Make Cycles

graphic of class routinesYou can find our current Make Cycles here and on the Make Cycles page.

Calendar

November 2020
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
October 26, 2020 October 27, 2020 October 28, 2020

All day: Discover: school literacies

October 29, 2020 October 30, 2020 October 31, 2020 November 1, 2020
November 2, 2020

All day: Read and Annotate in Perusall

November 3, 2020

All day: VOTE as if your life depends on it!

November 4, 2020 November 5, 2020 November 6, 2020

All day: Write summary & memo

November 7, 2020 November 8, 2020

All day: Cycle 5 Make

November 9, 2020

All day: Your Research

November 10, 2020

All day: Your Research

November 11, 2020

All day: Your Research

November 12, 2020

All day: Your Research

All day: Watch video in Perusall

November 13, 2020

All day: Your Research

November 14, 2020

All day: Your Research

November 15, 2020

All day: Your Research

All day: Share some data

November 16, 2020

All day: Your Research

November 17, 2020

All day: Your Research

November 18, 2020

All day: Your Research

November 19, 2020

All day: Your Research

November 20, 2020

All day: Your Research

All day: Share insights about ethnography

November 21, 2020 November 22, 2020
November 23, 2020

All day: Thanksgiving Break

November 24, 2020

All day: Thanksgiving Break

November 25, 2020

All day: Thanksgiving Break

November 26, 2020

All day: Thanksgiving Break

November 27, 2020

All day: Thanksgiving Break

November 28, 2020 November 29, 2020
November 30, 2020

All day: Literacy: The Game

All day: Mini Ethnography: full draft due

December 1, 2020

All day: Literacy: The Game

December 2, 2020

All day: Literacy: The Game

December 3, 2020

All day: Literacy: The Game

December 4, 2020

All day: Literacy: The Game

December 5, 2020

All day: Literacy: The Game

December 6, 2020

All day: Literacy: The Game

Make Cycle 6: ethnography

Make Cycle 6: ethnography

Nov 9-Nov 30 (with Thanksgiving Break in there too; yay)

Thank you everyone for the lovely work you’ve been doing all semester. I appreciate all the interesting thinking and writing you’re doing (in the middle of less than ideal circumstances too). You rule.

For the next two weeks, we’re going to change our routine so we can use the time to work on the mini ethnography assignment. I’ll be inviting you to share some data, start on some analysis, and watch a video of research about YouTube as a model for how to do this digital research.

Our tasks in a nutshell:

  • You can find the Mini Ethnography assignment below and on our Assignments page. Notice there are four example student papers too: we read Morgan, Miguel, and Orion’s last week in Perusall. You might also check out Bella’s paper about Rave Culture if you’d like another model below.
  • By Thursday, Nov 12: watch Mike Wesch’s “An Anthropological Introduction to Youtube” (and annotate in Perusall per usual)
  • By Sunday, Nov 15: share a portion of your data and tell us about it in Currents.
  • By Friday, Nov 20: some initial thoughts/analysis of your data in Currents.


By Thursday, Nov 12:

Watch Mike Wesch’s “An Anthropological Introduction to Youtube” (and annotate in Perusall per usual).

I want to use Wesch’s talk as an example of how to do this research. Notice how he and his students collected data (in his case, YouTube videos), created categories of that data (sorting the videos into remixes, vlogs, etc), and then made claims about what is happening on YouTube and how it changed our literacies. I’ve always thought it would be cool to update his research: what would we add to the categories and literacies of YouTube now?

Comment in Perusall as you watch, particularly noticing how you might use his insights and research example to do your own research and data collection. You can also leave questions for me about our project as you’re commenting on his video. The video is 55 minutes long, so make a plan for that. I promise that portions will make you smile; lots of videos he uses in his data that you’ve never seen or forgot about most likely.


By Sunday, Nov 15:

Share a portion of your data and tell us about it in Currents. Give us a screen shot of some data, link to a video you’re using, link to memes, a link to a google doc…whatever the literacies are that you are gathering for your research. If you’re doing an interview or interviews with people in the community you are studying, you could share their responses. Then, tell us how the data collection is going: where are you stuck? what are you learning about the literacies from this study already? Can you try out answering any of the questions below from our assignment? (i.e.: What does “literacy” in this group look like? What is its purpose?)


By Friday, Nov 20:

Share initial thoughts/analysis of your data in Currents. Give us an update on the research and your progress. Can you make any claims yet about the data? Can you answer any of the questions from the assignment below? Have new questions emerged from your data? What questions do you have for me about the paper?

An additional option (see my email too from 11/17):

Either comment on a peer’s post from the Nov 15 posts OR give us an update on how your project is going before you head off for break on Nov 20. Some of you have similar interests (Lilly, Miguel, and Abigail’s research on KPop; Lauren and Mariah’s research into Starbucks and Dutch Bros; those of you working with gaming communities, etc). It could be helpful to share resources and insights with each other, so I want to make that an option: comment on a peer’s idea from Nov 15 in Currents OR give us an update on your project in Currents in the new category for Nov 20. Thank you!


Mini Ethnography
Google Doc shared with kjaxon@mail.csuchico.edu (*NOTE that my email is slightly different than my regular one for sharing google docs: it’s just like student email… @mail.csuchico.edu)

Due: various due dates for notes/data collection. Draft due Nov 30; Revision due Final’s week
75 pts

Choose a group whose literacy practices you want to learn more about. The group can be a group that meets face-to-face or it can be an online group. Describe and analyze how reading and writing operates within the group. Use our readings and our discussions to guide your use of terms and concepts.

Begin by closely observing your group for a week. Take copious field notes. Do interviews (online or in person with a mask and social distancing in place) if appropriate and record and/or transcribe them. You often don’t know what’s an important detail until later. Then read and reread your notes, noticing what seems most important or interesting. Focus in on making a claim about your group, a claim that might consider (but not be limited by) the following questions:

  • What “work” does literacy do in the group?
  • How is literacy learning sponsored?
  • What genres are used? Why? To what extent is new media a component of the work?
  • What does “literacy” in this group look like? What is its purpose?
  • What is the role of literacy for newcomers? How does literacy facilitate or inhibit membership in the group? What role does literacy play in leadership? How does literacy support a structure of the group? To what degree is the group’s organization hierarchical or egalitarian (or in between)? How does literacy create, support, or maintain that organization?

Your mini-ethnography should be 4-6 pages long (some may grow longer and that’s fine) and include generous literacy examples from the group you are studying. The best ethnographies will use our readings to support their analysis.

Resources for data collection:

Interview Protocol

Data Matrix (helps to match research questions to data collection)

Examples from last fall:

Morgan’s “Dungeons and Dragons and Identity, Oh My!”

Miguel’s “Discovering Through Play: Minecraft’s Interactive Game Design & Multimodal Literacies”

Orion’s “Literacies of Autism’s sub/Reddit Community”

Bella’s “Rave Ethnography”