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{"id":18,"date":"2014-07-04T00:25:06","date_gmt":"2014-07-04T00:25:06","guid":{"rendered":"http:\/\/sites.davidson.edu\/dig360\/?page_id=18"},"modified":"2015-12-02T08:54:27","modified_gmt":"2015-12-02T13:54:27","slug":"calendar","status":"publish","type":"page","link":"https:\/\/courses.shroutdocs.org\/dig215\/calendar\/","title":{"rendered":"Calendar"},"content":{"rendered":"

Current Week<\/a><\/p>\n

PART I – INTRODUCTIONS AND MAKING<\/strong><\/p>\n

In the first few weeks of the class, we are going to make the class. This will likely be an unnerving process – classes usually start with syllabi that dictate what students will learn. In this class, however, I\u2019m asking you to articulate what you\u2019re interested in vis-a-vis things digital and things death. Some of the weeks are already scheduled, others are highly flexible. In this first section, we\u2019ll be talking about the topics that interest you and building out a schedule for assignments that works best for the students in this iteration of this class.<\/p>\n

Things that will definitely happen<\/strong>:<\/p>\n

\n
Regular posts to a class forum (we can decide if this will be public or private, and what form it will take)<\/li>\n
Regular responses to colleagues\u2019 posts<\/li>\n
A final project (individual or collaborative) equivalent in content (though not necessarily in form) to a 5-7 page paper for each section<\/li>\n
Presentation of one of the final projects at a semester-end showcase<\/li>\n
Regular readings<\/li>\n
Regular attendance\/participation<\/li>\n<\/ul>\n
Things we can customize:<\/strong><\/p>\n
\n
~~How do you want forum posts to be structured? Weekly? Set number\/semester? Group structure? Blog? Message board?<\/del><\/li>\n~~
~~How do you want your posts assessed?<\/del><\/li>\n~~
What do you want the section II project to look like? Should it be a review of the literature? An investigation of a particular artifact of death in the digital age? A performance piece? A breakfast cereal?<\/del><\/li>\n
~~For section projects, do you want to work collaboratively, or in groups?<\/del><\/li>\n~~
~~How much scaffholding\/structure do you want for your projects?<\/del><\/li>\n~~
~~How do you want to contribute to the structure reading discussion? Discussion leaders? Pre-circulated questions?<\/del><\/li>\n~~
How much opportunity for in-class work do you want?<\/del><\/li>\n<\/ul>\n
Week 1<\/em><\/p>\n\n\n\n\n\n
Monday, August 24th<\/td>\n Introduction to the class<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Wednesday August 26th<\/td>\n Building the syllabus\/introduction to Davidson Domains<\/td>\n \u201cHow a Class Becomes a Community: Theories, Methods, Examples\u201d<\/a><\/p>\n
<\/p>\n
“Some starting points for building a digital learning community”<\/a><\/td>\n
A list of (3-5) goals\/outcomes that you hope to accomplish in this class.<\/p>\n
<\/p>\n
The 4 most useful parameters from the reading – what four things do you think are most important for building a good class\/learning community?<\/td>\n<\/tr>\n
Friday, August 28th<\/td>\n Studying death<\/td>\n Robert Kastenbaum. \u201cA world without death? First and second thoughts\u201d in Mortality<\/em> vol 1, issue 1.<\/a><\/p>\n
<\/p>\n
Tony Walter , Rachid Hourizi , Wendy Moncur , Stacey Pitsillides. \u201cDoes the Internet Change how we Die and Mourn?\u201d in OMEGA \u2013 Journal of Death and Dying<\/em>. 2011-2012, Vol, 64, No. 4.<\/a><\/td>\n
Have signed up for Davidson Domains.
