12/17: Last Day Review and Grades

Class

Professor Gallardo's approach is very personable and warm, but she will give the mediocre grade you deserve with a smile on her face, a batch of snacks in her hands, and a flower in her hair.
-- A- ENG 101 student, Dec. 2017

                          look like the innocent flower,
But be the serpent under't.
--Lady Macbeth to Macbeth, Macbeth, Act 1, Scene 5

***

Dr. X presents: End of Semester Review   https://docs.google.com/presentation/d/1rSLE8KZPK05c8QaUDtWm0bWcc9XV5VLLuwGTgA3fQys/edit?usp=sharing

12/10: Workshop for XED Paper/ Revision of Research Work

Class

• If you did not pass the Research Work yet, you must work today to make their final draft pass.
• If you passed the Research work, you can choose between revising your Research paper's last draft for a new grade OR to work on the XED Talk (or both, I guess).

Revisions and XED Talk papers are due to me by Friday, December 13. You can hand them to me by hand from 10:30 to 1pm in E108 or leave them in my box in E-103. I will leave school at 1pm on Friday, so any papers you leave in my box after that time will not be read and counted for a new grade. This deadline is FINAL.

We will meet on Tuesday to review grades, for a closing lesson, and to wish each other well as we part.

12/5: Turn in Research Work

Today: Turn in your Research Work, Eat a Cookie, and Do the Snoopy Dance!!

For Next Week: Start Your XED Talk

Here is a XEDTalk model to consider, based on the material we have covered in class: https://docs.google.com/document/d/1L-q1oyppc3kXejip5385Vlow4xuetSxHat-ystNXOOI/edit?usp=sharing

11/26: Reader Feedback for First Draft (2 people needed) + Second Draft

Class

1. I HAVE ACCEPTED YOUR RESEARCH PROPOSAL 

2. I HAVE ACCEPTED YOUR RESEARCH OUTLINE 

3. YOU HAVE COMPLETED YOUR FIRST DRAFT

Your goal for today is to find two people to give you Reader Feedback for First Draft (2 separate reports). These two people can be classmates or family/friends.

CHOOSE YOUR READERS JUDICIOUSLY--doing so is part of being a good writer.
After reading the Feedback, begin your Second Draft of the Research Paper.

**CLICK HERE for the Topics and Sources List**

11/19-11/21: First Draft

Class

IF I HAVE ACCEPTED YOUR RESEARCH PROPOSAL and OUTLINE:

Your goal for today is to begin the First Draft of your paper.

I do not check this first draft (if I accepted the Outline, you should be fine), but you MUST find 2 PEOPLE to complete separate reports answering the Reader Feedback for First Draft. These two people can be classmates or family/friends.
CHOOSE YOUR READERS JUDICIOUSLY--doing so is part of being a good writer. 

**CLICK HERE for the Topics and Sources List**

11/14: Research Paper Outline

Class

IF I HAVE ACCEPTED YOUR RESEARCH PROPOSAL: 

Your goal for today is to complete a Research Outline (Tentative thesis + topic sentences + possible evidence). The outline does need to be as complete as the one in the sample, but should sketch the general organization of your paper.

**CLICK HERE for the Topics and Sources List**

11/12: Research Proposal

via GIPHY

Class

Today our goal is to have a Research Proposal by the end of class. 

If I approve it, you can move on to the Research Outline

**CLICK HERE for the Topics and Sources List**

11/7: Introduction to the Research Essay

Class

1. What is a research essay?
2. Research essay instructions:
This essay will be put together in stages:

• Topic and Research Question(s) Proposal
• Research Proposal
• Research Outline (Tentative thesis + topic sentences + possible evidence)
• First Draft
• Reader Feedback for First Draft (2 people needed)
• Second Draft (revision of Draft 1)
• Writing Center Feedback and/or Reader feedback (1 person needed)
• Third Draft (revision of Draft 2)
• Self-Reflection Checklist

All these stages must be completed and documented to have your Third Draft evaluated. Please turn in the proposal, outline, 3 drafts, 3 feedback, and checklist together for evaluation by Thursday, December 5 in class. The Third Draft must be about 7 double spaced pages, or 1,800 words including the Works Cited page and use 3-5 (or more) sources to prove a thesis of your choice about the Net and/or Web. Use Modern Language Association style to document your sources. You may use images to illustrate your ideas, but make sure you explain and acknowledge the images properly.

Revisions and Grading:

• Students who turn in the proposal, outline, 3 drafts, 3 feedback, and checklist on Thursday, December 5 in class will have a chance to revise it ONCE for a new grade. 
• Students who wish to revise their last draft more than once after I have evaluated it should turn in the proposal, outline, 3 drafts, 3 feedback, and checklist BEFORE Thursday, December 5.  
• Students who turn in the proposal, outline, 3 drafts, 3 feedback, and checklist on or after Tuesday, December 10 will not be able to revise the last draft. 
• Students who have not turned the proposal, outline, 3 drafts, 3 feedback, and checklist by Friday, December 13 will receive a failing grade for the class. 

