Media education and the marketplace

Lectures: 1 session / week, 3 hours / session

This year, "Media, Education, and the Marketplace" focuses on the rise of information and communications technologies (ICTs) during the age of globalization, specifically examining its effect and potential in developing nations across the world. In particular, the class will focus on the following three components:

These are all questions that are asked throughout this course.

This course resembles a graduate-level seminar in terms of format and style. There is an extensive list of readings for each lecture, and each student is expected to read all of the assigned material before attending class!

For each lecture that does not feature a guest lecture, we begin with a presentation from a few students on the assigned readings. The presentations should focus on the content of the readings, but should not be a summary of the readings! We are not looking for a book report; rather, we are expecting to hear the student's thoughts and insight on the matters present in each set of readings. Outside research is expected for these presentations, and they will be a substantial portion of the grade. Each presentation should be approximately 20-25 minutes in length. Also, each presentation should end with a list of outstanding questions/issues that the class can then take up for discussion.

Each student in the course works on a project that affects either a local or global community. The class organizers feel that having on-site experience with issues relating to information technology and development is crucial to understanding the underlying difficulties in implementing effective ICT policy, both at home and abroad. These project ideas are showcased in the lecture notes section.

There are three options for this field work:

Options for both local and global projects exist, and the class organizers review them at the beginning of the class. There is no guaranteed funding for any projects, however.

In addition to the ongoing development project, each student will choose a topic to expound upon over the course of the semester. This topic will either stem from the readings, a list provided by the instructor, or the student's mind!

Ideally, the students should focuses on a case study relating to ICT and development. This is not required, however. At the end of the semester, all of these final projects are put together and we publish a comprehensive analysis. This document is forwarded to many interested parties after its completion, and the students are a part of a new and exciting piece of literature in this field!

This course has been designed in a seminar-style format, so lecture attendance is essential! A portion of the final grade will be based on classroom participation. If you cannot attend a class, please inform the instructor ahead of time with the justifiable reason for the absence.

For an excused absence, you are given the option to complete a make-up assignment to regain your participation points for that day. The assignment would then be distributed by the professor upon request by the student, and would be due at the beginning of the following lecture. You are only able to exercise this option twice during the course. There will be no opportunity to make up participation points for an unexcused absence.

More than two (2) unexcused absences will result in a failing grade for the course.

The grading scheme for this course is as follows:

Norris, Pippa. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide. Cambridge, UK: Cambridge University Press, 2001. ISBN: 9780521002233.

Wresch, William. Disconnected: Haves and Have-nots in the Information Age. New Brunswick, NJ: Rutgers University Press, 1996. ISBN: 9780813523705.

Communication intensive subjects in the humanities, arts, and social sciences require at least 20 pages of writing divided among a number of assignments, at least one of which is revised and resubmitted. This class requires three (3) papers that total at least 21 pages in length (double-spaced). The first essay will be graded and returned to you for your revision and resubmission. This resubmission will receive a grade separate from the grade on the first draft. The resubmission grade will be based on the extent and quality of the revision (e.g., a B paper that is poorly revised may receive a C for the resubmission).

HASS-CI subjects also offer students substantial opportunity for oral expression, through class discussion and student presentations. This class requires all students to participate in a weekly discussion of the assigned reading and films. In addition, each student will make two (2) formal presentations, both of which will receive written feedback and be graded. The first presentation will be on your second essay, and the second presentation on your final essay. To guarantee sufficient attention to student writing and substantial opportunity for oral expression, the number of students in this class is limited to 18. (In other CI-H classes, enrollment may increase to 25 if a writing tutor is assigned.)

Essays are designed to encourage students to engage with the main themes of the course, while also taking a comprehensive and analytical look at the materials. Written work will be graded according to three criteria:

Oral presentations will be based on the second and third writing assignments. They will be graded according to following criteria:

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