, and knowledge with new information and the ideas of others to accomplish a specific purpose within a context
2. Processes
2.1. Be aware that it usually takes multiple drafts to create and complete a successful text
2.2. Develop flexible strategies for generating, revising, editing, and proof-reading
2.3. Understand the collaborative and social aspects of research and writing processes
2.4. Use appropriate technologies to manage data and information collected or generated for future use
3. Knowledge of Conventions
3.1. Understand and apply legal and ethical uses of information and technology including copyright and intellectual property
3.2. Learn common formats for different genres
3.3. Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
4. Copyright
4.1. Public Domain is the Rule, Copyright is the exception
4.1.1. Since copyright protection is granted only with respect to original forms of expression, the vast majority of data, information and ideas produced worldwide at any given time belongs to the Public Domain.
4.1.2. Copyright protection should last only as long as necessary to achieve a reasonable compromise between protecting and rewarding the author for his intellectual labour and safeguarding the public interest in the dissemination of culture and knowledge.
4.1.3. What is in the Public Domain must remain in the Public Domain.
4.1.4. The lawful user of a digital copy of a Public Domain work should be free to (re-)use, copy and modify such work
4.1.5. Contracts or technical protection measures that restrict access to and re-use of Public Domain works must not be enforced
4.2. Code of Best Practices in Fair Use for Scholarly Research in Communication
4.2.1. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
4.2.1.1. scholars may confidently invoke fair use to employ copyrighted works for purposes of analysis, criticism, or commentary directed toward those works
4.2.1.2. Scholars may invoke fair use to reproduce copyrighted material where it serves to explain or illustrate their scholarly insights or conclusions about communications in relation to social, cultural, political, or economic phenomena.
4.2.1.3. The fair use doctrine applies where a communication scholar employs copyrighted materials to elicit reactions or initiate a conversation for scholarly research purposes, in either an off-line or an online environment
4.2.1.4. Fair use applies to personal archiving of copyrighted material for scholarly purposes, either immediately or within a set of ongoing research interests, with the expectation of allowing scholarly consultation of it by others, both within the discipline of communication scholarship and on an interdisciplinary basis.
4.2.2. we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances.
4.2.3. As copyright protects more works for longer periods than ever before, creators face new challenges: licenses to incorporate copyrighted sources become more expensive and more difficult to obtain—and sometimes are simply unavailable. As a result, fair use is more important today than ever before.
4.2.4. in weighing the balance at the heart of fair use analysis, judges refer to four types of considerations mentioned in Section 107 of the Copyright Act: the nature of the use, the nature of the work used, the extent of the use, and its economic effect
4.2.5. lawyers and judges decide whether an unlicensed use of copyrighted material is fair according to a “rule of reason.”
4.3. Creative Commonds
4.3.1. allows people to use and share materials without worrying about breaking copyright.
5. Rhetorical Knowledge
5.1. Identify, articulate, and focus on a defined purpose
5.2. Respond to the need of the appropriate audiencew node
5.3. Respond appropriately to different rhetorical situations
5.4. Use conventions of format and structure appropriate to the rhetorical situation
5.5. Adopt appropriate voice, tone, and level of formality
5.6. Understand how each genre helps to shape writing and how readers respond to it
5.7. Write in multiple genres
5.8. Understand the role of a variety of technologies/media in accessing, retrieving, managing, and communicating information
5.9. Use appropriate technologies to organize, present, and communicate information to address a range of audiences, purposes, and genres
5.9.1. C.R.A.P. Principles
5.9.1.1. Contrast
5.9.1.1.1. Creates visual interest, helps with organization and controls where the eye goes
5.9.1.2. Repetition
5.9.1.2.1. Adds sophistication and consistency
5.9.1.3. Alignment
5.9.1.3.1. Avoid centering & stay away from edges. Be consistent.
5.9.1.4. Proximity
5.9.1.4.1. The relationship of items on the page
6. Personal Goals
6.1. Become fluent in the technologies used in the course and be able to apply them to other courses and purposes.
6.1.1. Diigo
6.1.2. MindMeister
6.1.3. Wordpress
6.2. Become a successful in the editing and revisions process to end up with the best possible outcome.
6.3. Improve upon communication and be able to apply to future personal and professional life.
6.3.1. correspondence
6.3.2. writing
7. Virtual Cultures
7.1. CMC
7.1.1. Sharing Knowledge, Social Networks & Social Capital, enabling new modes of democratic participation in public life
7.1.2. "social aggregations that emerge from the Net when enough people carry on those public discussions long enough, with sufficient human eeling, to form webs of personal relationships in cyberspace" - Howard Reingold on CMC
7.1.3. Convergence between: senders and receivers, conversation and information, the means of carriage and its content, & public and private identities.
7.2. Internet from 1900s to 2000s
7.2.1. Far more users world wide
7.2.2. Nature of who uses the internet
7.2.3. Integration into everyday life
7.3. Participation in Virtual Cultures: Social Psychology of Internet Users
7.3.1. Why people participate: easier to form friendships, ability to play with personas, capacity to circulate new ideas, chance to find people who may share odd interests, search for romantic and sexual relationships, way to easily express opinions and view points.
7.4. The Digital Divide
7.4.1. the inequalities of access to ICTs that arise from broader social inequalities based upon social class and income occupation, gender, race and ethnicity, geographical location and nationality
7.5. Social Capital & Social Software
7.5.1. Features of social life-networks, norms, and trust-that enable participants to act together more effectively to pursue shared interests.
7.5.2. Bonding social capital, Bridging social capital, & linking social capital
7.6. Empirical Turn in new media studies
7.6.1. From first generation to third generation
7.6.1.1. CMC as part of everyday life
7.6.1.2. who the people using CMC are
7.6.1.3. cyberspace is not an independent realm