tag:betajames.posthaven.com,2013:/posts betajames 2017-04-29T22:02:40Z james schirmer tag:betajames.posthaven.com,2013:Post/1139650 2017-04-29T22:02:40Z 2017-04-29T22:02:40Z books recently read - mar/apr 2017

Fifteen Dogs by Andre Alexis

White Trash by Nancy Isenberg

The Fifth Season by N.K. Jemisin

Another Man's Moccasins by Craig Johnson

The Dark Horse by Craig Johnson

Tampa by Alissa Nutting

The Golem and the Jinni by Helene Wecker

The Shadow of the Torturer by Gene Wolfe

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james schirmer
tag:betajames.posthaven.com,2013:Post/1134197 2017-02-25T20:20:54Z 2017-02-26T04:00:45Z books recently read - jan/feb 2017

Watership Down by Richard Adams

The Fire Next Time by James Baldwin

Frantumaglia by Elena Ferrante

We Are All Completely Beside Ourselves by Karen Joy Fowler

The Unseen World by Liz Moore

The Nonviolence Handbook by Michael Nagler

Binti by Nnedi Okorafor

How To Be Black by Baratunde Thurston


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james schirmer
tag:betajames.posthaven.com,2013:Post/1114089 2016-12-09T10:40:27Z 2016-12-09T10:40:27Z books recently read - fall 2016

The Girls by Emma Cline

Zero K by Don DeLillo

The Turner House by Angela Flournoy

Brown Dog by Jim Harrison

Death Without Company by Craig Johnson

The Three-Body Problem by Cixin Liu

Sweet Lamb of Heaven by Lydia Millet

Everything I Never Told You by Celeste Ng

Drinking Water by James Salzman

Guantanamo Diary by Mohamedou Ould Slahi



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james schirmer
tag:betajames.posthaven.com,2013:Post/1074615 2016-07-21T01:38:04Z 2016-07-21T01:38:04Z body cameras

“One of the greatest lies perpetrated on our culture today is the notion that dash cameras on police cruisers and body cameras on police officers are tools of justice. Video evidence, no matter the source, can document injustice, but rarely does this incontrovertible evidence keep black people safe or prevent future injustices.” - Roxane Gay 

“the body camera becomes an extension of a television show like Cops, providing audiences with footage of black abnormality and justifications of death. The police officer can pick a moment in a video to say they feel 'threatened' in ways dead Black victims cannot. The anecdote that body cameras protect police assumes the actual threat is not police violence but Black suspects. The celebration of the body camera assumes a necessity of increased surveillance on Black people.” - Armond R. Towns 

"While we are fully in favor of citizen video as a tool for raising awareness, generating action, and galvanizing communities to push for accountability, we don’t believe that police-worn body cams will achieve anywhere near the same outcomes." - danah boyd and Alex Rosenblat

"Cameras fail to provide meaningful transparency, extend domestic spying, make mass incarceration even worse and represent a budgetary bonus to police departments and corporate camera contractors, while distracting the debate from the more important issue of officer - and department - accountability for abusive patterns and practices." - Shahid Buttar

"body cameras appear as simply the latest untested devices to be sold by a corporation that has long co-opted activist calls for police reform." - Ava Kofman 



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james schirmer
tag:betajames.posthaven.com,2013:Post/1056371 2016-05-27T02:40:17Z 2016-05-27T02:40:17Z A Distinct Lack of Change: Body Cameras as Institutionware [rough transcript] #rsa16

In previous work, I have suggested understanding certain kinds of proprietary software as “institutionware,” i.e., software that supports and maintains traditional ideas under the guise of providing a service. Characteristics of this concept include the compliance and containment of users and features. Among the clearest examples of institutionware are Blackboard and Turnitin, whose continued successes are tied to the institution of higher education. Institutionware is thus marked by a distinct lack of change. And I see an opportunity here with #RSA16 to extend this concept to hardware. Namely, I want to suggest body cameras as institutionware. 

That body cameras emerged from the rhetoric surrounding Ferguson and less so demilitarization, increased training, or any other police reform as a solution is telling. If institutionware describes hardware/software that maintains tradition under the guise of providing a service, body cameras are surely that. Body cameras allow the police to operate with little to no change in official policy. If body cameras can be turned off and footage accessed only by police, for example, such technology is representative neither of a public service nor a solution to the problem. Documents and recordings already exist, yet the problem, however defined, persists. Visibility may increase, but justice has not. 

And rather than general observations about body cameras as institutionware, I want to focus on body cameras in Atlanta. Not only was it the first city in which Michael Brown’s parents stopped to call for body cameras on cops but Atlanta was also among the first cities post-Ferguson to research and ultimately require body cameras on police officers. I therefore seek at #RSA16 in Atlanta what body cameras alter, even if I already fear the answer is “not much.”

But before getting into all of that, I think it’s important to explain this institutionware concept a little more, to lay out in clearer and maybe more relatable terms just what I’m talking about. First, I must give credit and inspiration to Georgia Tech professor and game designer Ian Bogost. In a 2013 Gamasutra column, Bogost recasts gamification, the use of game thinking and game mechanics to engage users in solving problems, as “exploitationware.” This is a rhetorical move for Bogost as he aims to connect gamification to “better known practices of software fraud,” to “situate gamification within a larger set of pernicious practices in the high-tech marketplace.” I see this move as following through on the need emphasized by Gail E. Hawisher and Cynthia Selfe in “The Rhetoric of Technology” to “recognize the high costs of hardware and software, recognize that computers can, and often do, support instruction that is as repressive and lockstep as any that we have seen” (61). So, I provide the name institutionware as a rhetorical move to draw further attention to such costs. I also consider the following to be another moment of identifying, according to Nancy Bray, “when the discomforts of technology should not be ignored.” Institutionware is an uncomfortable word for an uncomfortable thing, for our uncomfortable reality. 

So, here’s a definition: institutionware is software that supports and maintains traditional ideas under the guise of providing a service. The clearest examples of institutionware may be Blackboard and Turnitin, those products and services whose successes are most tied to the practices, customs, and traditions of higher education. Neither Blackboard nor Turnitin is out to question education but to scaffold it in particular ways. Their very names alone are evidence of traditional methods and values of classroom instruction. Institutionware is about keeping the institution as it is and has been, enhancing and supporting rather than challenging or threatening.

Enhancement of and support for the institution comes in the form of two overlapping characteristic goals: compliance and containment. In naming compliance as a characteristic goal of institutionware, I invoke here Douglas Rushkoff’s comments about Blackboard: “From the student or teacher's perspective, Blackboard is terrible. It's just awful. You run up consistently against these terrible obstacles and extremely difficult things, ways you've got to wrap your whole self and brain and course and life around what this program needs needs from you in order to comply with it. And most of us look and say, "Ugh, this is just an awful thing. This software is awful." If you look at it from what I'm calling the programmer's perspective, you see, "Oh no, Blackboard is brilliant." Because Blackboard wasn't written for me. Blackboard wasn't written for me as an educator or for that person as a student. Blackboard was written for the Blackboard company to dominate education in a very particular way. Blackboard was created…not to promote the user's agency, but to decrease the user's agency and increase the institution's dependence on this piece of software.” The actions Blackboard asks users to execute represent a sort of endless acquiescence, an indicator of eternal compliance, a user’s inability to do anything but accept. Users come to institutionware subservient in spite of their own abilities and power. Institutionware holds it own, external demands over the internal, individual desires of its users. 

Institutionware is also about containment. Features of institutionware aren’t so much offered as they are contained, kept within an overall system so users have less reason to go elsewhere. For example, Blackboard contains blogs, discussion boards, journals, and wikis, all things freely available and customizable on the open web. Feature containment ensures that we can’t possibly take advantage of everything institutionware offers and also that we don’t use something else, much less have the time to experiment with other options. In this way, feature containment leads to and reinforces user containment. 

And just as Paul LeBlanc observes that “software programs are not neutral,” there is very little that is neutral about institutionware. Leveraging it for good or bad is inconsequential. When we use institutionware, we decrease our agency and encourage collective dependency on it. Institutionware signals stagnation, if not regression or reversion. Institutionware also suggests no possibility of escape and that is by design; any advocacy regarding flexibility remains within the confines of the program itself. The near ubiquity of institutionware indicates a sort of stasis, that our paying attention, however vigilant, signals little beyond a shrug and an acknowledgement that Blackboard is terrible.

In arguing for an understanding of proprietary software as institutionware, I have so far attempted to explain pernicious aims (i.e., compliance and containment) and to better our understanding of what we might be doing when we use Blackboard or iTunes or Microsoft Word or even Twitter. But, as I mentioned earlier, that’s not all I want to do today. I want to also extend the concept of institutionware from software to hardware, specifically body cameras. And we’re in a rather unique situation here in Atlanta regarding body cameras, too, so let’s get to that. 

The technology quickly emerged as a potential new method of accountability in fatal encounters between law enforcement and civilians, following the shooting death of 18-year-old Michael Brown in Ferguson in August 2014. In September 2014, Atlanta City Council approved a feasibility study to determine whether to move forward with buying the devices. In September 2015, Atlanta City Council voted to buy 110 body cameras for police offers under a six-month $112,000 contract. In January 2016, a judge put Atlanta’s body cameras on hold due to a lawsuit brought against the city by a Decatur-based manufacturer accusing the police department of steering its body-camera contract toward two other companies in an “erroneous, arbitrary, [and] capricious manner.” As of this writing, police officers in Atlanta are without body cameras, but there are plenty in the surrounding area who are or will be equipped with the devices. Furthermore, body camera footage of what media outlets are calling an “officer-involved shooting” in Athens and a “fatal encounter with police” in Coweta County has been released in the last month. 

