1. Personal goals
1.1. Incorporate my writing style into new formats
1.2. Learn to use new tools
1.3. Learn from others
2. Readings
2.1. Flew'sVirtual cultures
2.1.1. Virtual communities and online identities
2.1.1.1. far more users worldwide drawn from a far wider geographical, cultural and social base
2.1.1.2. Internet is increasingly used by children and linked to their education through the schools system, and the growth in availability of Internet access through public sites
2.1.1.3. The Internet is far more integrated into the everyday activities of individuals,
2.1.2. Participation in virtual cultures: The social psychology of Internet users
2.1.2.1. form friendships and relationships that may be perceived as being more difficult to develop in the 'off-line' community
2.1.2.2. the search for romantic and sexual relations
2.1.2.3. the capacity to circulate new ideas among a group of like-minded people
2.1.2.4. adoption of different and multiple personas that online communities enable
2.1.2.5. New node
2.1.3. The digital divide
2.1.3.1. the quality of carriage facilities, or the telecommunications network
2.1.3.2. the capacity of computing devices, such as computers and modems
2.1.3.3. pricing systems for online access
2.1.3.4. content and services
2.1.3.5. relationship of users to Internet service providers
2.1.3.6. issues of technological literacy and the degree of support and facilitation available for new ICT users
2.1.3.7. overarching national and international policies towards Internet access and use
2.1.4. Social capital and social software
2.1.4.1. bonding social capital, characterised by strong social bonds between individuals, e.g. members of a family, a local community, or an ethnic community
2.1.4.2. bridging social capital, characterised by weake4 less dense but more crosscutting ties, e.g. with business associateg links across ethnic groupg links between families and communities
2.1.4.3. linking social capital, characterised by connections between those with differing levels of power or social status, e.g. between political elites and the general public, policy makers and local communities, and individuals from different social classes
2.2. Web Design
2.3. Cpoyright Law
2.3.1. Copyright law prevents use of copyrighted material for the lifetime of the author + 70 years
2.3.2. 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
2.3.3. Creative Commons licenses. Anyone can use those works the way their owners authorize
2.3.4. Communication scholars have also abandoned research, particularly when using popular commercial culture, because of copyright insecurity.
2.3.5. Fair Use
2.3.5.1. New creation inevitably incorporates existing material
2.3.5.2. Copyright law does not specify exactly how to apply fair use, and that gives the fair use doctrine a flexibility that works to the advantage of users
2.3.5.3. 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 (the so-called “four factors”).
2.3.5.4. scholars may confidently invoke fair use to employ copyrighted works for purposes of analysis, criticism, or commentary directed toward those works. This fair use, made to enable the research, extends as well to the distribution of their research results, whether in the classroom, on a Web site, in printed work, in conference presentations, or by other methods of disseminating scholarly knowledge.
2.3.5.5. The scholar should not employ more than is needed for the scholarly objective, either to conduct the original research or to explain it to others.
2.3.5.6. New node
2.4. Documentation
2.4.1. Rights Management Information (RMI) has tremendous potential for identifying and locating content.
2.4.2. certified copies of registry documents that provide, with varying legal effect, important information on a work or other subject matter, its author or, through a documented chain of transfer, its present ownership.
2.4.3. Works that are protected by copyright can be used without permission in cases of fair use
2.4.4. proper documentation must be used even for works that are not covered by copyright
2.5. New Media
2.5.1. Defined as any form of media that can be converted to and from a digital form that a computer can understand
2.5.2. Began in the 1830's with babbages analytical engine and daguerre's daguerreotype
2.5.3. Encompasses many forms of media, including photo, cinema, games, and the internet.
2.5.4. Enables us to communicate with one another via the internet
2.5.5. Old media may provide ways of connecting people to new media
2.6. The Web Is a Customer Service Medium
2.6.1. A medium has a niche
2.6.2. The web was surprisingly good at emulating a TV, a newspaper, a book, or a radio.
2.6.3. Humans have a fundamental need to be consulted, engaged, to exercise their knowledge
2.6.4. The obvious example of WWIC at work is Wikipedia
2.6.4.1. -refering to youtube-So that's one level of WWIC—to hell with TV, people should look at me!
2.6.5. Such contentions aside, there is no other medium that could do what Stack Overflow does. You couldn't do it on TV, or in a newspaper, or in books. You need a back button, a database, and a community.
2.6.6. The web is a customer service medium. “Intense moderation” in a customer service medium is what “editing” was for publishing.
2.6.7. MetaFilter does a bunch of things that make it a really happy medium.
3. Outcomes
3.1. Processes
3.1.1. Be aware that it usually takes multiple drafts to create and complete a successful text
3.1.2. Develop flexible stratefies for generating , revising, editing and proof-reading
3.1.3. understand the collaborative and social aspects of research and writing processes
3.1.4. Use appropriate technologies to manage data and info collected or generated for future use
3.2. Critical Thinking, Reading, and Writing
3.2.1. uns info, writing, and reading for inquiry, learning, thinking and communicating
3.2.2. Integrate previously held beliefs, assumptions, and knowledge with new info and the ideas of others to accomplish a specific purpose within a context
3.2.2.1. INS to insert (Windows)
3.2.2.2. TAB to insert (Mac OS)
3.2.2.3. ENTER to add siblings
3.2.2.4. DEL to delete
3.2.2.5. All key shortcuts
3.3. Rhetorical Knowledge
3.3.1. ID, articulate, and focus on a defined purpose
3.3.2. Respond tot he need of the appropriate audience
3.3.3. Respond appropriately to different rhetorical situations
3.3.4. Use conventions of format and structure appropriate to the rhetorical situation
3.3.5. Adopt appropriate voice, tone and level of formality
3.3.6. understand how each genre helps to shape writing and how readers respond to it
3.3.7. write in multiple genres
3.3.8. understand the role of a variety of technologies/media in accessing, retrieving, managing, and communicating info
3.3.9. use appropriate technologies to organize, present, and communicate info to address a range of audiences, purposes, and genres
3.4. Knowledge of Conventions
3.4.1. Learn common formats for different genres
3.4.2. Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
3.4.3. understand and apply legal and ethical uses of information and technology including copyright and intellectual property