Bauman, Zygmunt. The Individualized Society: How to Change Our

Experience. Malden: Blackwell, 2001. Print.

Bourdieu, Pierre. Firing Back: Against the Tyranny of the Market 2. New

York: New Press, 2001. Print.

Conley, Dalton. Elsewhere U.S.A.: How We Got From the Company Man,

Family Dinners, and the Affluent Society to the Home Office, Blackberry Moms, and Economic Anxiety. New York: Random House, 2009. Print.

Deibert, Ronald J. Parchment, Printing, and Hypermedia: Communication

in World Order Transformation. New York: Columbia University Press, 1997. Print.

Garson, Barbara. The Electronic Sweatshop. How Computers Are

Transforming the Office of the Future Into the Factory of the Past. New York: Simon and Schuster, 1988. Print.

Gee, James P. “Communities of Practice in the New Capitalism.” Journal of

the Learning Sciences, Vol. 9, No. 4 (2000): 515-23. Print.

Hughes, Jason, Nick Jewson, and Lorna Unwin. Communities of Practice:

Critical Perspectives. New York: Routledge, 2007. Print.

Lanier, Jared. You Are Not A Gadget: A Manifesto. New York: Vintage

Books, 2010. Print.

 Niedzviecki, Hal. Hello, I’m Special: How Individuality Became the New

Conformity.  San Francisco: City Lights Books, 2006. Print.

Roszak, Theodore. The Making of a Counter Culture: Reflections on the

Technocratic Society and Its Youthful Opposition. New York: Anchor Books, 1969. Print.

Rushkoff, Douglas. Life Inc.: How the World Became a Corporation and

How to Take It Back. New York: Random House, 2009. Print.

I highly recommend Mark Andrejevic’s iSpy as a must read.

Ebert, Teresa L. The Task of Cultural Critique. Urbana/Chicago:

University of Illinois Press, 2009. Print.

Andrejevic, Mark. iSpy: Surveillance and Power in the Interactive Era.

University of Kansas Press, 2007. Print.

 Gee, James Paul, Glynda Hull, and Colin Lankshear. The New Work Order:

Behind the Language of the New Capitalism. Boulder: Westview Press, 1996. Print.

Thomson, Iain. “From the Question Concerning Technology to the Quest

for a Democratic Technology: Heidegger, Marcuse, Feenberg.” Futures of Critical Theory: Dreams of Difference. Ed. Peters, Michael, Mark Olssen, and Colin Lankshear. NewYork: Rowman and Littlefield, 2003. Print.

Selber, Stuart A. “Technological Dramas: A Meta-Discourse Heuristic for

Critical Literacy.” Computers and Composition Vol. 21 (2004): 171-95. Print.

Toscano, Aaron A. “Using I, Robot in the Technical Writing Classroom:

Developing a Critical Technological Awareness.” Computers and Composition. Vol. 28 (2011): 14-27. Print.

Warnick, Barbara. Critical Literacy in a Digital Era: Technology, Rhetoric,

and the Public Interest. Mahwah, New Jersey: Lawrence Erlbaum Associates, 2002.

In it, Eli Pariser reveals the extent to which the combined use of algorithms and consumer/user-mined demographic information is leading (perhaps inadvertently) to significant degrees of censorship by omission, as individuals receive search results reflective not of information most relevant to what they are looking for, but filtered by companies like Google according to information as seemingly irrelevant to a topical search–say, about coverage of the uprisings in Egypt for example–as the kind of purchases a person makes, the make and model of the computer they use, their geographic location, etc.

Essentially, Pariser’s research suggests that the quest to deliver customized, highly targeted information to individuals is currently resulting in unanticipated dangers with regard to the Internet’s claim to provide equal access to information for all. What Pariser advocates is that users be informed, and put back in control, of the kinds of filters search engines like Google are using such that individuals—not algorithms and databases—determine what details are deemed relevant and made available.

This subject is particularly important if/when we consider the fact that Google search has become a first line go-to source for information and everyday research.

Both of these articles addressed theoretical and practical implications regarding reshaping the tradtional classroom into one that incorporates new media into a studio-like environment.  The University of Georgia article was particularly interesting because it detailed The Studio graduate program which prepares its graduate students to work in careers where collaboration and projects are the norm and expected.  While this program is mainly geared towards Instructional Design students I thought this would be an interesting composition teacher training program for a new wave of composition teachers who want to incorporate studio concepts within the composition classroom.  The main philosophy behind Small’s and The Studio’s work is the idea that within a classroom which incorporates the freedom of new media and the environment of a collaborative studio, students will be personally invested and motivated to construct and design their own learning environments while also learning the skills needed to work in collaborative and innovative environments.

This article might be of interest. I did not get a chance to read it. Self-regulation of motivation when learning online: The importance of who, why and how. Written by Carol Sansone, Tamra Fraughton, Joseph L. Zachary, Jonathon Butner, Cecily Heiner.

One of the most interesting things Elbow writes in the book as far as I am concerned is in the beginning chapter he discusses “Freewriting  and Garbage.” He suggests that as you let yourself go and just write not being concerned what you say if it is correct or not, or if it is grammatically correct or spelled correctly but the importance is that you write and from that writing will come better writing that if you restricted your self by stopping to make corrections as I was doing when I began writing or typing but that now that I am letting go by the wayside to come back and to “clean up my mess” later as Elbow would say.

Elbow suggests “that writing is a process”  and he also suggests that, The Process of writing is growing as a writer…His point for those people who have writers block is to start writing and not to stop until You have a pageful of writing from what others would consider garbage is where some of the best writing begins…

Some of the students in the class were proliic Bloggers acording to West. Part of what I kikes is some of the students connected  with “audience ,” “identity,” and “voice.” west writes concerning on of her students, “Lucy has a strong sense of audience, which helps her build the identity of ‘pop-cultured humorist’ in this entry. She includes in-jokes for her classmates in the form of class and popular-culture references.”

What I got out of this article was that  there were no requirements over ‘correctness ‘ or “format.” This allowed students according to West to “forge new identities” online. The students were encouraged to “explore the facets of the text,” (588).

I’ve included some links below to a few Prezi poetry and composition sites that I took inspiration from for the Prezi I made for my final New Media Text document.

My Culture, Richard’s final new media text doc

Stop Drilling, Natasa Bozic Grojic

Revealing Meaning, Broadcasting History, Bill Wolff

What is Poetry, Josh Flores