\nA provisional answer to each of the \u201cquestions to consider\u201d<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Week 2<\/em><\/p>\n\n\n\n\n\n
Monday, August 31st<\/td>\n Death and data (part I)<\/td>\n Audrey Watters. \u201cThe Web We Need to Give Students\u201d<\/a><\/p>\n
<\/p>\n
Andrew Rikard on data and Davidson Domains<\/a><\/td>\n
Have created a subdomain for this class.<\/a><\/td>\n<\/tr>\n
Wednesday, September 2nd<\/td>\n Death and data (part II)
\n** LOOK AT THE COURSE SITE FOR A FINAL SCHEDULE AFTER 5 PM ON WEDNESDAY**<\/strong><\/td>\n Christopher Beam. \u201c#Posterity, How future historians will use the Twitter archives.\u201d In Slate<\/em>, April 20, 2010<\/a><\/p>\n
<\/p>\n
Isaac Asimov on psychohistory<\/a><\/td>\n
A list of 3-5 additional topics you want to see covered in the course (for examples, see this list in part II)<\/a>. For each, write a short paragraph (2-3 sentences) about why this topic interests you, and about what you hope to get from it. Post these to your own course blog. They will be ported into the central blog for this site (this is your first blogging assignment!)<\/td>\n<\/tr>\n
Friday, September 4th<\/td>\n Finalizing the syllabus\/ evaluating forum assignments\/ finalizing Part II projects<\/p>\n
**LOOK AT THE COURSE SITE FOR A FINAL VERSION OF THE SYLLABUS AFTER 5 PM ON FRIDAY**<\/strong><\/td>\n
Jesse Stommel. “12 Steps for Creating a Digital Assignment or Hybrid Class<\/a><\/p>\n
<\/p>\n
Dr. Shrout\u2019s assignment rubric<\/a><\/p>\n
<\/p>\n
Dr. Sample\u2019s blogging rubric<\/a><\/td>\n
Using Google docs, annotate my and Dr. Sample’s rubrics. Indicate one thing you like, and one thing you’re not such a fan of.<\/p>\n
<\/p>\n
Fill out this form about proposed final projects: form (with added ridiculous cats)<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
PART II – DEATH AND DYING IN THE INTERNET AGE<\/strong><\/p>\n
In this half of the semester, we take a presentist focus, and explore the meaning of death \u2013 both digital and corporeal \u2013 in the internet age. Readings will explore digital identities after death and the funereal possibilities afforded by the internet (including, but not limited to live-streamed funerals and online memorials) as well as more general questions about how we can live, die and be forgotten through the data we leave behind. During this part of the course, students will also explore the creation and curation of their own digital identities through their Davidson Domains sites, and will work to develop a set of best practices for remembering, forgetting, and preserving lived experiences on the internet.<\/p>\n
Things we will accomplish in this section:<\/strong><\/p>\n
\n
Understand what death means in a computer age<\/li>\n
Understand how conceptions of death have changed<\/li>\n
Understand how conceptions of death have stayed the same<\/li>\n
Understand how modern data cultures impact the meaning of death today<\/li>\n<\/ul>\n <\/a>\nThe first two weeks of this section are \u201cfixed points in time\u201d but there are three remaining weeks where topics might include, but are not limited to:<\/strong><\/p>\n
\n
Psychological approaches to death and dying in the digital age<\/li>\n
Sociological approaches to death and dying in the digital age<\/li>\n
Medical quandaries<\/li>\n
Mass media and cultures of death<\/li>\n
Popular culture and death<\/li>\n
Death as data loss<\/li>\n
The online world as a realm of ghosts<\/li>\n
Gender\/Class\/Race digital death<\/li>\n<\/ul>\n
Week 3<\/em><\/p>\n\n\n\n\n\n\n
Monday, September 7th<\/td>\n Methods of preserving the dead<\/td>\n Silence in the Library (we will watch this in class)
\n(for some background on Dr. Who look here<\/a>)<\/td>\n <\/td>\n<\/tr>\n
Wednesday, September 9th<\/td>\n Preserving the dead online.<\/td>\n Lex Berko. \u201cDeath on the Internet: The rise of Livestreaming Funerals\u201d<\/a><\/p>\n
<\/p>\n
Doctor Who, Season 4, Episode 9. Forest of the Dead (you will watch this on your own. The DVD is on reserve in the library<\/a>, and the episode is on Netflix<\/a>)<\/td>\n
<\/td>\n<\/tr>\n
Thursday, September 10th<\/td>\n <\/td>\n Explore the Regina Jos\u00e9 Galindo exhibit at the Davidson Art Gallery<\/td>\n <\/td>\n<\/tr>\n