• Sample Research Paper
• Sample student research paper

3. Pitching your topic, reason, and questions to the class
4. Review of Thesis Statements and Beginning the Research Proposal
5. Talkin' COIL:  https://docs.google.com/document/d/1UPLsE6poM4la4ATaULaT8a4AHkZB3m01MHHyEQ-Tk5U/edit?usp=sharing

For Tuesday

Complete Essay 1, part 2: First, REVISE Part 1 by adding detail. Then add part 2 to it. Give the essay a fancy title. Questions to consider (you don't have to answer all these questions--it is to get you started thinking):
How has the way you approach the Web changed after all the revelations of this class? Are you the same person online as you were at the beginning of the semester? Why? Why not? What specific readings, videos, lectures, discussions resonated with you most? What do you plan to do with the knowledge you have gained during this part of the semester (in terms of yourself, your family, your community, etc.)

For Thursday
Turn in your second set of journals:

1. Orwell, Nineteen Eighty-Four. Chapter 1
2. Andrews, “George Orwell...Meet Mark Zuckerberg”
3. Silverman, “The Reputation Racket”
4. Greenwald, “Why privacy matters”
5. Lützow-Holm Myrstad, “How tech companies deceive you into giving up your data and privacy” OR Tufecki, “we’re building a dystopia”
6. Hypponen, “How the NSA Betrayed the World’s Trust”
7. Granick, “How the Government Spies on People Who Protest Including You”
8. Shane, “From Headline to Photograph, a Fake News Masterpiece.”
9. Pariser, “Beware online ‘filter bubbles.’”
10. Cadwalladr, “Google, democracy and the truth about internet search.”

The Web and Disinformation

Image from MIT Technology Review for
"Bias already exists in search engine results, and it’s only going to get worse"

Class

1. Pariser, “Beware online ‘filter bubbles.’”   https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles?language=en
2. Report by Dr. X: Cadwalladr, “Google, democracy and the truth about internet search.”
3. Ekström, “Can We Solve For Bias In Tech?” https://www.npr.org/2019/02/15/694292327/andreas-ekstr-m-can-we-solve-for-bias-in-tech

How bad can the manipulation get?

• "The Great Brexit Robbery": https://www.theguardian.com/technology/2017/may/07/the-great-british-brexit-robbery-hijacked-democracy
• How Cambridge Analytica Exploited the Facebook Data of Millions:  https://www.nytimes.com/video/technology/100000005806669/cambridge-analytica-facebook-profiles.html
• "Cambridge Analytica whistleblower: 'We spent $1m harvesting millions of Facebook profiles' – video": https://www.theguardian.com/uk-news/video/2018/mar/17/cambridge-analytica-whistleblower-we-spent-1m-harvesting-millions-of-facebook-profiles-video
• "Facebook's role in Brexit--and the threat to democracy": https://www.ted.com/talks/carole_cadwalladr_facebook_s_role_in_brexit_and_the_threat_to_democracy?language=en

For Thursday

• Read: Academic Essays I: Introduction and II: The Thesis Statement, pages 11-12 of the packet
• Check the List of possible topics for the research paper
• Write a  paragraph indicating your chosen topic (or topics, if you have more than one) for the Research Paper, why you are interested in the topic, and what are the questions you would like to answer in your paper. Be prepared to pitch your idea to your classmates.

For Tuesday

Complete Essay 1, part 2: First, REVISE Part 1 by adding detail. Then add part 2 to it. Give the essay a fancy title. Questions to consider (you don't have to answer all these questions--it is to get you started thinking):
How has the way you approach the Web changed after all the revelations of this class? Are you the same person online as you were at the beginning of the semester? Why? Why not? What specific readings, videos, lectures, discussions resonated with you most? What do you plan to do with the knowledge you have gained during this part of the semester (in terms of yourself, your family, your community, etc.)

For the following Thursday
Turn in your second set of journals:

1. Orwell, Nineteen Eighty-Four. Chapter 1
2. Andrews, “George Orwell...Meet Mark Zuckerberg”
3. Silverman, “The Reputation Racket”
4. Greenwald, “Why privacy matters”
5. Lützow-Holm Myrstad, “How tech companies deceive you into giving up your data and privacy” OR Tufecki, “we’re building a dystopia”
6. Hypponen, “How the NSA Betrayed the World’s Trust”
7. Granick, “How the Government Spies on People Who Protest Including You”
8. Shane, “From Headline to Photograph, a Fake News Masterpiece.”
9. Pariser, “Beware online ‘filter bubbles.’”
10. Cadwalladr, “Google, democracy and the truth about internet search.”