Mirroring much of the national debate on body cameras, local police and politicians often talked up the devices as agents of change that will increase accountability, safety, and transparency for citizens and police. While some initial research supports such claims, more recent research does not. In fact, the authors of a just-published study observe that “there is a worldwide uncontrolled social experiment taking place—underpinned by feverish public debate and billions of dollars of government expenditure. Robust evidence is only just keeping pace with the adoption of new technology” (Ariel, et al 2016). Atlanta is among a growing number of U.S. cities standing as an example of a technology first, policy second approach to body-camera implementation. 

Furthermore, implementing body cameras as the solution to the killing of unarmed black men also lends the devices a presumptive function, that the problem isn’t police brutality, only that officers aren’t “transparent” when committing murder. And whether or not officers are committing murder is but one part of the complex, contentious problem of policing in this country. And if we understand policing as a problem, as this kind of problem, body cameras can never be seen as any kind of solution. Again, this has to do with the two premiere characteristic aims of institutionware: compliance and containment. 

Just as Blackboard holds its own external demands over the individual, internal desires of its users, body cameras make both the police and the public secondary. Individual officers may or may not have control over the devices, what is recorded and when, and the same goes for everyday citizens. There are also substantial and valid concerns over the storage, analysis, and dissemination of body-cam footage as well as associated monetary costs. Such concerns are left unaddressed even in light of knowledge that Taser International, a company whose successes have direct ties to the police as an institution, is one of the technology companies often responsible for access and storage.  

Storage, of course, is a form of containment, but there are others to consider here, too. Body cameras contain both the police and the public, often only benefiting the former. Yes, officers wearing the devices appear as arms and hands holding guns accompanied by disembodied voices, revealing a dehumanizing element, but things are arguably worse for anyone more completely in the lens. Many civil rights groups note that body cameras are not pointed at the police, but the public. We may only see, again, from yet another angle and perspective, African Americans as a threat, as a target, as something to fear and to shoot. And as the number of black and brown bodies contained by body cameras grows, issues of justice and privacy, of profiling and surveillance, will only persist. 

The more we depend on technology as a fix, the less we are able to question it. This combined dependence and inability via compliance and containment serves the market, too. It’s worth noting again that it was only another technology company that has so far prevented the Atlanta police department from deploying body cameras. The Atlanta Citizen Review Board, an independent, city-wide forum responsible for assessing complaints and promoting public confidence in law enforcement, issued in September 2014 a comprehensive study and discussion of concerns and recommendations on body cameras. This report emphasized body cameras as but one small part of a much larger initiative to address privacy, access, retention, operation, redaction, and training. “It cannot be stressed enough,” wrote the ACRB, that “[body-worn cameras] alone will not yield the anticipated results unless there is strong policy, effective management and enforcement, and a general change in policing culture.” But Atlanta City Council and police department went ahead without any real address of these concerns and recommendations. With body cameras, we have yet further evidence of a persistent lack of change, and we remain without necessary consideration of what such technology will do for and to us. 

In a pointed, impassioned column for the New York Times, Roxane Gay writes that “one of the greatest lies perpetrated on our culture today is the notion that dash cameras on police cruisers and body cameras on police officers are tools of justice. Video evidence, no matter the source, can document injustice, but rarely does this incontrovertible evidence keep black people safe or prevent future injustices.” If I have not been successful in explaining and extending this institutionware concept to you, then I ask that you listen to Roxane Gay, Ta-Nehisi Coates, and others whose words and lived experiences speak in ways I cannot. 

Thank you for your time and attention today.

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james schirmer
tag:betajames.posthaven.com,2013:Post/985712 2016-02-04T12:32:55Z 2016-02-04T12:32:56Z #flintwatersyllabus blame game

Michigan's failure to protect Flint http://www.nytimes.com/2016/01/15/opinion/michigans-failure-to-protect-flint.html?_r=0

Michigan DEQ’s responsibility to ensure public safety collapsed in Flint http://www.circleofblue.org/waternews/2016/policy-politics/michigan-deqs-responsibility-to-ensure-public-safety-collapsed-in-flint/

Why the EPA is also at fault for Flint's toxic water http://www.motherjones.com/environment/2016/01/tnr-epa’s-silent-guilty-role-flint-water-crisis

Series of mistakes tainted Flint water http://www.wsj.com/articles/flint-was-hit-by-a-perfect-storm-of-mistakes-1453499906

Flint's toxic water crisis was 50 years in the making http://www.latimes.com/opinion/op-ed/la-oe-0131-highsmith-flint-water-crisis-20160131-story.html

Supplemental: congressional hearing http://www.c-span.org/video/?404078-1/hearing-contaminated-drinking-water-flint-michigan 

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james schirmer
tag:betajames.posthaven.com,2013:Post/949744 2015-12-14T14:56:49Z 2015-12-14T14:56:49Z conspiracy theorists online

"Within each fangroup, leaders and followers emerge, sometimes with internal factions. The leaders always have anonymous and fiercely protected insider sources who confirm all their theories. Those 'in the know' are superior to the sheep who buy mainstream PR, and firmly believe their brave attempts at outing the truth are being closely monitored by the star's panicked management. 

You are either a friend or an enemy, with us or against us, no one is neutral, and each new photo, sighting, interview or role is quickly embroidered into the conspiracy tapestry." - http://www.xojane.com/issues/cumberbitches-tried-to-get-me-fired


"Frustrated by their inability to rattle government officials, Hoaxers began attacking the families of victims, accusing them of being 'treasonous' government operatives. To press their case, they designated themselves authorities on the physiology of grieving. The parents didn’t appear sad enough in interviews, they argued; therefore, they could not possibly have lost children...Hoaxers also latched onto time-stamping errors on certain victims’ memorial pages, which, due to a common Google bug, made it seem like they were set up the before the massacre. The hoaxers found a photo of a little girl taken after the shooting. Mistaking its subject for her dead sister, they held it up as proof that the victim was still alive." - http://www.thetrace.org/2015/12/sandy-hook-mass-shooting-hoaxers/

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james schirmer
tag:betajames.posthaven.com,2013:Post/931271 2015-11-10T13:14:09Z 2015-11-10T13:14:09Z research rabbit hole: Thomas & Friends, a conservative, imperialist, liberal, sexist, socialist model for Silicon Valley

"Criticism of sexism in the Thomas stories dates to the 1980s, when the Birmingham City Council banned the books from its libraries. Britt Allcroft, who formerly produced the TV series now seen in 130 countries, dismissed the allegations back then, saying, 'Thomas and friends are neither male nor female. They're magic.'" -- http://www.thestar.com/life/parent/2009/12/10/why_thomas_is_a_really_useless_engine_for_girls.html

"Thomas and those friends are trains that toil away endlessly on the Isle of Sodor – which seems to be forever caught in British colonial times – and, on its surface, the show seems to impart good moral lessons about hard work and friendship. But if you look through the steam rising up from the coal-powered train stacks, you realize that the pretty puffs of smoke are concealing some pretty twisted, anachronistic messages." -- http://www.theguardian.com/commentisfree/2014/jul/22/thomas-the-tank-engine-children-parents

"There are no subversive messages in Thomas the Tank Engine. It’s just a story about trains that a man wrote for his son while he was sick." -- http://humanevents.com/2014/08/18/is-thomas-the-tank-engine-subversive/

"the Thomas stories 'represent a conservative political ideology that punishes individual initiative, opposes critique and change, and relegates females to supportive roles. Any change is seen as disrupting the natural order of things.'" -- http://www.irishtimes.com/life-and-style/health-family/thomas-the-not-so-innocuous-engine-1.789298

"when your role on earth is to 'research and write about the intersection of social justice and pop culture'…Thomas the Tank Engine, a lovely little story put together by a village clergyman with a wide-eyed imagination and a son in need of comfort, becomes a brutal allegory for all that is wrong with the world." -- http://www.nationalreview.com/article/383541/defense-thomas-tank-engine-charles-c-w-cooke

"Thomas resembles one of those preposterous idealised figures of Stalinist propaganda. Face radiant with a dream of heightened productivity...In fact, Stalin would probably have approved of Thomas, who always does what the Fat Controller tells him and strongly disapproves of other engines who step out of line." -- http://www.telegraph.co.uk/culture/tvandradio/11597925/Why-do-so-many-liberal-parents-hate-Thomas-the-Tank-Engine.html

"In the Thomas the Tank Engine books there are almost no female engines. The only female characters are an annoyance, a nuisance and in some cases a danger to the functioning of the railway." -- http://www.telegraph.co.uk/culture/tvandradio/10532989/Thomas-the-Tank-Engine-needs-more-female-trains-Labour-MP-says.html

"Thomas the Tank Engine is not a capitalist stooge. To the contrary, socialism is alive and well--at least on the Island of Sodor. Sodor's railroads are all nationalized. That is why Sir Topham Hatt...is called 'The Fat Controller.' Thomas the Tank Engine is a thus a loyal and subservient employee of the State who wants only to be Really Useful." -- http://blog.pff.org/archives/2009/12/cheer_up_canada_thomas_the_tank_engine_is_not_a_co.html

"On Sodor, the messiness of midcentury British class conflicts, civil-rights movements, and post-colonial political struggles never happened, erased by a minister nostalgic for the power and the glory of the British empire." -- http://www.slate.com/articles/arts/culturebox/2011/07/thomas_the_imperialist_tank_engine.single.html