Friday, September 11<\/td>\n Digital, New Media and Human Rights<\/td>\n Clare Carolin. “After the Digital We Rematerialise: Distance and Violence in the Work of Regina Jos\u00e9 Galindo”<\/a><\/p>\n
<\/p>\n
Discussion of the Galindo exhibit<\/td>\n
Bonus activity, in place of TWO blog posts: write an editorial think piece situating one of Galindo\u2019s pieces in terms of the work we\u2019ve done so far on digital death. May be published on the art gallery website.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Week 4<\/em><\/p>\n\n\n\n\n\n\n
<\/td>\n Case Study: Disasters and September 11th<\/strong><\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Monday, September 14th<\/td>\n Death, disaster and humor<\/td>\n \u201cPart One: Disaster Jokes\u201d in Of Corpse: Death and Humor in Folklore and Popular Culture (Pages from Of Corpse)<\/a>
\n<\/em><\/td>\n <\/td>\n<\/tr>\n
Wednesday, September 16th<\/td>\n Digital journalism and 9-11<\/td>\n \u201cIntroduction\u201d in Journalism After September 11<\/a><\/em><\/p>\n
<\/p>\n
\u201cReweaving the Internet: online news of September 11\u201d in Journalism After September 11<\/a><\/em><\/td>\n
<\/td>\n<\/tr>\n
Friday, September 18th<\/td>\n Memorials and disaster aftermath<\/td>\n Dead in Iraq background<\/a><\/p>\n
<\/p>\n
Dead in Iraq video<\/a><\/p>\n
<\/p>\n
9\/11 Digital Archives<\/a><\/p>\n
<\/p>\n
Aaron Hess. \u201cIn digital remembrance: vernacular memory and<\/a>the rhetorical construction of web memorials\u201d in Media, Culture & Society<\/em><\/a><\/td>\n
<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Week 5<\/em><\/p>\n\n\n\n\n\n
Monday, September 21st<\/td>\n Ghosts.<\/p>\n
(thanks to @simpsonsparadox<\/a> and @sjappleford<\/a> for suggestions for this week)<\/td>\n
“Ghosts: The Dead Among Us in Handbook of Death and Dying<\/em><\/a><\/p>\n
<\/p>\n
Robin Williams’s World of Warcraft Tribute <\/a><\/p>\n
<\/p>\n
Terry Pratchett code memorial<\/a><\/p>\n
<\/p>\n
Whitney Houston “Hologram” to tour<\/a><\/p>\n
<\/p>\n
In the Virtual World, His Fiance Never Died<\/a><\/td>\n
<\/td>\n<\/tr>\n
Wednesday, September 23rd<\/td>\n \u00a0Digital Death and Popular Culture: mourning fiction<\/p>\n
Tumblr tutorial in class.<\/td>\n
Game of Thrones Digital Graveyard<\/a><\/p>\n
<\/p>\n
Benjamin Bird. “History, Emotion and the Body: Mourning in Post 9\/11 Fiction” in Literature Compass<\/em>, v4 n3 (May 2007)<\/a><\/td>\n
\u00a0Have registered for a Tumblr account for this class.<\/td>\n<\/tr>\n
Friday, September 25th<\/td>\n \u00a0Digital Death and Popular Culture: memorials<\/td>\n Tim Sherratt. “Unremembering the Forgotten”<\/a><\/p>\n
<\/p>\n
Miriam Posner. Walter Freeman and Lobotomy’s Visual Archive<\/a><\/p>\n
Jed Brubaker, Gillian Hayes, & Paul Dourish \u201cBeyond the Grave: Facebook as a Site for the Expansion of Death and Mourning\u201d The Information Society, 29: 152\u2013163, 2013<\/a><\/td>\n
A preliminary synthesis (one paragraph) of what we’ve read so far. This will take the form of identifying one central questions, common findings and\/or common methodologies.\u00a0 You needn\u2019t incorporate all of the readings, but you must incorporate AT LEAST FOUR.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Week 6<\/em><\/p>\n\n\n\n\n\n
Monday, September 28th<\/td>\n \u00a0Mortality in the digital age<\/td>\n D.N.R. by Another Name<\/a><\/p>\n
<\/p>\n
\u00a0“Technology and Death” in Macmillan Encyclopedia of Death and Dying<\/em><\/a><\/td>\n
<\/td>\n<\/tr>\n
Wednesday, September 30th<\/td>\n \u00a0Psychologies of mourning in the digital age<\/td>\n “Our Quantified\/Cyborg Selves” In Theory<\/em> podcast<\/a><\/p>\n
<\/p>\n
Falconer, K., Sachsenweger, M., Gibson, K., & Norman, H. (2011). Grieving in the Internet Age. New Zealand Journal of Psychology <\/em>40, 79-88 <\/a><\/p>\n
<\/p>\n
Gibson, Margaret. “Death and Mourning in Technologically Mediated Culture.” Health Sociology Review 16, no. 5 (12, 2007): 415-424.<\/a><\/td>\n
<\/td>\n<\/tr>\n
Friday, October 2nd<\/td>\n Suicide in the digital age<\/td>\n Twitter Suicide Policy <\/a><\/p>\n
<\/p>\n
Look at, and play through if you’d care to Depression Quest<\/a><\/p>\n
<\/p>\n
Samaritans pulls ‘suicide watch’ Radar app<\/a><\/p>\n
<\/p>\n