10/31: The Web and (Mis) information

Class

Essential Question: How does the World Wide Web help and hinder the sharing of information and the creation of a knowledge society?

-Report on Shane. See the definition for Yellow Journalism

-How fake can the Web get?

• Lonelygirl 15: https://www.youtube.com/watch?v=-goXKtd6cPo
• Deep fake videos: https://en.wikipedia.org/wiki/Deepfake

-What's legitimate information? What is dubious information? How can we tell the difference? Why does being able to tell the difference matter?

Does this post provide strong evidence about the conditions near the Fukushima Daiichi Power Plant? Explain your reasoning.  http://imgur.com/gallery/BZWWx

What about the original posting? https://twitter.com/san_kaido/status/603513371934130176?ref_src=twsrc%5Etfw

Which would you consider the most reliable source for information on these flowers? Why?

• As  reported by The Daily Mail: http://www.dailymail.co.uk/news/article-3171748/Land-mutant-daisies-Radiation-causes-flowers-grow-strangely-near-site-nuclear-plant-suffered-meltdown-tragic-tsunami.html
• As reported by Weather.com: https://weather.com/science/nature/news/mutant-flowers-japan-fukushima-famous
• As reported by National Geographic: http://news.nationalgeographic.com/2015/07/150723-fukushima-mutated-daisies-flowers-radiation-science/
• As fact-checked by Snopes.com: http://www.snopes.com/nuclear-mutant-daisies/

-What are some characteristics of a reliable source of information?

1. The Onion: https://politics.theonion.com/black-man-given-nations-worst-job-1819570341
2. World News Daily Report: https://worldnewsdailyreport.com/lottery-winner-arrested-for-dumping-200000-of-manure-on-ex-boss-lawn/
3. National Public Radio: https://www.npr.org (click around)
4. Fox News: https://www.foxnews.com/ (click around)
5. Breitbart: https://www.breitbart.com (click around)
6. New York Times: https://www.nytimes.com/ (click around)
7. The Daily News: https://www.nydailynews.com/ (click around)
8. The Daily Show: http://www.cc.com/video-clips/8edfu9/the-daily-show-with-trevor-noah-greta-thunberg-blasts-the-u-n---philly-gets-the-hero-it-deserves---lenny-kravitz-s-lost-sunglasses
9. Wikipedia: https://en.wikipedia.org/wiki/Radiation_effects_from_the_Fukushima_Daiichi_nuclear_disaster

-How do the Internet and Web help and hinder fake news? 
In what ways do the specific characteristics of the Internet and the World Wide Web, especially in its 2.0, 3.0, and mobile versions contribute to the boom of fake news?

-Possible solutions: 

1. Check those Ws!

2. Leave it to the experts: databases and peer reviewed sources

3. Trust the journalists: CUNY Graduate School Fake News Cheat Sheet 

See also :

Fact-checking sites:

• http://www.factcheck.org/askfactcheck/  
• http://www.snopes.com/
• http://www.politifact.com/
• To check the authenticity of images, reverse-Google them to find their origins: https://support.google.com/websearch/answer/1325808?hl=en

Browser plug-ins:

• BS Detector (Chrome, Firefox, Safari): http://bsdetector.tech 
• Fake News Alert (Chrome): https://chrome.google.com/webstore/detail/fake-news-alert/aickfmgnhocegpdbfnpfnedpeionfkbh  
• This is Fake (Chrome, for Facebook feed): https://www.thisisfake.org/

10/29: Mass and Targeted Surveillance

Class

• Read: 
• The lead for the Wikipedia entry on the National Security Agency: https://en.wikipedia.org/wiki/National_Security_Agency
• The lead for the Wikipedia entry on Edward Snowden: https://en.wikipedia.org/wiki/Edward_Snowden
• The NSA Files: https://www.theguardian.com/world/interactive/2013/nov/01/snowden-nsa-files-surveillance-revelations-decoded

Watch

• Mikko Hypponen, “How the NSA Betrayed the World’s Trust”: https://www.ted.com/talks/mikko_hypponen_how_the_nsa_betrayed_the_world_s_trust_time_to_act?language=en
• Jennifer Granick, “How the Government Spies on People Who Protest Including You”: https://www.ted.com/talks/jennifer_granick_how_the_us_government_spies_on_people_who_protest_including_you?language=en

Browse: “The NSA Files.” https://www.theguardian.com/us-news/the-nsa-files

For next class

• Read: Shane, “From Headline to Photograph, a Fake News Masterpiece.”