"When those stories were first written [in the 1940s] it wasn’t a forelock-tugging age, but there were limits and you have got to have somebody in charge. I think he saw the characters as a family, in which the Fat Controller was the boss, the father figure, and all the engines were the children." -- http://www.telegraph.co.uk/culture/tvandradio/11602184/Christopher-Awdry-why-sour-Lefties-are-wrong-about-Thomas-the-Tank-Engine.html

"The great trick of Sir Topham is to employ engines who essentially evoke the image of the New Soviet man in the service of a proto-capitalist, semi-feudal enterprise." -- The economics and politics of Thomas the Tank Engine - Bull Market - Medium

"[Sir Topham] Hatt, however endearing he may be, is the misbegotten result of a society in which aristocracy and capital are too closely linked…the show champions neither socialism nor oligarchy, but serves by (bad) example to champion a sound, open, properly functioning market." -- http://prawfsblawg.blogs.com/prawfsblawg/2008/07/the-law-and-eco.html

"AI research on the Island of Sodor is massively ahead of the rest of the world. The trains on Sodor have been designed to understand natural language, solve problems for themselves, recognize new situations, and even have emotions and personalities…Sodor shouldn’t be a quaint island whose dominant industry is rails. It should be the new Silicon Valley, using its advanced artificial intelligence research as its primary economic export." -- http://www.forbes.com/sites/alexknapp/2013/01/27/the-baffling-economics-of-the-island-of-sodor/


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james schirmer
tag:betajames.posthaven.com,2013:Post/915633 2015-10-12T00:06:17Z 2015-10-12T00:07:40Z "condolence payments"

"The U.S. government has regularly issued payments to Afghans for property damage, injuries and deaths throughout its military presence in the embattled country." -- http://www.latimes.com/world/afghanistan-pakistan/la-fg-pentagon-to-make-condolence-payments-to-families-of-victims-in-kunduz-attack-20151010-story.html


"The Gray settlement exceeds the combined total of more than 120 other lawsuits brought against Baltimore police for alleged brutality and misconduct since 2011. State law generally caps such payments, but local officials can authorize larger awards." -- http://www.baltimoresun.com/news/maryland/freddie-gray/bs-md-ci-boe-20150908-story.html

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james schirmer
tag:betajames.posthaven.com,2013:Post/915127 2015-10-10T17:24:27Z 2015-10-10T17:24:27Z transcript of #wideemu talk cc @techairos

In the winter of 1959, Truman Capote appeared on David Susskind’s program Open End to talk about writers and writing. When Susskind mentioned the Beat Generation, Capote was quick to quip: “None of these people have anything interesting to say and none of them can write, not even Mr. Kerouac. What they do isn’t writing at all — it’s typing.” Now, we can, as others have, speculate on reasons for Capote’s comment. We could say it had something to do with when On The Road was published relative to when Breakfast at Tiffany’s was published. We could say it had something to do with Capote’s need for attention or, arguably, his tendency to punch down rather than up. We could say it had something to do with consternation of Kerouac’s new form of writing, “spontaneous prose,” relative to Capote’s own development of the “nonfiction novel.” However, I want to use Capote’s critique of the Beat Generation as a starting point for identifying the material and physical aspects of writing that might be ignored, lost, or otherwise negated in such discussions. I want to do this because we can have very different images of not only what writing is but what it even looks like. 

For instance, we can compare film representations of Capote and Kerouac in the act of writing. [Impromptu commentary about materiality, physicality] Also, because I lack first-hand knowledge and/or personal experience with some of what I’ll be touching on today, I’m going to make media references instead. But these are historical examples, so let’s get an update. 

[Impromptu commentary on context, include announcer/commentator quote: “Every girl in the picture is locked into her phone. Every single one is dialed in…They’re all just completely transfixed by technology.”] Nevermind that those same announcers paid particular and comparable attention to their own screens, ones detailing whether or not the last pitch was a strike, the runner was safe, or the hard-hit ball was foul. We’re all just completely transfixed by technology, materially and physically, and I think these material and physical considerations are part of every criticism of that transfixion. Aiding both the considerations and the criticisms is how writing has been bundled, folded, or otherwise collapsed into our devices. I think at least a few of us will be able to identify the following example as “writing.” 

[Impromptu comment about process, procrastination, reflection] With formatting, editing, correcting, and even publishing in a single program, in a single screen, some of those material and physical conditions of writing disappear. Maybe also disappearing is care and empathy for the labor involved, for the writer performing the work, because it is work and it is performance. 

And so maybe we could say “it isn’t writing at all — it’s typing” is a critique of gesture and posture, an erasure of one’s labor. Similarly, as Rebecca Moore Howard observed, “our adherence to the received definition of plagiarism blinds us to the positive value of a composing strategy which I call ‘patchwriting’; copying from a source text and then deleting some words, altering grammatical structures, or plugging in one-for-one synonym substitutes.” To call patchwriting plagiarism, in a way, gives no credit to the actual work involved with this kind of writing. Patchwriting is still writing, is still work, and although Kenneth Goldsmith does not credit Howard for this term he does use it, saying that patchwriting is “a way of weaving together various shards of other people’s words into a tonally cohesive whole.” Patchwriting, from a material or physical perspective, likely looks like a lot of other kinds of writing today, though wholly different from, say, William S. Burroughs’ cut-up technique. 

But I’m starting to digress, or maybe I’m not because Burroughs placed a curse on Capote after the publication of In Cold Blood. Anyway, let’s get back to typing. 

That’s not typing — it’s tapping. 

That’s not tapping — it’s swiping. 

That’s not swiping — it’s autocorrect. 

And damn you autocorrect! Of course, we could also say that autocorrect and autocomplete are erasures of labor, empathy, and care. Related here, too, is the possibility of reflection, of taking a moment, and I’d like to close with another historical example of that. 

In the February 2014 issue of College Composition and Communication, Thomas Deans writes of the rhetoric of Jesus writing in the story of the woman accused of adultery. Deans draws attention to silent writing as public performance, the capacity of writing to provoke reflection and the rhetorical power of silence. There remains scholarly debate on what Jesus writes, that he writes, the consequences of his writing, whether he is doodling, scribbling, tracing patterns, or even citing his sources. But Deans identifies all these readings as emphasizing writing as an embodied public performance, that the bending to write and the silence “prime an authentic opening for understanding and change.” Deans even suggests following Christ’s example the next time you field barbed questions at a conference or teach a hostile class. My question is this: can we imagine Jesus taking a selfie instead? 

I’m glad for the unconference topic. I’m glad for the opportunity to share some of these ideas, even those that aren’t my own (and maybe none of them are). Thank you for your time and attention this morning. I appreciate it.

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james schirmer
tag:betajames.posthaven.com,2013:Post/909851 2015-09-26T15:45:56Z 2015-09-26T15:45:57Z that's not typing, it's tapping #wideemu

Truman Capote: None of these people have anything interesting to say, and none of them can write, not even Mr. Kerouac. What they do isn’t writing at all — it’s typing.


Ben Marcus: This, alas, would exclude many writers who believe themselves to be realistic, most notably those who seem to equate writing with operating a massive karaoke machine.


Rebecca Moore Howard: our adherence to the received definition of plagiarism blinds us to the positive value of a composing strategy which I call “patchwriting”: copying from a source text and then deleting some words, altering grammatical structures, or plugging in one-for-one synonym substitutes.


Sarah Charlesworth: “unwriting” was an active undertaking, even as all the blocks of running text were literally blanked out. She called the process, “an engagement with text.” In spite of—or rather, because of—the lack of text in the work, its presence is strongly felt through the physical rendering of its absence.


Gertrude Stein: She experimented with everything in trying to describe. She tried a bit inventing words but she soon gave that up. The english language was her medium and with the english language the task was to be achieved, the problem solved. The use of fabricated words offended her, it was an escape into imitative emotionalism.


Kenneth Goldsmith: Perhaps the best authors of the future will be ones who can write the best programs with which to manipulate, parse, and distribute language-based practices. 

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james schirmer
tag:betajames.posthaven.com,2013:Post/899800 2015-09-01T00:25:56Z 2015-09-01T00:27:43Z institutionware

An Introduction

On September 9, 2014, Apple unveiled the iPhone 6. Among its many new features as well as software changes to all previous versions of the device was some free music: Songs of Innocence, the latest studio album from the band U2. Apple reportedly paid $100 million for the rights to distribute the album, pushing it onto the playlists of an estimated 500 million iPhone users. However, according to David Carr of the New York Times, many saw this as an “unwanted intrusion into their most personal territory—their music collection.” 

Facing a backlash fueled by social media, Apple created a webpage specific to removing the offending album and Bono, U2’s leader and vocalist, offered something like an apology:

I had this beautiful idea. Might have gotten carried away with ourselves…A drop of megalomania, a touch of generosity, a dash of self-promotion, and deep fear that these songs that we poured our life into over the last few years might not be heard.

While tempted to question Bono’s recipe measurements as well as express annoyance over celebrity-musicians’ undying need to be acknowledged for lackluster artistic efforts, I am more interested in what this whole fiasco means. Given our near-constant state of adapting to design changes and software updates, what might the varied actions and reactions here reveal?

An illuminating post by designer Christina Wodtke may point us in a rightward direction. Taking apart the “users hate change” adage that tends to pop up any time users have negative reactions to something new, Wodtke explains that “users hate change that doesn’t make things better, [that] makes everything have to be relearned.” When a big change happens, whether an Apple iOS update, a Google email interface redesign, or a Facebook feed edit, the end user, writes Wodtke, “focuses on what they have lost: productivity, comfort, familiarity.” And such focus occurs because companies fail to explain the value of change in the language of the user, language that is “not the designer’s, not the company’s.”