Mccarthy, Michael. “Internet monitoring of suicide risk in the population” in Journal Of Affective Disorders Volume<\/em>: 122 Issue: 3<\/a><\/td>\n
A list of your digital artifacts for the Part II assignment.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Week 7<\/em><\/p>\n\n\n\n\n\n
Monday, October 5th<\/td>\n \u00a0Gender and online harassment<\/td>\n Read\u00a0 through (and follow links if you need clarification) “What is Gamergate and Why? An Explainer for Non-Geeks” <\/a><\/td>\n \u00a0An amended list of your digital artifacts with preliminary theoretical orientations.<\/td>\n<\/tr>\n
Wednesday, October 7th<\/td>\n \u00a0Annihilating and forgetting data<\/td>\n Last Week Tonight with John Oliver: Right To Be Forgotten (HBO) <\/a><\/p>\n
<\/p>\n
Sherbit Blog (2015) The Internet Never Forgets: What Happens To Your Data When You Die?<\/a><\/p>\n
<\/p>\n
How Just One Stupid Tweet Blew Up Justine Sacco’s Life in NY Times<\/em><\/a><\/td>\n
<\/td>\n<\/tr>\n
Friday, October 9th<\/td>\n Race and death the digital age<\/td>\n The appended subject: Race and identity as digital assemblage<\/a><\/td>\n State of the semester audit<\/a> (counts as a blog post – due by 5 PM on Friday)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Week 8<\/em><\/p>\n\n\n\n\n\n\n
<\/td>\n WEEK OFF<\/strong><\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Monday, October 12th<\/td>\n FALL BREAK<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Wednesday, October 14th<\/td>\n SHROUT OUT<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Friday, October 16th<\/td>\n SHROUT OUT<\/td>\n <\/td>\n Final project for section II due by 5 PM<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
<\/p>\n
PART III – RESURRECTING THE DEAD IN THE DIGITAL AGE<\/strong><\/p>\n
Using archives, oral histories and explorations of cemeteries in and around Davidson, students will reconstruct the life of one (or more) of Davidson\u2019s dead. We will read both recent and classic works on digital humanities, data theory, biography and local history. We will also learn how to use \u201cleaps of grounded imagination\u201d to move from raw data and archival silences to a digital and public history narrative, and will consider what kinds of digital humanities tools are most appropriate for telling different stories.<\/p>\n
Things that will definitely happen:<\/strong><\/p>\n
\n
Come to some understanding about what thinking about data in the context of death gets us, that (a) thinking about data qua data doesn\u2019t, and thinking about death qua death doesn\u2019t<\/li>\n
Understand how records about people are collected and preserved, and what the death of those people does for that preservation.<\/li>\n
Understand how the foregoing point has changed in the digital age<\/li>\n
Choose one or two digital tools that help you to resurrect one of Davidson\u2019s dead<\/li>\n
Technologically \u201cresurrect\u201d someone from Davidson\u2019s long (+100 year) past<\/li>\n<\/ul>\n
<\/p>\n
Things you can customize:<\/strong><\/p>\n
\n
What kind of project would you like to undertake?<\/li>\n
How would you like that project to be structured?<\/li>\n
How would you like that project to be assessed?<\/li>\n
What themes would you like to explore within the overall frameworks of \u201cimaginatively recreating lives,\u201d \u201cquantitatively recreating lives\u201d and \u201cethics of representing the dead\u201d?<\/li>\n<\/ul>\n
Week 9<\/em><\/p>\n\n\n\n\n\n\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Monday, October 19th<\/td>\n What was it like to die in the past?<\/td>\n Selections from The Invention of Murder<\/em><\/a><\/p>\n
\u00a0<\/em><\/p>\n
Peter Thorsheim \u201cThe Corpse in the Garden: Burial, Health, and the Environment in Nineteenth-Century London.\u201d<\/em><\/a><\/td>\n
<\/td>\n<\/tr>\n
Wednesday, October 21st<\/td>\n What did people leave behind?<\/td>\n \u201cMissing Historical Marker Resurrects Debate Over Photographer\u2019s Birthplace\u201d<\/a><\/td>\n <\/td>\n<\/tr>\n
Friday, October 23rd<\/td>\n What is historical data?<\/td>\n Read through digitization best practices<\/a><\/td>\n Use an historical database (census, newspapers, runaway slave ads, another of your choosing) to locate a person in the past about whom data exists.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/a>\nWeek 10<\/em><\/p>\n\n\n\n\n\n\n