Algorithms, Data Mining, and Profiling

Class 
1. Reports on Andrews and Silverman

2. Finn Lützow-Holm Myrstad, “How tech companies deceive you into giving up your data and privacy”

3. How bad is it? Check:

• This advertising from data-aggregator Acxiom: https://vimeo.com/166527182 and its accompanying handout: https://www.acxiom.com/wp-content/uploads/2017/03/BRO-AbiliTec_web.pdf

• "Big data meets Big Brother as China moves to rate its citizens"

4. Tufecki, “We’re building a dystopia”

For Next Class
Complete the first draft of Essay 2

• Instructions and questions for Essay 2 here:   https://docs.google.com/document/d/1tNfsmdYyhrLdAn8zfUJd-1avBLsRl_9FNB2greQOp0Y/edit?usp=sharing
• Copy of Icebreaker Questions:  https://docs.google.com/document/d/18yQbdsOryAJEVIrDDAOXPUrmUFv9_4CEF9ni2suFbd4/edit?usp=sharing

Ongoing 
New readings here:   https://drive.google.com/file/d/1LRxI_VBRxZzbZMwen3xaVtEGUnfJpVyu/view?usp=sharing

• Choose either Lützow-Holm Myrstad or Tufecki  and write a journal entry on his/her TED Talk
• Read Greenwald, “Why privacy matters” and write a journal entry on his TEDTalk

10/22: The Web and Privacy, continued

Class 
1. Watch "What Your Smart Devices Know and Share about You."
https://www.ted.com/talks/kashmir_hill_and_surya_mattu_what_your_smart_devices_know_and_share_about_you/discussion?rss=172BB350-0370

Discuss: Essay 2: Reflection Questions for Wikipedia assignment
https://docs.google.com/document/d/1tNfsmdYyhrLdAn8zfUJd-1avBLsRl_9FNB2greQOp0Y/edit?usp=sharing

For Next Class
Read  Andrews, “George Orwell...Meet Mark Zuckerberg” and Silverman, “The Reputation Racket”

Essay 2 is due on Tuesday.

10/17: The Web and Privacy

Essential Question:  How has the current version of the World Wide Web changed our relationship with the establishment, particularly in terms of personal information?

Class

1. Report on George Orwell's Nineteen eighty-four. 

• See the definition of Panopticon: https://en.wikipedia.org/wiki/Panopticon 
• To make my case partly: Violent video games: https://www.ranker.com/list/most-violent-video-games/devon-ashby

2. Hill, “Do Your Smart Devices Know Too Much?” Ted Radio Hour.  https://www.npr.org/2018/11/02/662631773/kashmir-hill-do-your-smart-devices-know-too-much

For next Thursday
Read and take notes of

• Andrews, “George Orwell...Meet Mark Zuckerberg”. Reporters  for Andrews: Joselynn, Gladys
• Silverman, “The Reputation Racket” Reporters for Silverman:  Angel, Ana, Stephanie

10/15: Psychological Effects of the Net and Web

Class

1. Report on Turkle

2. Watching and reflecting: Alter, “Why our screens make us less happy.” https://www.ted.com/talks/adam_alter_why_our_screens_make_us_less_happy

3.  Wiki Reports

4. Reading Orwell, Nineteen Eighty-Four.

For next class
Read and take notes for Orwell, Nineteen Eighty-Four. Chapter 1 The reporters will be Abhay, Luis, and Ana

Wikipedia Editing Workshop, part II

By the end of the class, you will have published your section(s) for Woodside and Hunters Point Library. Tomorrow the St. Pete's students will take a look at your work and make suggestions.

We will also look at their article closely and make some suggestions on the Talk page: https://en.wikipedia.org/wiki/Russian_LGBT_Network

1. Read about the elements of quality articles on:https://dashboard.wikiedu.org/training/students/evaluating-articles/elements-of-quality-articles
2. Read about the signs of not-so-good articles: https://dashboard.wikiedu.org/training/students/evaluating-articles/elements-of-not-so-great-articles

I. Woodside

1. Images of Woodside--both what is in Wikimedia Commons and what you take yourselves. Rachel and Ana

2. Edit section on Little Manila on article as well as in the article  Filipinos in the New York metropolitan area Andrea and Felicia

3. Edit section on St. Pat's For All, with the option of creating a separate article later: Stephanie, Brianna, and Castor

• If anyone wants to translate the article once we have posted it, let me know

4. Images of St. Pat's For All--both what is in Wikimedia Commons and what the LaGuardia Archives provides: Stephanie, Brianna, and Castor, Nat, and Linda

5. Edit section on Big Bush Park and Lawrence Virgilio Playground: Felicia and Simon

6. Edit  Moore-Jackson Cemetery (and link back to Woodside) to include more/recent sources (2 people): Joselynn and Giovanni

7.  Create a full article for Woodside in Wikivoyage: Angel, Abhay, Luis and Jonathan

II. Long Island City Hunter's Point Community Library

Edit section to include history and issues Ladie and Gianna

For next Tuesday:
Read/watch: Turkle, “Connected but Alone?”  https://www.ted.com/talks/sherry_turkle_alone_together?language=en