To place Apple/U2’s collective intrusion on users’ personal music libraries within Wodtke’s frame, neither the company nor the band communicated the value in a way that a majority of users appreciated or understood. We can see Apple/U2’s actions as lacking consideration of the potential that maybe not all 500 million iPhone users are U2 fans. Then again, perhaps the release of “Songs of Innocence” in this particular way wasn’t for users at all. Perhaps being a U2 fan here is as pointless as anywhere else.

This apparent lack of communicating value suggests the release of Songs of Innocence was about something else. This notion of a change not being for users, of software itself not being for users, is suggested by Douglas Rushkoff in a November 2010 Authors@Google talk. While promoting his book Program Or Be Programmed: Ten Commands for a Digital Age, Rushkoff comments on the “awful, but brilliant” nature of the education technology behemoth Blackboard and its software of the same name:

From the student or teacher's perspective, Blackboard is terrible. It's just awful. You run up consistently against these terrible obstacles and extremely difficult things, ways you've got to wrap your whole self and brain and course and life around what this program needs needs from you in order to comply with it. And most of us look and say, "Ugh, this is just an awful thing. This software is awful." If you look at it from what I'm calling the programmer's perspective, you see, "Oh no, Blackboard is brilliant." Because Blackboard wasn't written for me. Blackboard wasn't written for me as an educator or for that person as a student. Blackboard was written for the Blackboard company to dominate education in a very particular way. Blackboard was created…not to promote the user's agency, but to decrease the user's agency and increase the institution's dependence on this piece of software.

That is, Blackboard constitutes a software approach not made for the user, but for the used. 

We might view the release of Songs of Innocence and its subsequent justification in a similar way. That is, the release of Songs of Innocence did not happen for me as an iPhone user or for that person as a music fan. The release of Songs of Innocence happened for Apple and for U2 to dominate the technology and music industries in a very particular way. The release of Songs of Innocence happened to promote Apple and U2, to lay bare user dependency upon the iPhone itself. The release of Songs of Innocence was a show of force, a demonstration of the power and reach Apple possesses and how helpless iPhone users are against it. The outcry following the release of Songs of Innocence involved users upset at their own lack of control over something they thought they owned.

There was decidedly less social-media furor over the latest design changes to Apple’s iTunes, which curiously enough has borne Bono’s likeness in the “Artist” avatar since its initial release in 2001. Consistent complaints about changes to iTunes are no less valid than those expressed about the release of Songs of Innocence. User frustrations regarding iTunes are perhaps best expressed by comedian Hannibal Burress: “Why does iTunes keep trying to get me to download a new version? I got a new version a couple days ago. I’m fine with this version. It plays music.” iTunes updates can be as disorienting as they are frequent, either because or despite its dominant use as the organization and playing of one’s personal music collection.

While we can see Blackboard and the release of Songs of Innocence as emblematic of a failure to adhere to the tenets of audience awareness and clear communication identified by Wodtke, we can also view Apple/U2’s actions as the purposeful dismissal or ignorance of users’ interests, operating in much the same way as Blackboard. Ultimately, though, I want to suggest the release of Songs of Innocence as characteristic of and Blackboard itself as a premiere example of what I call institutionware.


Placement

Before offering a definition of this term, I must give credit and inspiration to Georgia Tech professor and game designer Ian Bogost. In a 2013 Gamasutra column, Bogost recasts gamification, the use of game thinking and game mechanics to engage users in solving problems, as exploitationware. This is a rhetorical move for Bogost, aiming to connect gamification to “better known practices of software fraud” and to “situate gamification within a larger set of pernicious practices in the high-tech marketplace.” Part of Bogost’s intention, too, might be to simply call a spade a spade, and that is a goal I share in defining and identifying institutionware.

Naming does not necessarily signal something new, though. I consider my framing of software below as valuable, but I also hope to place it within computers and writing scholarship. The published field includes important, foundational work that is part of a 20-year history of looking at how computer applications, programs, and tools assert and exert themselves over users. As Gail E. Hawisher and Cynthia Selfe in “The Rhetoric of Technology” emphasize the need to “recognize the high costs of hardware and software, recognize that computers can, and often do, support instruction that is as repressive and lockstep as any that we have seen” (61), I provide the name institutionware as a rhetorical move to draw even greater attention to such costs. I also consider the following to be another moment of identifying “when the discomforts of technology should not be ignored” (Bray). Institutionware is an uncomfortable word for an uncomfortable thing, an uncomfortable reality, reminding us of the limits of our abilities and power regarding software. 


Definition

So, first, a definition: institutionware is software that supports and maintains traditional ideas under the guise of providing a service. I see “instititution” here as more of an established practice or custom than a society or organization, more the institution of marriage than a professional establishment. And I see “ware” here as denoting a kind of software, though I am also amenable to “ware” as manufactured commodities or even as a substitute for “ware,” as in “beware the institution when in use.”

The clearest examples of institutionware may be Blackboard and Turnitin, those products and services whose successes are most tied to the institution of higher education. Not any one institution, remember, but more to the practice, custom, or tradition of higher education. As mentioned above, we can also view iTunes as institutionware, but I want to also suggest Microsoft Word and Twitter as complementary forms. It might even be helpful to place these products and services on a continuum because some may be more linked to particular institutions than others. 

Blackboard and Turnitin have explicit ties to higher education via contracts with colleges and universities, but Twitter may be foremost in supporting the institution of television, given the near ubiquity of hashtags in commercials and during live events as well as Twitter’s advertising partnerships with CBS, ESPN, FOX, and Globosat in Brazil. Prior critical scholarship on Microsoft Word reveals the program as wholly indicative of institutionware, too. McGee and Ericsson observe how its use as a teaching tool, requires overlooking “the most obvious critique that Word makes—red and green highlighted commentary on correctness” (464). Such a feature is so insistently a part of Microsoft Word that it is no stretch to view the program as tied to the institution of correctness and, to a broader extent, standard English.


Aims, Characteristics, and Ubiquity

Despite varied institutional connections, all forms of institutionware share similar characteristics and, of these, limited use may be the hallmark binding them together. Examples of limited use include Blackboard for grades, iTunes for MP3s, Google for email, Microsoft Word for essays (five-paragraph or otherwise). In each instance, we use institutionware for one specific act, ignoring everything else offered, and this might be what allows institutionware to be so pervasive, for so many to depend on the various forms it takes. However, the relationship between institutionware and limited use is a curious one. Institutionware works against limited use in certain ways, but it is also because of limited use that institutionware is able to sustain itself. The aims of institutionware are very much influenced by the reality of limited use, working against it in the service of the following goals: compliance, preservation and containment. 

In naming compliance as one of the goals of institutionware, I recall here Rushkoff’s earlier comments about how Blackboard decreases user agency and increases user dependency as well as Apple’s persistent updates to iTunes. The actions Blackboard and Apple both ask users to execute, whether posting to a discussion board or agreeing to the new terms of service, stands as a sort of endless acquiescence, an indicator of eternal compliance, of a user’s inability to do anything but accept. Users come to institutionware subservient in spite of their own abilities and power. Institutionware holds it own, external demands over the internal, individual desires of its users. 

This is also how institutionware preserves market dominance. Compliance is evident here, too, but it is through a blanket of equivalence in systems and users. This equivalence is limited use. In other words, it is our limited use of institutionware that allows it to continue to dominate a given market. Using Blackboard just for grades enables further use; using Microsoft Word just for essays does much the same. Limited use itself is a kind of compliance, too. As Bray writes, “the inaccessibility of technology is often compounded by market dominance…It is hard to imagine that as individual users we could influence the design of this tool. Indeed, many of us spend more time adjusting our desk chairs than we do customizing features of our word processors to suit our needs” (205). That such features change at the whim of the company providing the service can only further discourage customization. Persistent updates to those same features tend to benefit service providers more than users, too. 

Institutionware’s updates also have to do with another of its aims. Institutionware is about containment. Features of institutionware aren’t so much offered as they are contained, kept within an overall system so users have less reason to go elsewhere. For example, Blackboard contains blogs, discussion boards, journals, and wikis, all things freely available and customizable on the open web. iTunes contains a media player, media library, online radio broadcasts, and the iPhone management application. Feature containment also helps further preserve market dominance. Feature containment ensures that we can’t possibly take advantage of everything institutionware offers and also that we don’t use something else, much less have the time to experiment with other options. Feature containment ensures limited use, as Susser explains: “Given this wealth of choices and the dazzling array of icons, tool bars, menus, rulers…that crowd the screen…it is no wonder students are overwhelmed and consequently adopt a minimalist procedures for using word-processing packages” (362). 

Minimalist procedures and limited use lead to normalization and then invisibility, both of which are in institutionware’s interest. “The more seamless and invisible the technology becomes,” writes Arola, “the less we tend to know about how it works” (5). Even though users tend to know less about how technologies work, this may not keep them from recognizing something is off. As Chun observes, “you are not…aware of software’s constant constriction and interpellation…unless you find yourself frustrated with its defaults” (43). In fact, it may yet be that even the known, default-state awfulness of Blackboard, iTunes, or Microsoft Word is as ubiquitous as the software itself. 

