Registry
Module Specifications
Archived Version 2015 - 2016
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Description This module seeks to provide students with a set of tools to gauge social media practices. In part, the module will develop a theoretical awareness of the different affordances of specific social media within a polymedia environment; in part, it will critically discuss various user practices and how they feed into beta versions of social media. And in a final part, students will contribute their own experience-based accounts of the different social media. These three parts will provide students with a template for critically assessing different practices. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand the specificity of the different social media, and their role in a polymedia environment 2. Develop a set of appropriate criteria for assessing the various user practices 3. Critically evaluate the ways in which social media articulate technical characteristics (affordances) with user practices | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Inter-media relationshipsWhat is a polymedia environment (Madianou and Miller); what do actors do with the media; remediation (Bolter and Grusin)MediationsUnderstanding the role of the media, mediation (Silverstone), mediatization (Krotz) and media logic (Altheide and Snow). Sonia Livingstone and the mediation of everything.Media as a field and a systemWhat can traditional sociology teach us about the media? Bourdieu and Luhmann.Specific social media case studieso Mobile phones o Voice over IP (Skype) o Social networking sites (Facebook) o Microblogging (Twitter, Tumblr) o Blogs o App cultures and gaming o Poly-mediated events: various social media campaigns, e.g. Kony2012 | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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