Wikipedia Editing Workshop

In Class
1. Returning/collecting  Essay 1, Part I. Collecting homework
2. Watching Alex's video and setting up 6 teams to respond to St. Pete's videos: https://flipgrid.com/s/657873e905f9
3. In the spirit of Aaron Swartz Guerrilla Open Access Manifesto, we will search our databases for articles to help our sister calls in St. Petersburg. I am taking two volunteers to compile this information to send along. 
4. Choosing editing tasks/beginning work in Sandboxes:

I. Woodside

1. Images of Woodside--both what is in Wikimedia Commons and what you take yourselves (2 people)

2. Edit section on Little Manila on article as well as in the article  Filipinos in the New York metropolitan area (2 people) 

3. Edit section on St. Pat's For All, with the option of creating a separate article later (4 people)

• If anyone wants to translate the article once we have posted it, let me know

4. Images of St. Pat's For All--both what is in Wikimedia Commons and what the LaGuardia Archives provides (2 people)

5. Edit section on Big Bush Park and Lawrence Virgilio Playground (2 people)

6. Edit  Moore-Jackson Cemetery (and link back to Woodside) to include more/recent sources (2 people)

7.  Create a full article for Woodside in Wikivoyage (4 people)

II. Long Island City Hunter's Point Community Library

Edit section to include history and issues (2 people)

Sources to Use:   https://docs.google.com/document/d/1Gpr3pT0rNfpWhgMbfallpU53nwrxQqjqciRQApfKBwA/edit?usp=sharing

For Tuesday's Class

If you are working with TEXT, bring a printout of what you want to add, even if you are working in your Wikipedia sandbox. If you are working with IMAGES, bring them so you can show them to your team. Teams will get together to decide what they will post in the article. 

Wikipedia Workshop

Black Lunch Table's Wikipedia Editathon for We Wanted A Revolution: Black Radical Women 1965-85 at the Brooklyn Museum
By Blacklunchtable - Own work, CC BY-SA 4.0
 https://commons.wikimedia.org/w/index.php?curid=60878028

Today's Tasks

1. Responding to St. Pete's students via FlipGrid video 
2. Joining the WikiEdu class 
1. https://dashboard.wikiedu.org/  
2. https://dashboard.wikiedu.org/courses/LaGuardia_Community_College_-_St._Peter's_Polytechnic_University/ENG-A_101_English_Composition_(COIL)_(Fall_2019)?enroll=gzjfcqoe
3. Creating your Wikipedia userpage
4. Evaluating the article for Woodside, Queens by
1. looking at other similar articles
2. comparing with other sources on Woodside on the Surface Web and on the Deep Web (and learning about the LaGuardia databases in the process)

For Next Class

Write a paragraph arguing what to edit and create related to the Woodside article. Identify 1-3 tasks you could/want to do as part of the project.

ENA section
We will practice editing by adding information on the new Hunters Point Community Library to the Long Island City article using these sources:

• https://www.timeout.com/newyork/news/the-hunters-point-library-is-a-gorgeous-addition-to-the-queens-waterfront-092419
• https://www.nytimes.com/2019/09/18/arts/design/hunters-point-community-library.html
• https://www.queenslibrary.org/about-us/locations/hunters-point?utm_source=homepage&utm_medium=carousel&utm_campaign=hunterspointopening

9/24: Knowledge Production and the Hacker Ethic

Class

Essential questions: How is knowledge produced? Whose knowledge is disseminated? Who benefits from this system? What is your place in the knowledge society? 

A. Answering the questions for the FlipGrid Icebreaker:   https://docs.google.com/document/d/16QARu8CiFtmO7hobQh0AYrq_ZL66GxqcvuT5XYPV2o/edit?usp=sharing

B. Consider: Information Society versus Knowledge Society    https://en.wikipedia.org/wiki/Knowledge_society

C. Consider: The Production of Knowledge
 http://camellia.shc.edu/literacy/tablesversion/lessons/lesson1/production.htm

D. Consider: Information Privilege

Aaron Swartz speaking at a protest against the Stop Online Piracy Act
Source: Wikipedia

1. What information resources do you have access to by virtue of your institutional affiliation to LaGuardia/CUNY that others do not? 