And just as “software programs are not neutral” (LeBlanc 8), the instrumentalist argument regarding technology dies again with institutionware. There is very little that is neutral about institutionware. Leveraging it for good or bad is inconsequential.  Institutionware signals stagnation, if not regression or reversion. Institutionware is about how corporations want us to use what they provide. When we use institutionware, we decrease our agency and encourage collective dependency on it. The use of institutionware, however limited, is pervasive and enabling. Similarly, Taylor argues that computer programs “manage the user’s actions by establishing possible and recommended actions” (45). There is no possibility of escape with institutionware and that is by design; any advocacy regarding flexibility remains within the confines of the program itself. “Computer software,” writes Kemp, “no matter what flexibility it may claim or what ability to accept ‘user definition’ or modifying parameters, can never escape the instructional attitudes and even the ideology of its programmers and designers” (9-10). Because of what Blackboard as well as its advertised alternatives aim to provide, it may not even be possible for education technology to exist as anything but institutionware. Put another way, the arc of educational technology use is long, but it bends toward institutionware.

Even when we have a choice, or at least the illusion of it, we tend toward institutionware. In “The price of free software: Labor, ethics, and context in distance education,” Reilly and Williams observe a range of factors influencing instructor choice when it comes to courseware for distance learning. Time constraints, inadequate technical expertise, and institutional pressures all weigh heavy on instructors’ minds. As Reilly and Williams explain further, “ease of use and institutional support often win out over loftier goals when instructors are selecting tools for use in distance learning” (78). They also note in their own case studies and in the scholarship surrounding distance education a distinct pattern in which “teachers are forced to trade control for ease of use, discipline specificity for centrality, and flexibility for standardization” (86).  Furthermore, in “Cui bono?: Revisiting the promises and perils of online learning, “Kristine L. Blair and Elizabeth A. Monske provide a history and a bibliography of the rhetoric of empowerment related to online teaching and learning. They advocate that we “pay attention to who benefits in our continuing attempts to establish student-centered technological spaces…[that] as teachers we may be the ones who benefit least within these new virtual communities” (449). From my perspective, the answer to the question Blair and Monske pose is clear: Apple benefits. Blackboard benefits. Microsoft benefits. The companies and institutions each product and service enhance and support also benefit. Whatever positive outcome arises from their use in the classroom pales in comparison. I include the brief discussion here of distance and online learning because the issues identified are not unique to these kinds of courses. Rare now is even the brick-and-mortar, face-to-face college course that has no online component. 

Institutionware is about preserving the institution as it is and has been, enhancing and supporting rather than challenging or threatening. Neither Blackboard nor Turnitin is out to question education but to scaffold it in particular ways. Their very names alone are evidence of traditional methods and values of classroom instruction. Much the same has already been observed about Microsoft Word as its design principles and interface choices are about preserving traditional ways of understanding and valuing writing. And this is what I worry about regarding the teaching of writing: that we are in some way reinforcing reliance on old ways and means for new ends. As Sorapure observes, “different programs offer different possibilities within which writers work…these possibilities, in turn, contribute to our understanding of what writing is and does” (412). So, I worry we are not so much teaching writing as helping students learn the endless acquiescence of Blackboard, the tacit acceptance of every change in design or terms of service. 


Conclusion

The near ubiquity of institutionware indicates a sort of stasis, that our paying attention, however vigilant, may be seen as little beyond acknowledging that Blackboard and Microsoft Word are terrible before offering a collective shrug of inaction. All hope is not lost, though. Social media may no more save us from institutionware than the next edtech startup, but, perhaps if we focus on learning a language like HTML or Markdown, the need for and use of institutionware may diminish. The persistence of email and, to an unfortunately lesser degree, RSS might be viewed as hopeful, too. 

In “Augmenting Literacy: The Role of Expertise in Digital Writing,” Derek Van Ittersum offers a bootstrapping method of reflective use of writing technologies. A clear advocate for approaches and methods over software and tools, Van Ittersum acknowledges the influence of computer designer Douglas Engelbart and rightly observes that “avoiding technology will not teach writers to use advanced text manipulation software, or how to create and mine databases for information and profitable connections, or how to use these techniques to increase their rhetorical effectiveness” (65). In effect, Van Ittersum echoes Karl Stolley’s “The Lo-Fi Manifesto,” which remains an important clarion call for digital literacy. In declaring that “innovation in the digital medium is not to be found on the paved cow paths of point-and-click, template-driven, fill-in-the-blank WYSIWYG software,” Stolley might as well be invoking the name of institutionware. I share aims and goals with Stolley, Van Ittersum, and others already mentioned who argue for awareness and reflective use of technology in greater acknowledgement of what works. While avoiding institutionware altogether may be impossible or even ill-advised in some cases, ways through like bootstrapping or going “lo-fi” should see us all better in the long run. 

In arguing for an understanding of proprietary software as institutionware, I attempted to explain here pernicious aims as well as effects, but to also reinforce awareness of what we’re doing when we use Blackboard, iTunes, Microsoft Office, and other applications, management systems, and programs. I encourage others in the field to take this concept and run with it. For example, in future work on this concept, I want to extend this awareness to hardware. Namely, I aim to suggest body cameras as institutionware. That body cameras emerged from the rhetoric surrounding Ferguson and less so the demilitarization, increased training, or any other reform of the police as an institution is telling. If institutionware describes hardware/software that maintains tradition under the guise of providing a service, body cameras are surely that. Again, institutionware preserves the institution as it is and as it has been. Body cameras may allow the police to operate with little to no change in official policy. If body cameras can be turned off and footage accessed only by police, such technology is representative neither of a public service nor a purported solution to the problem of police brutality. 

Issues of access and power as related to the technologies we embody and employ rightly continue to be of substantial focus in writing studies and related fields. In naming what might be considered technologies of a particular sort as institutionware, I draw further attention to what those technologies persist in exerting over users. In some cases, such persistence and exertion may only be worsening. However, by calling such technologies by such a name, perhaps perspectives will change and users will divest themselves of their own compliance and containment. I hope so, but only time will tell.


Works Cited

Animal Furnace. Dir. Michael Dimich. Perf. Hannibal Buress. 2012. DVD. 

Arola, Kristin L. “The Design of Web 2.0: The Rise of the Template, The Fall of Design.” Computers and Composition 27 (2010): 4-14.

Blair, Kristine L., and Elizabeth A. Monske. “Cui bono?: Revisiting the Promises and Perils of Online Learning.” Computers and Composition 20 (2003): 441-453. 

Bogost, Ian. “Exploitationware.” Gamasutra. 3 May 2011. Web. 15 July 2015.

Bray, Nancy. “Writing with Scrivener: A Hopeful Tale of Disappearing Tools, Flatulence, and Word Processing Redemption.” Computers and Composition 30 (2013): 197–210.

Carr, David. “Chasing Relevancy at Any Cost, Even Free.” New York Times. 9 Nov. 2014. Web. 15 July 2015.

Chun, Wendy Hui Kyong. “On Software, or the Persistence of Visual Knowledge.” Grey Room 18 (Winter 2005): 26-51.

Hawisher, Gail E., and Cynthia L. Selfe. “The Rhetoric of Technology and the Electronic Writing Class.” College Composition and Communication 42.1 (February 1991): 55-65.

Kemp, Fred. “Who Programmed This? Examining the Instructional Attitudes of Writing-Support Software.” Computers and Composition 10 (1992): 9-24.

LeBlanc, Paul. Competing ideologies in software design for computer-aided instruction. Computers and Composition 7.2 (1990): 7–19.

McGee, Tim, and Patricia Ericsson. “The Politics of the Program: MS WORD as the Invisible Grammarian.” Computers and Composition 19 (2002): 453–470. 

Reilly, Colleen A., and Joseph John Williams. “The Price of Free Software: Labor, Ethics, and Context in Distance Education.” Computers and Composition 23 (2006): 68-90. 

Sorapure, Madeleine. “Text, Image, Code, Comment: Writing in Flash.” Computers and Composition 23 (2006): 412-429. 

Stolley, Karl. “The Lo-Fi Manifesto.” Kairos 12.3 (Summer 2008): n. pag. Web. 15 July 2015.

Susser. “The Mysterious Disappearance of Word Processing.” Computers and Composition 15 (1998): 347-371.

Talks at Google. “Authors @ Google: Douglas Rushkoff.” Online video. YouTube. YouTube, 8 Mar 2011. Web. 15 July 2015.

Taylor, Paul. (1992). “Evaluating Software: What Thoreau Said to the Designer.” Computers and Composition 9.1 (1992): 45–52.

Van Ittersum, Derek. “Augmenting Literacy: The Role of Expertise in Digital Writing.” Composition Studies 39.2 (2011): 61–77. 

Wodtke, Christina. “Users Don’t Hate Change. They Hate You.” Medium. 26 Sept. 2013. Web. 15 July 2015.