Monday, October 26th<\/td>\n Physical archive: the Davidson College Cemetery<\/td>\n Neil Gaiman\u2019s Graveyard Book <\/em>(this is a link to BUY the book, NOT a link to an ebook)<\/a><\/td>\n <\/td>\n<\/tr>\n
Wednesday, October 28th<\/td>\n Physical archive:the Christian Aid Society Cemetery<\/td>\n Finish reading Graveyard Book<\/em><\/p>\n
<\/p>\n
Selected reading from One Town, Many Voices<\/em><\/a><\/p>\n
<\/p>\n
Sustainably Developing the Cities of the Dead.<\/a><\/td>\n
<\/td>\n<\/tr>\n
Friday, October 30th<\/td>\n Digitally inflected ghost stories<\/td>\n <\/td>\n Bring to class either a ghost story that you have mediated through digital forms, or which includes digital components (for some examples, see here<\/a>)<\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/a>\nWeek 11<\/em><\/p>\n\n\n\n\n\n
Monday, November 2nd<\/td>\n Analog archive: the library<\/td>\n Sherlock A. “Larger Than Life: Digital Resurrection and the Re-Enchantment of Society.” Information Society <\/i> May 2013; 29(3), pp. 164-176.<\/a><\/p>\n
<\/p>\n
Kera D. “Designing for Death and Apocalypse: Theodicy of Networks and Uncanny Archives.” Information Society<\/i> May 2013; 29(3) pp. 177-183<\/a><\/p>\n
<\/td>\n
<\/td>\n<\/tr>\n
Wednesday, November 4th<\/td>\n Building a database in Omeka\/introduction to censuses<\/td>\n Jeff McClurken. \u201cTeaching and Learning with Omeka: Discomfort, Play, and Creating Public, Online, Digital Collections\u201d<\/a><\/td>\n Building on our trips to the archive and cemeteries, come up with a plan for archiving\/cataloging information about some subset of Davidson\u2019s dead. What kind of information will you need to collect? \u00a0 Where do you think you will find that information?<\/p>\n
BRING THIS TO CLASS – ON PAPER<\/td>\n<\/tr>\n
Friday, November 6th<\/td>\n Workshop \u2013 finding the dead<\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/a>\nWeek 12<\/em><\/p>\n\n\n\n\n\n\n\n
<\/td>\n Quantitatively Recreating Lives<\/strong><\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Monday, November 9th<\/td>\n From source to data<\/td>\n William G. Thomas III. \u201cComputing and the Historical Imagination\u201d in A Companion to Digital Humanities<\/em><\/a><\/td>\n <\/td>\n<\/tr>\n
Wednesday, November 11th<\/td>\n Building a relational database<\/td>\n \u00a0Selections from A Framework of Guidance for Building Good Digital Collections <\/em>(pp. 1-80 – that sounds like a lot, but most of those pages are lists of resources.\u00a0 Pay attention to the best-practices statements)<\/a><\/td>\n Collect data on one individual and find a way to record that data in Omeka. No duplicates are allowed, so it\u2019s probably best to go early, and to make sure you know who has already been added.<\/td>\n<\/tr>\n
Friday, November 13th<\/td>\n Mini design sprint<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n \u00a0Imaginatively Recreating Lives<\/strong><\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/a>\nWeek 13<\/em><\/p>\n\n\n\n\n\n\n
Monday, November 16th<\/td>\n Narrative<\/td>\n “Power and Historical Figuring:\u00a0 Rachael Pringle Polgreen\u2019s Troubled Archive,” Gender & History<\/em> Vol. 22: 3 (November 2010): 564\u2013584<\/a><\/td>\n Create a document assessing the state of your data (and the sources that data is drawn from) for this project.\u00a0 This can be (a) a relational database model (entities, relationships, attributes, like the structure here<\/a>) or (b) a table\/spreadsheet that contains rows for each data item you have, the source, the type of data, and how that piece of data relates to other pieces of data.\u00a0 It must also include a brief (1 paragraph) assessment of holes in your data, and where you might find sources to fill those holes.\u00a0 Due by 5 PM (via e-mail)<\/strong>.<\/td>\n<\/tr>\n
Wednesday, November 18th<\/td>\n Community<\/td>\n Stephen Ramsay and Geoffrey Rockwell.\u00a0 \u201cDeveloping Things: Notes Towards an Epistemology of Building in the Digital Humanities\u201d in Debates in the Digital Humanities<\/em><\/a><\/td>\n \u00a0Write a response to the Ramsay and Rockwell article, that addresses the following questions:<\/p>\n