2. What are the potential effects of the “information divide” for those who find themselves on either side of it? See, for instance http://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-teens-cant-always-finish-their-homework-because-of-the-digital-divide/ 

3. What are the structures that perpetuate this system, and what can challenge these structures? 

4. What responsibilities (if any) do you think are associated with privileged access to information?

E. Consider: How does hacker ethic revise our understanding of knowledge production?
https://docs.google.com/presentation/d/1YujAD3gm3rS54aY__DeS9-oiE-SNAhTlJvRw8HjqF_c/edit?usp=sharing

F. Introduction to Wikipedia. Reports on Wales

G. Introduction to our project:

• https://en.wikipedia.org/wiki/Woodside,_Queens
• https://en.wikipedia.org/wiki/Russian_LGBT_Network

Further reading

• Remembering Aaron Swartz: https://creativecommons.org/2013/01/12/remembering-aaron-swartz/
• Introduction to Creative Commons: https://docs.google.com/presentation/d/1Jgv-Rf_k5xqSy5VVZzbhhWICyFhE046BMbnd8Z3r2Gs/edit?usp=sharing

For next class

• Get a Wikipedia account. Choose you username carefully!!
• Read about the elements of quality articles on Wikipedia: https://dashboard.wikiedu.org/training/students/evaluating-articles/elements-of-quality-articles 
• Read about the signs of not-so-good articles: https://dashboard.wikiedu.org/training/students/evaluating-articles/elements-of-not-so-great-articles 

9/19: How the World Wide Web Has Changed

Class

1. Turn in Essay 1, Part I
2. Reports on Bartlett and the ACLU

• Watch: Burger King/Whopper Neutrality: https://www.youtube.com/watch?v=ltzy5vRmN8Q

3. Define (in teams of three) what the Web is and how it works by answering "What is.....?"

1. a browser
2. a search engine
3. a server
4. a protocol
5. a path
6. an IP address
7. the cloud
8. hyperlink(ing)

4. Comprehend: The Types of Web:

• The Surface Web
• The Deep Web/ Invisible Web/ Hidden Web
• The Dark Web (see Tor on Wikipedia): https://en.wikipedia.org/wiki/Tor_(anonymity_network)
• The Internet of Things

5. Comprehend: The Development of the Web

• Web 1.0: Static, hyperlinked pages such as Internet Shakespeare Editions
• Web 2.0: Interactive pages, such as Wikipedia, Facebook, Amazon.com
• In the works: Web 3.0: Categorized web that "learns" about itself and its users (also called Semantic Web)

6. Introducing COIL and creating videos to introduce ourselves to the St. Petersburg students on FlipGrid: https://flipgrid.com/26b2fcbb

For next class

• Read Swartz, “Guerrilla Open Access Manifesto” and Wales,” The Birth of Wikipedia” 
• Everyone do the 7 Ws for Berners-Lee, "The next web": https://youtu.be/Wp0ldLwI0iU

9/17: History and Definition of the Internet and the World Wide Web

Essential question:

• How does the online world work and how has it changed since its inception?

Class

The Internet
Reports on Rosenzweig: The 7Ws.

The World Wide Web
Watch: Camp, “What is the World Wide Web?” https://ed.ted.com/lessons/what-is-the-world-wide-web-twila-camp

Listen/Read/Annotate/Discuss/ Complete 7Ws: Berners-Lee, “How Did The World Wide Web Start?” (TED Radio Hour podcast and transcript) https://www.npr.org/2015/10/23/449180060/how-did-the-world-wide-web-start

• What is the main point of the interview? How does the story of Gopher help make that point? 

Planning the Icebreaker for our Wikipedia work with the students of Peter the Great

• Welcome from WikiAlumni: https://flipgrid.com/74d2040d
• Icebreaker questions: https://docs.google.com/document/d/16QARu8CiFt-mO7hobQh0AYrq_ZL66GxqcvuT5XYPV2o/edit?usp=sharing
• Deciding on the means to introduce the class

For next class

Finish the first part of Essay 1

Read/Listen

 1. “How the Web Works-In One Easy Lesson.” http://mkcohen.com/how-the-web-works-in-one-easy-lesson

2. Bartlett, “What Goes On In The Secrecy of The Dark Web?” (TED Radio Hour podcast and transcript) https://www.npr.org/2017/12/15/570797404/jamie-bartlett-what-goes-on-in-the-secrecy-of-the-dark-web

3. Definitions: Web 2.0, Web 3.0, Internet of Things (forgot to give you this)

4. ACLU. “Net Neutrality” 

9/12: Neil Postman's “Five Things We Need to Know about Technological Change.”

If students get a sound education in the history, social effects and psychological biases of technology, they may grow to be adults who use technology rather than be used by it.
   --Neil Postman

Class
-Reading Postman, “Five Things We Need to Know about Technological Change.”
-Creating a journal entry for Postman as a class:   https://docs.google.com/document/d/1UtJM6dwVN0TGdK2FuLocODhAVwUb4PzWWdtliGJDBIo/edit?usp=sharing
-Joining Google Docs/Groups
-Testing FlipGrid for the WikiCOIL project: https://flipgrid.com/0b1a8042

For next Tuesday's class

• Read: Rosenzweig, “Wizards, Bureaucrats, Warriors and Hackers”
• Watch: “World Wide Web in Plain English”: https://vimeo.com/145791867  

(Draft due Sept 19): Continue Essay 1, Part I by writing for someone who is curious to know about you and your experiences on the Web:

• Who are you on the Web? How much do you use the Web? For what kinds of activities? What websites or apps do you favor? What annoys or worries you about the Web?  Why? Do you think that the Web/Net affect the way people behave? If so, how? If not, why not? 