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james schirmer
tag:betajames.posthaven.com,2013:Post/899599 2015-08-31T16:30:31Z 2015-08-31T16:30:32Z food discouraged or dismissed as culture then embraced as trend

“The US is undisputedly in the midst of a barbecue boom - there are currently more than 14,000 barbecue restaurants in the country - but African American restaurateurs and pitmasters may be getting left in the dust. Thanks to television and professional barbecue competitions, barbecue chefs have become celebrities with cult followings, but those celebrity faces are largely white.” http://www.bbc.com/news/magazine-33994947


“This cultural appropriation stings because the same dishes hyped as “authentic” on trendy menus were scorned when cooked in the homes of the immigrants who brought them here. Fashionable food from foreign cultures may satisfy a temporary hunger, but if you’re trying it for shallow reasons, you’ll be culturally unfulfilled in the long run.” https://www.washingtonpost.com/posteverything/wp/2015/08/31/childhood-friends-called-my-food-chinese-grossness-how-did-it-become-americas-hottest-food-trend/

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james schirmer
tag:betajames.posthaven.com,2013:Post/898297 2015-08-27T13:37:40Z 2015-08-27T13:37:40Z like a video game

"'the normal morals and process of thinking goes out the window when it's like you're playing a videogame,'" he said. "'It's dehumanized, it's depersonalized.'"

http://arstechnica.com/tech-policy/2015/08/new-law-permits-north-dakota-cop-drones-to-fire-bean-bag-rounds-from-the-sky/


"'When I watched it, it looked like a first-person-shooter video game to me,'" he said. "'The viewer had the same visual perspective as the killer.'"

http://www.npr.org/sections/alltechconsidered/2015/08/27/435076699/why-shooters-record-themselves-in-the-act


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james schirmer
tag:betajames.posthaven.com,2013:Post/898288 2015-08-27T12:53:31Z 2015-08-27T12:53:31Z social media savvy

"Say what you will about their role in U.S. foreign policy — what with the drone program and the torture and the coups — but the CIA has proven itself to be very, very good at Twitter."

http://www.buzzfeed.com/hayesbrown/the-head-of-the-cia-chose-the-agencys-first-tweet-ever-new-i#.aiVV8aBpB


"the killer had anticipated the moves — that he had been counting on the mechanics of these services and on our inability to resist passing on what he had posted. For many, that realization came too late. On these services, the killer knew, you often hit retweet, like or share before you realize just quite what you have done."

http://mobile.nytimes.com/2015/08/27/technology/personaltech/violence-gone-viral-in-a-well-planned-rollout-on-social-media.html

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james schirmer
tag:betajames.posthaven.com,2013:Post/698510 2014-06-04T13:23:24Z 2014-06-07T18:45:03Z transcript and video of contribution to "everyday methods" roundtable #g9 #cwcon

I want to begin by acknowledging Karl Stolley’s call to action that we “hold our colleagues and students accountable for their technological choices just as they would be held accountable for any other rhetorical choice.” I want to begin with this acknowledgement because I think this is one of the things our roundtable is about. My particular choices related to digital methods have been largely informed by two things: bad luck and paranoia.

My bad luck is rather particular here. I mourned the loss of Google’s Buzz, Reader, and Wave, all of which I used for academic purposes. I had a blog on Posterous before Twitter acquired those responsible for the platform and caused a service shutdown. AppDotNet, an alternative to Twitter, recently became, as Mashable’s Christina Warren observes, “a bit like Schrödinger's cat — both alive and dead at the same time.” 

I mention these services and tools because my past experiences inform my present methods, most of which now involve paid services. I use NewsBlur for my RSS feeds, Pinboard for my bookmarking needs, and Posthaven for online writing. NewsBlur and Pinboard are both run by single individuals and a two-person team is responsible for Posthaven. I have only good things to say about them. I value these services and what I do with them enough to pay for them.

I don’t have a high opinion of free, and I’m not alone. The Atlantic’s Alan Jacobs suggests some companies offer their online services for free so they don’t have to provide real support for users. The Globe and Mail’s Amber MacArthur observes how “free is proving to be a serious threat to our privacy.” The Guardian’s Steven Poole notes that “we obediently conduct our own self-surveillance and voluntarily upload the data to companies who profit from it.” So, while Jacobs notes a lack of company responsibility when it comes to free services and tools, MacArthur and Poole connect ideas of free to privacy and surveillance. 

For as appealing as free might be, there are often consequences for choosing such services and tools. There is a now common refrain regarding the use of free services: “If you’re not paying for it, you’re the product.” But there’s at least an additional wrinkle here that deserves attention. Given recent news about the relationships between the National Security Agency and major tech companies, perhaps it would be more accurate for us to say, “if you’re not paying for it, you’re the product, and the object of surveillance.”

I’m concerned about the influence of surveillance on our digital methods. I even worry about using services and tools that contribute to the normalization of surveillance and the surveillance of normalcy. Such worry informs why I still prefer handwritten drafts and print books and journals over digital and online versions. In keeping at least some of my everyday methods offline, no one else can lay any claim to them. Marginal notes are my own, not kept in the cloud. Article drafts are my own, not data-mined for targeted advertising. 

I realize these choices in digital methods could paint me as a privileged academic flush with cash, or a paranoid delusional with a tinfoil hat. I don’t think I’m necessarily either of these. I’d just like us to value what we do enough to pay for it, to not leave ourselves and our work vulnerable to the whims of tech companies who depend on the allure of free. 

A step toward such valuing might involve department and program funding and support for website hosting and premium accounts at independent online services, or maybe just a specific stipend devoted to the development and maintenance of digital methods. Perhaps some departments and programs already have such funding in place. If so, I’m heartened to know there are others who value and hold accountable our technological choices, just as I know my roundtable colleagues do.

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james schirmer
tag:betajames.posthaven.com,2013:Post/657024 2014-02-22T03:45:01Z 2014-02-22T03:46:35Z On #craftwriting

Since I had my first Two Hearted Ale, my introduction to craft beer has been slow and steady. I pick up the latest and greatest from Bell's, Brewery Vivant, Dark Horse, Founders, Greenbush, Short's, and others about once a month, often along with something from an out-of-state brewery or two that just started distributing in Michigan. And I keep track of what I drink in a notebook and sometimes take a picture for posterity. 

However, my introduction to writing about beer has been slower and not quite as steady. Beyond Make Mine Potato and a couple of beer-store and brewery blogs, I don't know much about beer writing. So, when I learned of Craft Writing: Beer, The Digital, and Craft Culture, I just jumped at the opportunity to go. 

The drive south on I-75 tested my patience between Dayton and Cincinnati, but I got into Lexington, checked in at my hotel, and walked over to Country Boy Brewing for the night-before get-together. I really couldn't imagine a better start to the conference. I got to meet UK people I'd only known via Twitter, sample some good food, and have some really good beer. 

The next morning, coffee and a breakfast pastry from Sunrise Bakery (recommended by a UK person) soothed what little hangover I had and energized me for the walk to the UK campus and the Craft Writing conference. And I was able to sit in the back row and joke with Twitter friends before things got started.

Conference organizer Jeff Rice began by talking about why we were all there. "You're here because you believe in the story of craft beer," he said. Of course, Rice also talked about writing, how it is integral to craft beer, sparking and sustaining our interest in craft beer, shaping our relationships with and teaching us a lot about craft beer. Variations of Rice's comments came up in each following session.

The first session had Stan Hieronymous, Julie Johnson, and Teri Fahrendorf discussing (among other things) the influence of writing related to craft beer and the rise of both, but what stood out to me was a near-seamless interweaving of personal, professional, and industrial histories. There were echoes of such interweaving in subsequent talks by Roger Baylor and Jeremy Cowan and in Garrett Oliver's keynote, during which he mentioned the brewers' commonality of the "diversion of an intended path." Oliver also implored those in attendance to ask who they thought they were going to be, what they sacrificed, and who helped them along in becoming brewers. 

The speakers prior to Oliver addressed these questions, but perhaps none more than Fahrendorf and Cowan. Both spoke with energy and humor about their craft-beer lives, Cowan detailing in frank terms about what happens when "you let an English major start a brewery" and Fahrendorf marking her development from computer programmer to brewer to founder of the Pink Boots Society and beyond. Again, these were interwoven histories, seamlessly personal and professional stories.

Now, I'm glossing here because there are already some conference recaps out online and they're better than what I could attempt to provide. The most comprehensive and arguably best I've read is by Jessica Miller of heybrewtiful.com: "Beer Nerds Unite Over Kentucky Craft Writing Symposium." Kevin Patterson of Lexington's The Beer Trappe offers a similar, pointed perspective with "The Elephant in the Craft Beer Room." Conference speaker Roger Baylor's "Not so simple a symposium"  and Hoperatives' "Writing About Beer" are alike in their more experiential notes on the conference. And Shea Anderson spins a few conclusions from an additional viewpoint: "5 Valuable Marketing Insights from Craft Beer Writing Conference." 

I direct attention to Miller and others because these writers and their pieces gave me more of what the conference did: an education. There were plenty of names mentioned and faces seen I didn't recognize but that were respected if not revered by many in attendance. Learning about what people like Michael Jackson, Stan Hieronymous, Julie Johnson, Teri Fahrendorf, Garrett Oliver, and others have done and, in many cases, continue to do for craft beer and for writing was invaluable. 

Craft beer culture is still an entity I'm coming to know. And I'm coming to know it as much through writing as through beer. Countless books and beers were mentioned throughout the conference and now I have so much more to read and to drink. I plan to start with the Baylor-recommended Tastes of Paradise, by Wolfgang Schivelbusch, and something out of my six-pack sampler from The Beer Trappe. 

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james schirmer
tag:betajames.posthaven.com,2013:Post/642290 2014-01-15T21:03:57Z 2014-01-15T21:03:57Z The courier Tolstoy in Goodsprings

The courier Tolstoy later heard that getting shot changes a person. He didn't know if that was true, but he remembered how odd he felt recovering at Doc Mitchell's. Like he shouldn't have been there. Like he should have instead remained in the shallow grave atop the hill overlooking Goodsprings, where Benny had left him to die.

Benny. That was what else Tolstoy remembered, how Benny had raised the gun to Tolstoy's face. That gun was the last memory of whatever life he had before. What an awful thing to have. The memory of the gun unsettled him. Tolstoy didn't wish it on anyone else. 

So, as he stepped out into the Mojave, Tolstoy resolved to never let violence be anyone's last memory of him. And that included Benny, if Tolstoy ever managed to find him. 

Confronting Joe Cobb and his Powder Gangers proved an early challenge, though. Even when left with no options for peace, Tolstoy refused to leave Goodsprings in endless anticipation of terror. The choice to empower and enable the residents of Goodsprings to fight for their town was a difficult one. He watched, not impartial, as Sunny Smiles, Trudy, and others cut down Cobb and his men. Tolstoy helped clean up after as best he could, gathering armor, weapons, and other items for trade at the general store. The persistence of Joe Cobb's corpse upon Tolstoy's every return to the town would continue to disturb him in the days to come. 

