Media Bias

Skylar Locke, Allison Burk, Ryan Doyle, and Cody Zimmer

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Hi All! In class on Friday, we will be discussing media bias.

For your homework, you will need to find a media source (an article, an Instagram caption, a Twitter post, a video clip from a news company, etc.) that you find to be racist, sexist or bias in any other way. After you have found your biased source, you will rewrite the part of the source that is biased and ultimately, makes the source no longer biased. Please provide the original source that you chose as well as your revisions. Then, write a couple of sentences about the changes you made and your opinions regarding this topic in general. You can post your homework as a blog post rather than a comment.

Below is an example of a media rewrite. The original words from a racist article is in bold while the rewrite is in regular font:

Young Manchester City footballer, 20, on £25,000 a week splashes out on mansion on market for £2.25million despite having never started a Premier League match.

Young Manchester city footballer, 20, impressively making £25,000 a week decides to purchase £2.25million estate in the beginning of his young career.

The 20-year-old has never featured in the English Premier League, but now owns a mansion with an asking price of £2.25million

The 20-year-old prospect has yet to make his mark on the premiere league for his club. But he has started in cup games and was a starting defender in Manchester City’s Champions league game. Is now the proud owner of £2.25million mansion.

Please do your best to have this assignment done by Thursday night or no later than 8am on Friday. Happy rewriting!

Hi guys!

In class on Wednesday, we will be doing an activity that requires talking about your experiences with dating apps, specifically, how some of these apps can be racist. Any background or outside knowledge you have about dating apps / racism online is extremely encouraged to facilitate a strong class discussion! There is a video and an article that we would like you to post your reactions to in the comments – a paragraph or two. Nothing too long, just honest opinions! Please post your comments before class time on Wednesday 🙂

-Kianna, Jackie, and Adrienne

LGBTQIA+ Marginalization

Hi everyone!

Please read through these four articles, they’re not too long! After that please make a comment on here saying two things that you found interesting, questions, or comments! Please have your posts done by Sunday at 6 PM or no later than class on Monday! We will be discussing your comments and a short video clip in class! Have a great weekend!

-Tiff, Claudia, and Molly

Technology and the Sexualization of Young Girls/Women:​ Homework for Friday 10/25

  • Tai White, Gabby Evola, Allie Cohen, & Hannah Dwyer

Hi everyone!

The homework we have assigned for you all to complete is down below. On class Friday we will be talking about technology and the sexualization of young girls. We will also be talking about the sexualization of women in general online and there is an interesting short reading down below that draws attention particularly to the sexualization of black women. 

Read through these articles:

Pages 7-13;Hyper-Sexualization

Watch these short videos as well:

After reading these articles and watching these videos we want for you guys to write a short reflection about your feelings towards these readings, videos, and this topic. Then, we would like for you guys to attach a picture or any comment(s) from any social media website that relates to this topic or anything interesting pertaining to this topic that you’ve found. Please post your comments by Thursday night by 10 PM if you have enough time to do so. If you are unable to post your comments by then please post your comment before class Friday morning. 

In class, we will be having a mini-debate and will be dividing the classroom into two sections so come ready and excited! We will give you guys the debate topics on Friday morning.

Homework for Wednesday

Hi everyone! Next class we’re going to talk about accessibility online, so before then all of you are going to evaluate how accessible one website or piece of online content is. So before next class:

  1. Read through this set of posters for best practices with regards to designing for accessibility. (You don’t need to make note of all of them, just skim them and pick out a few you may not have been aware of, or noticed a lot.)
  2. Find a website or content posted online, and evaluate how accessible it is according to the guidelines. Did you find anything that could be done better? If you didn’t, which features made it accessible?
  3. Post a short comment below describing what you found. Include a link if you feel comfortable doing so. The comment doesn’t need to be super long, just enough to report back on what you found out.

For some ideas for things to evaluate, look at the websites you go to every day. College or ASC sites, blackboard, social media, this class website, your favorite YouTube channel. You can also evaluate your own content, like your posts on social media or on this website. If you have the time and are willing to look up a tutorial or two, consider turning on accessibility features on your device, like VoiceOver on iPhone, and navigating apps using them. It might give you a different perspective.

Happy fall break!

LGBTQ History Digitized

This project has been put together and maintained by Avery Dame-Griff. He is a Lecturer of Communication studies at Gonzaga University. A cool thing is that he says to contact him with any new information, or to just let him know why we’re using the website. On this website are projects that include early LGBTQ online communities, an archive of transgender-related net groups, Interactive maps, and one of the first international transgender-specific BBS networks.

The main point of QDHP is an effort to document pre-2010 LGBTQ digital spaces. They are constantly updating and adding to their sources. This website is clearly made for LGBTQ+ Fanatics and scholars. A lot of the information is dense and heavy to understand if you aren’t well-versed in technology and the acronyms entailed, you have to keep going back to previous pages to remember what they meant as I did. The good news is that almost all information is accessible to everyone to use. The website itself is very bland, but it’s doing a lot of important work. I downloaded one of the “AIDS Information BBS” it took five minutes to download as well as putting 6,366 files on my laptop. This website is clearly doing important work, there was also an attachment that got sent to me so that I could subscribe to any further information about AIDS BBS.

The organization of the site is based on “Digital Transgender Archive”, they know it may not be the most organized, but it avoids adding labels to people who might not identify with them. I’m not sure how successful this is in terms of reaching other people, but in terms of the Activism it’s doing a lot of amazing work

Inventors wanted.

Ethical tech is about different companies that have made an invention to make your life easier for a profit. One of the companies, DuckDuckGo is a search engine that does not track user information or personalize search results. It also offers and app and browser extension that work to protect user information. DuckDuckGo is not entirely open source and is run by a private, for-profit company. The main distinguishing feature is the company’s commitment to user privacy. This company is designed to make a profit, but these technologies are made to help create more alternatives for when you are teaching and doing other research. These technologies are interesting and are all different. I encourage you to look through these links in the article and you may find something useful that you can use. This website encourages outside opinion and if you have ideas of your own to share with the website.

Archiving Indigenous Stories Using Indigenous Research Methods

The project I focused on was The People And The Text, an archive of Indigenous literature until 1992. The project is based out of Simon Fraser University in British Columbia, and with the support of the Canadian Writing Research Collaboratory and the Social Sciences and Humanities Research Council, the latter falling under the Canadian government. It aims not only to archive the writing of Indigenous Northern North American people (including Native American and First Nations communities) but to work in collaboration with Indigenous communities to put together a manual on Indigenous research methods. The project wants to avoid archiving Indigenous literature with the same colonial framework and methodology for how it gets done and whose work gets archived. The work is an attempt to counter the erasure of Indigenous literature from academia. According to the project’s about page “settlers used literature to consolidate a narrative of Canada starring the British-descended resulting in university curricula that featured the British canon.” Thus, the works of Indigenous writers were often neglected. The aim is that by creating this as a digital archive, universities as well as individuals would have more Indigenous literature accessible to them, and therefore make use of it and highlight the neglected narratives of Indigenous writers.

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