9/10: Welcome to ENG 101!

This blog is our assignment space. If you have questions, my contact information is on the syllabus as well as under the section titled "About" on this blog.

Class

Essential Question: How has the World Wide Web changed American society and culture? What is my place in the resulting information society?

1. Reading and annotating the syllabus
2. 3-minute interview. Ask your partner the following questions and jot the answers down on a piece of paper so you can introduce the person to the rest of the class later

• What is your name? What is the name you want to be called in class? What is your preferred pronoun (he/she/they)?
• Tell me a bit about yourself and your plans at LaGuardia
• Tell me what you think of the syllabus. What worries you about the class and its process. What confuses you? What are you confident you will do well? How could you help others in the class to succeed? 

2. Reading/discussion:"Not a Kid Anymore, or How Learning Happens in College"
3. Dr. X's Presentation, "Writing (as)  process:   https://docs.google.com/presentation/d/1MXhnIexTw11OYqHVOyY70vLvgm4wMOnnGKlJPqSXx8c/edit?usp=sharing

4. Audience, or The Peanut Butter and Jelly Sandwich Challenge

For next class

• Read Online Writing = 21st Century Writing  and Prewriting: Journal Entries, pages 8-10 of the writing packet.
• (Draft due Sept 19): Begin Essay 1, Part I by writing for someone who is curious to know about you and your experiences on the Web:
• Who are you on the Web? How much do you use the Web? For what kinds of activities? What websites or apps do you favor? What annoys or worries you about the Web?  Why? Do you think that the Web/Net affect the way people behave? If so, how? If not, why not? 

For ENA students ONLY: Read the Introduction to Rosenzweig's "Wizards, Bureaucrats, Warriors, and Hackers" and identify the thesis statement.

5/1-5-8: Workshops: Research Questions, Theses, Proposals

Class
1. Turn in your second draft of the Wikipedia reflection. If you don't have it, leave it for homework.

2. Work on the Research Paper. The final draft must be about 7 double spaced pages, or 1,800 words including the Works Cited page and use 3-5 (or more) sources to prove a thesis of your choice about the Net and/or Web. Use  Modern Language Association style to document your sources. You may use images to illustrate your ideas, but make sure you explain and acknowledge the images properly.

• Sample Research Paper

Steps required for the Research Paper. All these steps must be taken to have your paper evaluated. Please turn in the proposal, outline, 3 drafts, 3 feedback, and checklist together for evaluation. Turn these in by Wednesday, May 29.

• Research Question  (or submit a new question) 
• Research Proposal
• Research Outline (Tentative thesis + topic sentences + possible evidence)
• 1st Draft
• Reader Feedback (2 people needed)
• 2nd Draft (revision of draft 1)
• Writing Center Feedback (optional) and/or Reader feedback (1 person needed)
• 3d Draft (revision of draft 2)
• Essay Checklist

While writing or after you write the Research Paper, turn it into a XED Talk of about 1-2 pages. The XED Talk must cover the most important findings of your research paper and be worded to a specific audience. The XED Talk will be a digital document, so it will point to sources and resources through hyperlinks for free Web sources and footnotes for print and Deep Web sources.

• Sample XEDTalk

For next class

• Go on to the next step of the research; hopefully the first draft of the essay

4/29: The Web and (mis) information, part II

Class

Essential Question: How does the World Wide Web help and hinder the sharing of information and the creation of a knowledge society?

1. From Nineteen Eighty-Four

2. Read: The Onion: “Facebook User Verifies Truth of Article by Carefully Checking it Against Own Preconceived Opinions”

3. Report on Shane. See the definition for Yellow Journalism

4. Reflect and Discuss:

Problem 1: What's legitimate information? What is dubious information? How can we tell the difference? Why does being able to tell the difference matter?

Step 1: Individually, evaluate and report:

A. Here is a sample of the homepage for Slate.com. Identify which of the numbered items is a news story, and which is an advertisement. https://drive.google.com/file/d/0B_Egjt-4g-yZaUgza0pnTEM0TGs/view?usp=sharing

B. Does this post provide strong evidence about the conditions near the Fukushima Daiichi Power Plant? Explain your reasoning.  http://imgur.com/gallery/BZWWx

What about the original posting? https://twitter.com/san_kaido/status/603513371934130176?ref_src=twsrc%5Etfw

More on the Fukushima Mutant Flowers

• As  reported by The Daily Mail: http://www.dailymail.co.uk/news/article-3171748/Land-mutant-daisies-Radiation-causes-flowers-grow-strangely-near-site-nuclear-plant-suffered-meltdown-tragic-tsunami.html
• As reported by Weather.com: https://weather.com/science/nature/news/mutant-flowers-japan-fukushima-famous
• As reported by National Geographic: http://news.nationalgeographic.com/2015/07/150723-fukushima-mutated-daisies-flowers-radiation-science/
• As fact-checked by Snopes.com: http://www.snopes.com/nuclear-mutant-daisies/

Step 2: With a partner, define and report: What is and is not "fake news"?