]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/607474 2013-10-09T19:45:53Z 2013-10-10T10:17:34Z prepared comments on "institutionware" at Siena Heights University

Before I begin in earnest, I want to thank my friend and fellow BGSU alum Matthew Barbee for the invitation to speak with you this afternoon. I also want to offer a preemptive thank-you to everyone present, including those listening in, for your attention and patience. The ideas I’m talking about today are still pretty green, so I’m thankful for your understanding. Also, my presentation style may be a bit unconventional and jarring, so please let me know if I’m moving too fast or if some aspect is just too distracting.


I presented the first version of this talk at Network Detroit: Digital Humanities Theory and Practice<http://detroitdh.org/schedule/> at Lawrence Tech in Southfield two weeks ago. My thinking has already changed some since then and my talk this afternoon reflects that, so let’s begin.

This is an argument for understanding certain kinds of proprietary software as “INSTITUTIONWARE.” Influence and inspiration for this argument comes from Georgia Tech professor and game designer Ian Bogost and media theorist and author Douglas Rushkoff.

In a Gamasutra column<http://www.gamasutra.com/view/feature/134735/persuasive_games_exploitationware.php?print=1>, BOGOST recasts gamification, the use of game thinking and game mechanics to engage users in solving problems, as exploitationware. He does this to connect gamification to “better known practices of software fraud” and to “situate gamification within a larger set of pernicious practices in the high-tech marketplace.” Similarly, in an Authors@Google talk, Douglas Rushkoff comments on the “awful, but brilliant” nature of Blackboard.

[clip of "Authors@Google: Douglas Rushkoff<>," 7:38-9:10 - "From the student or teacher's perspective, Blackboard is terrible. It's just awful. You run up consistently against these terrible obstacles and extremely difficult things, ways you've got to wrap your whole self and brain and course and life around what this program needs needs from you in order to comply with it. And most of us look and say, "Ugh, this is just an awful thing. This software is awful." If you look at it from what I'm calling the programmer's perspective, you see, "Oh no, Blackboard is brilliant." Because Blackboard wasn't written for me. Blackboard wasn't written for me as an educator or for that person as a student. Blackboard was written for the Blackboard company to dominate education in a very particular way. Blackboard was created to help create an equivalence between distance learning and real-life learning so that in your classroom you're actually using this technology as much as you would long distance...It's created not to promote the user's agency, but to decrease the user's agency and increase the institution's dependence on this piece of software."]

Bogost and Rushkoff are both talking about software approaches not made for users but for the used. Building on their observations, I want to provide a definition and provide characteristics of institutionware. I’m also curious about what this might mean for the digital humanities. That is, if we use institutionware to make projects and produce scholarship, what else are we saying?

So, first, a DEFINITION: institutionware is software that supports and maintains traditional ideas under the guise of providing a service. The clearest examples of institutionware are Blackboard and Turnitin, the successes of which are tied to the institution of higher education. To a lesser extent, Microsoft Word, iTunes, and even Facebook, Google, and Twitter are forms of institutionware. In particular, Google’s movement into higher education via Google Apps, which the UM system uses or requires to varying degrees, and Twitter’s recent partnerships with television entities reveal both companies as institutionware-like.

It might be helpful to place these examples on a continuum or a MöBIUS strip because some are more tied to particular institutions than others. Blackboard and Turnitin have explicit ties to higher education while Google has some. Twitter may be foremost in supporting the institution of television, which we can see in the near ubiquity of hashtags in commercials and in its advertising partnerships with CBS, ESPN, FOX, and Globosat in Brazil.

All forms of institutionware share similar characteristics, though, and here’s where my thinking is under further development: LIMITED USE may be the hallmark of institutionware and what binds its other characteristics together. Examples of limited use include Blackboard for grades, iTunes for MP3s, Google for email, and Microsoft Word for essays, five-paragraph or otherwise. In each example, we use instititutionware for one specific act, ignoring everything else offered, but this might be what allows institutionware to be so pervasive, for so many to depend on its various forms.

Now, the relationship between institutionware and limited use is a curious one, because institutionware works against limited use in certain ways, but it’s also because of limited use that institutionware is able to sustain itself. The AIMS of institutionware are very much influenced by the reality of limited use. Institutionware works against limited use in service of the following goals: decrease user agency, increase user dependency, preserve market dominance, and contain features.

Institutionware decreases user agency and increase user dependency by demanding and reinforcing user COMPLIANCE. I’m recalling here Rushkoff’s earlier comments, but I’m also thinking of Blackboard’s design choices. For example, the number of times Blackboard asks us to click OK represents a sort of endless acquiescence, an indicator of our eternal compliance. In this way, institutionware does not ask us “where do you want to go today?” but instead forces us to ask “what is thy bidding, my master?”

I quote from The Empire Strikes Back because the line is from an important scene. Until this point, we see DARTH VADER only in positions of power. When we see Vader go down on one knee, before a hologram no less, it is poignant. We come to institutionware like Vader to the Emperor, subservient in spite of our own abilities and power. Institutionware holds it own external demands over the internal, individual desires of its users. The “join us or die” line may be instructive for institutionware, too, if maybe a bit overdramatic.

But this is also part of how institutionware preserves MARKET DOMINANCE. Compliance is evident here, too, but it is through a blanket of equivalence in systems and users. This equivalence is limited use. In other words, it is our limited use of institutionware that allows it to continue to dominate a given market. Using Blackboard just for grades enables further use; using Microsoft Word just for five-paragraph essays does much the same. Limited use itself is a kind of compliance, too.

Because of limited use of institutionware, though, we may become as frustrated as comedian HANNIBAL BURESS:

[clip of "Hannibal Buress on Odd Future and Young Jeezy<>," 1:05-1:13 - “Why does iTunes keep trying to get me to download a new version? I got a new version a couple of days ago. I’m fine with this version. It plays music.”]

Buress’s frustration reveals another of institutionware’s characteristic aims. Persistent UPDATES, which often occur with annoying regularity, are similar to Blackboard’s insistent OKs, reminding us of our compliance, of our inability to do anything but accept. In fact, I encountered this myself while putting together this talk because I still use PowerPoint.

Institutionware’s updates also have to do with another of its aims. Institutionware is about CONTAINMENT. And features of institutionware aren’t so much offered as they are contained, kept within an overall system so users have less reason to go elsewhere. For example, Blackboard now contains blogs, discussion boards, journals, and wikis, all things available and free on the open web. Feature containment also works against limited use and helps further preserve market dominance. Furthermore, persistent, “feature-rich” updates tend to benefit the service providers more than the users.

The assumptions within such features and updates are almost too many to list here, but again such characteristics of institutionware can provoke strong reactions like the following summarized by Mike Muir of SUICIDAL TENDENCIES:

[clip of "Suicidal Tendencies - 'Institutionalized' Frontier Records<>," 3:05-3:35 - "…how do you know what my best interest is? How can you say what my best interest is? How can you say what my best interest is? What are you trying to say, I’m crazy? When I went to your schools, I went to your churches, I went to your institutional learning facilities? So how can you say I’m crazy? They say they’re gonna fix my brain, alleviate my suffering and my pain, but by the time they fix my head, mentally, I’ll be dead. I’m not crazy, institution. You’re the one who’s crazy, institution."

I often had a similar reaction any time I saw Microsoft Word’s CLIPPY, who is less of an enabler and more of an enforcer of existing genres and norms. Clippy is indicative of how institutionware is about preserving the institution as it is and has been, enhancing and supporting rather than challenging or threatening. To harp on Blackboard and Turnitin as examples once again, neither is out to question education but to scaffold it in particular ways. Their very names alone are evidence of current-traditional methods and values of classroom instruction. Much the same can be observed about Microsoft Word as its design principles are about preserving traditional ways of understanding and valuing writing.

Institutionware signals stagnation, if not regression or reversion. By dictating use through changes in appearance, institutionware becomes about how Blackboard, Turnitin, Microsoft, Google, and Twitter want us to use what they provide. And there are many more reasons for institutionware to persist than to fade away, namely because of limited use.

In giving greater measures of control to proprietary software, though, we inhibit our freedom and ability. When we use proprietary software, we decrease our agency and encourage collective dependency on such institutionware. And this is what I worry about regarding the digital humanities: that we are in some way reinforcing reliance on old ways and means for new ends, whatever we might be attempting to do or show.

In arguing for an understanding of proprietary software as institutionware, I attempted to explain here pernicious aims as well as effects, but I don’t want to end on such a down note. So, here are a few quick suggestions on a way out: free, open, and single-serving software (distraction-free writing tools as example), Git, HTML, and Markdown. In other words, learn a language instead of an institution. There are also some positive examples of institutionware in Eli Review and Zotero, both of which I’d be happy to discuss.]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/605781 2013-10-02T14:43:38Z 2013-10-08T17:30:53Z rough transcript of #detroitdh talk about "institutionware"

Last Friday, 27 September 2013, I was among the presenters at Network Detroit: Digital Humanities Theory and Practice. Below is a rough transcript.

Good morning. My contribution to this panel is an argument for understanding certain kinds of proprietary software as “institutionware.” I’ll get to what I mean by that in a second, but first a little background.