\n
Do you buy that making and theory can overlap?\u00a0 Why or why not?<\/li>\n
Give an example of two digital artifacts and attendant (or purportedly attendant) theories to support your point<\/li>\n
Situate each of those artifacts in terms of something that one of your colleagues has written this semester (this means two links to others’ work)<\/li>\n<\/ul>\n
Due by the end of class (12:20) on Wednesday.\u00a0 This counts as your participation for this class.<\/strong><\/td>\n<\/tr>\n
Friday, November 20th<\/td>\n Reconstruction<\/td>\n Ray Kurzweil. “On Genes, Memes, Bemes and Conscious Things.”<\/a><\/p>\n
<\/p>\n
John Berman. \u201cFuturist Ray Kurzweil Says He Can Bring His Dead Father Back to Life Through a Computer Avatar.\u201d August 9, 2011.<\/a><\/td>\n
<\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/a>\nWeek 14<\/em><\/p>\n\n\n\n\n\n
Monday, November 23rd<\/td>\n NO CLASS<\/td>\n <\/td>\n Due by 5 PM on Monday<\/strong> (via e-mail) Refine your plan for archiving Davidson\u2019s dead. Who is your subject? What is your final project going to look like? What platform will it be created on?\u00a0 Build on this rubric<\/a>.\u00a0 The things that are already entered are required, but there is a lot of space for you to define the parameters of this project.<\/td>\n<\/tr>\n
Wednesday, November 25^{th<\/sup><\/td>\n} THANKSGIVING BREAK<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Friday, November 27th<\/td>\n THANKSGIVING BREAK<\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/a>\nWeek 15<\/em>
\nPART IV – CONCLUSIONS AND FUTURE DIRECTIONS<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n <\/td>\n <\/td>\n \u00a0SOMETIME THIS WEEK \u2013 MAKE AN APPOINTMENT TO SEE ME IN OFFICE HOURS<\/strong><\/td>\n<\/tr>\n
Monday, November 30th<\/td>\n What have we learned about death?<\/td>\n Read these articles about the Paris attacks.\u00a0 We’ll be talking about them in light of the material we’ve read for class.<\/p>\n
<\/p>\n
“Paris and the trail of social media misinformation.” Endgadget<\/em><\/a><\/p>\n
<\/p>\n
“Paris, Beirut and the Language used to Describe Terrorism.” The Atlantic<\/em><\/a><\/td>\n
A \u201chacked\u201d version of my rubric<\/a> \u2013 but for your project. In conversation with you I will use the rubric to grade your final project. Make sure to download your own copy of the rubric, change and annotate it as you see fit, and send it to me by 5 PM on Monday<\/em><\/td>\n<\/tr>\n
Wednesday, December 2nd<\/td>\n What have we learned about data?<\/td>\n Tama Leaver. \u201cThe Social Media Contradiction: Data Mining and Digital Death\u201d<\/a><\/td>\n <\/td>\n<\/tr>\n
Friday, December 4th<\/td>\n What have we learned about digital death?<\/td>\n “Death, Data and our Digital Legacy” (audio)”<\/a><\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Monday, December 7th<\/td>\n Work day in preparation for showcase<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Wednesday, December 9th<\/td>\n Digital showcase (no class during our regular meeting, but you are obligated to attend and present at the showcase from 3:30 to 5 pm. If you\u2019re unable to attend, you must let me know ASAP)<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n Resurrection Projects due by the end of finals week.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
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Current Week PART I – INTRODUCTIONS AND MAKING In the first few weeks of the class, we are going to make the class. This will likely be an unnerving process – classes usually start with syllabi that dictate what students will learn. In this class, however, I\u2019m asking you to articulate what you\u2019re interested in […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-18","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/pages\/18","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/comments?post=18"}],"version-history":[{"count":131,"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":1390,"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/pages\/18\/revisions\/1390"}],"wp:attachment":[{"href":"https:\/\/courses.shroutdocs.org\/dig215\/wp-json\/wp\/v2\/media?parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}