• Satirical news from a site like The Onion (“Dolphin Spends Amazing Vacation Swimming With Stockbroker”) 
• The daily clickbait in our social media feeds (such as the one written by the "new yellow journalist" Harris).
• Outright invented news, like pieces that claimed, just before the election, that Pope Francis had endorsed Donald J. Trump, or that Donald Trump had once said that “Republicans are the dumbest group of voters.”
• Erroneous interpretation of a fact that is distributed without fact-checking (as with the  Fukushima Mutant Flowers). 
• "Native advertising": Advertisement passing as news (as in Slate.com).  
• News that shows a highly partisan bias. 

 Consider: Are some of these forms of unreliable news more dangerous than others? Which? Why?

Problem 2: How do the Internet and Web help and hinder fake news? 

Individually, reflect and report: In a recent letter to the world, Sir Tim Berners-Lee reminded us that he imagined the world wide as "an open platform that would allow everyone, everywhere to share information, access opportunities and collaborate across geographic and cultural boundaries." In what ways do the specific characteristics of the Internet and the World Wide Web, especially in its 2.0, 3.0, and mobile versions contribute to the boom of fake news?

Possible solutions: 

1. Check those Ws!

2. Leave it to the experts: databases and peer reviewed sources

3. Trust the journalists: CUNY Graduate School Fake News Cheat Sheet 

See also :

Fact-checking sites:

• http://www.factcheck.org/askfactcheck/  
• http://www.snopes.com/
• http://www.politifact.com/
• To check the authenticity of images, reverse-Google them to find their origins: https://support.google.com/websearch/answer/1325808?hl=en

Browser plug-ins:

• BS Detector (Chrome, Firefox, Safari): http://bsdetector.tech 
• Fake News Alert (Chrome): https://chrome.google.com/webstore/detail/fake-news-alert/aickfmgnhocegpdbfnpfnedpeionfkbh  
• This is Fake (Chrome, for Facebook feed): https://www.thisisfake.org/

How does journalism work? Presentation by The Bridge editor.

For next class

• Write: Draft two of the Wikipedia reflection, adding specific examples.   https://docs.google.com/spreadsheets/d/127g0Z2LaNVPszFkgNrfuJdU5JOYdNWcIoD1GefKABu4/edit?usp=sharing
• Start thinking about a topic and an angle for your major paper. If your questions are in pink, start looking for  3-5 sources to answer your questions. 
• https://forms.gle/H4Mq8mVk31S3L3Ee9     
• Responses here:   https://docs.google.com/spreadsheets/d/1opexnHRm9hxcNap8U9MOdsPojeV5GkWiAxdZBKGn8gE/edit?usp=sharing

4/17: The Web and (Mis)Information

Image from MIT Technology Review for
"Bias already exists in search engine results, and it’s only going to get worse"

Class

1. Completing our understanding of Snowden's revelations

2. Quick report by Dr. X: Cadwalladr, “Google, democracy and the truth about internet search.”

• "The Great Brexit Robbery" https://www.theguardian.com/technology/2017/may/07/the-great-british-brexit-robbery-hijacked-democracy
• How Cambridge Analytica Exploited the Facebook Data of Millions: https://www.nytimes.com/video/technology/100000005806669/cambridge-analytica-facebook-profiles.html
• "Cambridge Analytica whistleblower: 'We spent $1m harvesting millions of Facebook profiles' – video": https://www.theguardian.com/uk-news/video/2018/mar/17/cambridge-analytica-whistleblower-we-spent-1m-harvesting-millions-of-facebook-profiles-video

3. Ekström, “Can We Solve For Bias In Tech?” https://www.npr.org/2019/02/15/694292327/andreas-ekstr-m-can-we-solve-for-bias-in-tech

For next class

• Read: Shane, “From Headline to Photograph, a Fake News Masterpiece.”
• Write: Draft two of the Wikipedia reflection, adding specific examples.   https://docs.google.com/spreadsheets/d/127g0Z2LaNVPszFkgNrfuJdU5JOYdNWcIoD1GefKABu4/edit?usp=sharing
• Start thinking about a topic and an angle for your major paper:  https://forms.gle/H4Mq8mVk31S3L3Ee9     Responses here:   https://docs.google.com/spreadsheets/d/1opexnHRm9hxcNap8U9MOdsPojeV5GkWiAxdZBKGn8gE/edit?usp=sharing