Digital networks and literacy syllabus 2021I am replacing last year’s digital literacy syllabus with this post, which is more up to date and also reflects content that is in the book I am writing – now tracing a ‘slow academe’ approach, reflective of a turn in my own digital networked learning journey. The course design seeks to take a critical approach to the interrelation of technology, science, and society (cf. Latour 1987) while promoting a diversity of imaginable types of interactivity (Koole and Gulson in Gourlay, L., Rodríguez-Illera, J.L. et al. 2021) and playing with formality (Caillet in Andler & Guerry 2007). It aims to recognize the static and topological properties of knowledge (like material traditional education) alongside dynamic and ontological ones (like networks involving digital tools and artifacts). The paper I am preparing about it will be submitted to hanfod.nl, because the course design is also influenced by Ricoeurian and Stieglerian phenomenology. If accepted, it will be presented at NLC2022.
Like last year, I maintain there is great value in sharing syllabuses. I have benefited from the resources generously shared by MIT, e.g. User interface design and interaction, and UC Berkeley, e.g. Geoff Nunberg’s History of Information.
I have also benefited from related resources like Edward Gallagher’s culture of conversation, backward design for syllabus development, Peter Goodyear’s blog, Markauskaite and Goodyear’s epistemic fluency blog, and Maggie Appleton’s blog.
I welcome any input any input and criticism.
This course, in the tradition of American self-discovery and the maker-mindset, carries forth the pedagogical questions of ’Where do we come from? What are we? Where are we going?’ (Gauguin in Trocmé-Fabre) as we care-fully find our way in an increasingly interconnected, uncertain world that is the new electronic frontier.
Below is a link to a draft of the syllabus and course outline (updated but still in draft-form on Oct. 18 – the previous version listed a defunct website):