Class Participation:

Participation is at the core of this class. In the first class we’ll talk in detail about reading books and articles and participating in discussions, including different useful roles that participants can take. In-class participation is absolutely required, but there are other ways to participate through contributing to the discussions (see below).

Since students seem to be comforted by a quasi-precise idea of what is expected, the following rubric, adapted from Martha L. Maznevski, is offered for this assignment. While not all students will necessarily receive a grade for each class, obtaining numerous 3s and 4s is consistent with performance at an A level for this part of the course grade. If you have an unavoidable need for an absence you must email the instructor before class, stating why you cannot make the class and what your plans are for covering the material. Note that if you cannot be in class you also need to tell the instructor if and why you cannot perform the out-of-class assignments.

Grade
0 Absent or disruptive.

1 Present, not disruptive. Tries to respond when called on but does not offer much. Demonstrates very infrequent involvement in discussion.

2 Demonstrates adequate preparation: knows basic reading facts, but does not show evidence of trying to interpret or analyze them. Offers straightforward information (e.g., straight from the reading), without elaboration or very infrequently (perhaps once a class). Does not independently offer to contribute to discussion, but contributes to a moderate degree when called on. Demonstrates sporadic involvement.

3 Demonstrates good preparation: knows reading facts well, has thought through implications of them. Offers interpretations and analysis of readings (more than just facts) to class. Contributes well to discussion in an ongoing way: thinks through own points. Responds to others in a constructive way, offers and supports suggestions that may be counter to the majority opinion. Demonstrates consistent ongoing involvement.

4 Demonstrates excellent preparation: has analyzed readings exceptionally well, relating it to other readings and materials (e.g., discussions, experiences, popular press articles, classmate’s blog posts). Offers analysis, synthesis, and evaluation of readings, e.g., puts together pieces of the discussion to develop new approaches that take the class further. Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students’ comments, contributes to cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. Demonstrates ongoing very active involvement. Respectfully and constructively involves others in discussion (including recognizing when the student themselves is dominating discussion).

Weekly Book Readings and Posts on Books and Articles (due noon on Sunday for each book and midnight on Tuesday and Wednesday for articles, before the relevant class):

Except for the first class of the term, there will be required readings for each class. The books must be purchased, but the required article readings will be posted on Canvas or made otherwise available.

For each Monday class you are expected to read the book-of-the-week carefully and post a reaction observation on the day’s discussion on Canvas, by noon on Sunday. These observations should address things you don't understand or that seem poorly explained or questions you feel the book raises but doesn't answer, but you don't have to wait to post them until you have finished reading the book, and classmates may post comments to others' postings. The observations should be capable of stimulating thoughtful class discussion and will be graded accordingly. Before class, examine your colleagues' posts and be prepared to discuss them in class. The book-of-the-week assignments are listed in the Schedule.

Book Review Presentation and Discussion Lead:

Because of the number of students in the class and the small number of books assigned, the class will be split up on the first day into teams, one for each book. Each team will open the conversation about one book-of-the-week by assisting us in placing it in the context of its reception through book reviews of the book and then surfacing the ideas that you and your classmates have developed in reading the book by reviewing their own and the class's comments on the discussion thread for the upcoming class. This conversation will take up a large portion of the class time. The team's presentation of book reviews should be no longer than 30 minutes and no less than 20 minutes, and it will be followed by the team's facilitation of the class discussion about the book. To prepare for this facilitation, your team will share out the tasks below so that each student does part of each:

(1) Each team will find and read multiple reviews (one each) of the book-of-the-week and write an evaluation (to be handed in) of the reception of the book in the field(s) where it was reviewed. Each team member will then present the evaluation to the class as a presentation (that is, an oral presentation of your main points; you may read your evaluation paper if you must, but you are also invited to deliver it more conversationally). Your evaluation should not just be a summary of the review but should let us know not just what the review says, but also any information you can glean about the biography of the author and how the book fits into his/her other work.

(2) Prepare a productive discussion question (based on your review evaluation) to kick off the conversation pertaining to the book reviews and how (or whether) they provide clues to the reception of the book when it was published.

(3) Prepare a good discussion question pertaining to the book itself. You are encouraged to draw from your classmates' postings on the day's thread so that arguments are addressed and questions get answered, but also to raise your own issues.

Members of the group of the week should collaborate to find book reviews and be sure to treat different ones; you may decide to divide up the field(s) from which the reviews come or to mix them. You should also split up your review of the comments of the rest of the class for the third assignment.

Shorter Readings Presentation:

Once during the course, each student will partner with another one or two others to open the conversation about the shorter readings for a Wednesday or Thursday class. This conversation will take at least thirty minutes and possibly more. Your presentation covering all the readings should be no longer than 20 minutes and no less than 15 minutes. To prepare for this facilitation, each person will prepare a productive discussion question on each reading to spark conversation. Your goal with these questions is to suggest:

(1) How the readings might connect (or fail to connect) with the ideas in the book-of-the-week;

(2) How they introduce other perspectives to consideration of the book-of-the-week.

Thematic Essay:

Using the books and articles we read in class, and drawing additionally on the book list on the Resources page of this syllabus, you will choose a topic in the arena of "information in social and cultural context" and write a thematic essay that incorporates some aspect of the readings into your argument or evidence. You do not have to include all of the readings by any means; we are not looking for generalization here, but for you to address some aspect of the course topics that interests you and where you want to pursue further the idea of information in social and/or cultural context. It is important that you develop a theme that brings the readings together in some way--including, for example, a recognition of something that is at the heart of a disagreement among them. Please remember, this is not a description of these books and articles; instead, you will be using them as a resource. The overall length for the text of your essay (not including any citations) is 1250 words (use the word-count utility in your word processor and present the completed essay single-spaced). A rough draft thesis and outline for the paper is due on midnight, June 22. The final version is due on midnight July 9.

Behavior:

You are expected to meet the customary guidelines for ethical and professional behavior in this course, extending courtesy to everyone else in the class. In particular you should be familiar with the University and School policies on academic dishonesty; they will, of course, be enforced in this course. If you unsure about what constitutes plagiarism, please ask the instructor.

Grades will be determined as follows:

Late comment/discussion posts will not receive credit. Late papers are not acceptable. For each day that an assignment is late, ten percent of the possible points will be deducted from the score. Students who anticipate difficulties with completing assignments on time should consult with the instructor as soon as possible.