I am influenced and inspired by Georgia Tech professor and game designer Ian Bogost and media theorist and author Douglas Rushkoff. In a Gamasutra column, Bogost recasts gamification, the use of game thinking and game mechanics to engage users in solving problems, as exploitationware. He does this to connect gamification to “better known practices of software fraud” and to “situate gamification within a larger set of pernicious practices in the high-tech marketplace.” Similarly, in an Authors@Google talk, Douglas Rushkoff comments on the “awful, but brilliant” nature of Blackboard. 

[clip of "Authors@Google: Douglas Rushkoff," 7:38-9:10 - "From the student or teacher's perspective, Blackboard is terrible. It's just awful. You run up consistently against these terrible obstacles and extremely difficult things, ways you've got to wrap your whole self and brain and course and life around what this program needs needs from you in order to comply with it. And most of us look and say, "Ugh, this is just an awful thing. This software is awful." If you look at it from what I'm calling the programmer's perspective, you see, "Oh no, Blackboard is brilliant." Because Blackboard wasn't written for me. Blackboard wasn't written for me as an educator or for that person as a student. Blackboard was written for the Blackboard company to dominate education in a very particular way. Blackboard was created to help create an equivalence between distance learning and real-life learning so that in your classroom you're actually using this technology as much as you would long distance...It's created not to promote the user's agency, but to decrease the user's agency and increase the institution's dependence on this piece of software."]   

Bogost and Rushkoff are both talking about software approaches not made for users but for the used. Building on their observations, I want to provide a definition and provide characteristics of institutionware. 

So, first, a definition: institutionware is software that supports and maintains traditional ideas under the guise of providing a service. The clearest examples of institutionware are Blackboard and Turnitin, the successes of which are tied to the institution of higher education. To a lesser extent, Microsoft Word, iTunes, and even Facebook, Google, and Twitter are forms of institutionware. It might be helpful to place these examples on a continuum, or even a Möbius strip because some appear more tied to particular institutions than others. All share similar characteristics, though, and Google’s movement into higher education makes it all the more deserving of a place on the strip. Much the same can be observed of Twitter, given its recent moves in support of the institution of television. 

Regardless of placement, institutionware aims to decrease user agency, increase user dependency, preserve market dominance, and contain features. These aims are achieved in a multitude of simultaneous ways, so I’ll try to keep them straight.

Institutionware decreases user agency and increase user dependency by demanding and reinforcing user compliance. I’m recalling here Rushkoff’s earlier comments, but I’m also thinking of Blackboard’s design choices. For example, the number of times Blackboard asks us to click OK represents a sort of endless acquiescence, an indicator of our eternal compliance. In this way, institutionware does not ask us “where do you want to go today?” but instead forces us to ask “what is thy bidding, my master?”

I quote from The Empire Strikes Back because the line is from an important scene. Until this point, we see Darth Vader only in positions of power. When we see Vader go down on one knee, before a hologram no less, it is poignant. We come to institutionware like Vader to the Emperor, subservient in spite of our own abilities and power. Institutionware holds it own external demands over the internal, individual desires of its users.

This is also part of how institutionware preserves market dominance. Compliance is evident here, too, but it is through a blanket of equivalence in systems and users. This equivalence is in acknowledgement of limited use. Examples of limited use include Blackboard for grades, iTunes for MP3s, Microsoft Word for essays, and Google for email. Because of limited use of institutionware, we may become as frustrated as comedian Hannibal Burress.

[clip of "Hannibal Buress on Odd Future and Young Jeezy," 1:05-1:13 - “Why does iTunes keep trying to get me to download a new version? I got a new version a couple of days ago. I’m fine with this version. It plays music.”] 

Institutionware works against limited use by introducing new features and updates, often with annoying regularity. Regular updates are similar to Blackboard’s persistent OKs, reminding us of our compliance, our inability to do anything but accept. 

These updates also have to do with how institutionware contains features. Institutionware is about containment. Features aren’t so much offered as contained, kept within an overall system so users have little reason to go elsewhere. Feature containment also works against limited use and helps further preserve market dominance. Furthermore, persistent, “feature-rich” updates tend to benefit the service providers more than the users. 

[clip of "Suicidal Tendencies - 'Institutionalized' Frontier Records," 3:05-3:35 - "…how do you know what my best interest is? How can you say what my best interest is? How can you say what my best interest is? What are you trying to say, I’m crazy? When I went to your schools, I went to your churches, I went to your institutional learning facilities? So how can you say I’m crazy? They say they’re gonna fix my brain, alleviate my suffering and my pain, but by the time they fix my head, mentally, I’ll be dead. I’m not crazy, institution. You’re the one who’s crazy, institution."

We can even see this with Microsoft Word’s Clippy, who is less of an enabler and more of an enforcer, indicative of how institutionware is about preserving the institution as it is and has been, enhancing and supporting rather than challenging and threatening. Blackboard and Turnitin, for example, are not out to question traditional methods of education but to scaffold them. Names alone are evidence. 


Here the transcript ends. The notes I worked from devolved into improvisation and speculation, fueling a discussion focused almost entirely on Blackboard. This was somewhat unfortunate, but Blackboard looms large in the minds of many educators. 

I feel comfortable admitting this development because I’m still very much thinking and working through the very idea of institutionware. It is by no means fully formed. Since this #detroitdh talk, I’ve come to see limited use as playing a larger part in institutionware overall. Limited use itself may be more of a defining characteristic of institutionware than user agency or dependency, market dominance or feature containment. Limited use may be what binds the other characteristics together. What this in turn says about the relationship between service providers and users is something yet to be determined. I look forward to finding out. 


]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/605094 2013-09-29T13:50:45Z 2013-10-08T17:30:45Z #wideemu teaser for "Free to P(l)ay or Maybe Not"

photo credit


"While it’s in Google, Facebook, and LinkedIn’s interests to attract as many users as possible – and clearly free is the way – there are obvious consequences: Users get to play without paying, but every few months we get kicked in the face when our digital profiles get abused." - Amber MacArthur, Free sucks. I want my privacy back. 


photo credit


"When you're a free service, you get to say these magic words: 'X is offered as is.' You are off the hook for problems. If people don't like it they can go elsewhere." - Alan Jacobs, Take My Money, Please! The Strange Case of Free Web Services


photo credit


"Research has shown that humans like getting rewards, but they hate losing what they already have much more than they value the same item as a reward. To be effective with this technique, you have to tell the player they have earned something, and then later tell them that they did not. The longer you allow the player to have the reward before you take it away, the more powerful is the effect." - Ramin Shokrizade, The Top F2P Monetization Tricks


photo credit


"One of the secrets of success of a F2P game is the implementation of a powerful system of statistical analysis. Game data provides clues as to the users' behavior and preferences." - Pascal Luban, The Design of Free-to-Play Games: Part 1

]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/176200 2013-03-16T10:31:30Z 2013-10-08T15:58:43Z Rise Above The LMS #4C13 [video & transcript]

VIDEO: https://www.dropbox.com/s/jh2bqmv9r28dwr0/RATLMS.mov

TRANSCRIPT: Good morning and welcome to session L.24, Reaching New Publics with Homegrown Learning Management Systems. My name is James Schirmer and I’m presenting in absentia for a very good reason: the birth of my first child. But I want to thank Brian and Quinn for allowing me to present in this manner. Please know that all are welcome to tweet about or at me. My Twitter handle is at the top right corner of most slides; our session and conference hashtags are at the top left. Also, a full transcript of this talk is available at betajames.net (and at betajames.posthaven.com).

Now, in talking about learning management systems, we talk about many things, including access and control. We talk about who has access to what information at which level as well as who controls that access and that information. We also talk about persistent and potential obstacles to access and control. In such discussions, it can be very easy to conflate a course and a learning management system. So, I hereby invite my colleagues on the panel and in the audience to challenge me if I appear to make such a conflation.

In talking about alternatives to learning management systems, I think we talk about access and control, too, but with an acknowledgement of honesty and openness. More of what we do as writing teachers may be exposed in LMS alternatives; things can get messy in having all or some of the construction laid bare. And I think there’s a public-ness to LMS alternatives that standard, traditional platforms like Blackboard lack. I see this as a net positive for alternatives, varied as they are.

New media and Web 2.0 technologies are more accessible and open by nature, sharing a similar degree of public-ness. As writing teachers, we can — and sometimes do — voice our LMS frustrations via social media, but these online spaces are also opportunities for us to connect pedagogical aims and goals in new ways. This is not necessarily a new thing anymore, but I think it’s an idea worth repeating because it is also shared in the do-it-yourself ethos. Open the course, expose the scaffolding, encourage more and varied interaction, get beyond the Blackboard box.

Using a computer keyboard, we can blog about yesterday’s class and tweet course updates, but it is through social media that the work we do may be public in unanticipated ways. Searching Twitter for hashtags like #englishsucks and phrases like “I hate writing” can be very revealing. I mention this, too, because I want to steer clear of triumphalism here. Moving from a standard, traditional LMS like Blackboard to an alternative doesn’t eliminate certain problems; it may only change them.

But we’re talking about such movement this morning for reasons in addition to access, control, messiness, and openness. I think it’s safe to say that we, as writing teachers, value these concepts to varying degrees. I want to extend things a bit, though. If we acknowledge that writing often constitutes public work, if we are interested in enhancing the status of first-year composition, we should rethink housing our courses in learning management systems. Do not mistake this statement for blind adherence to an ideal, though. Often enough, I still find myself singing the following song.

[clip of “I’m Against It” from the Marx Brothers film, Horse Feathers, ]
[LYRICS:
I don't know what they have to say,
It makes no difference anyway,
Whatever it is, I'm against it.
No matter what it is or who commenced it,
I'm against it.

Your proposition may be good,
But let's have one thing understood,
Whatever it is, I'm against it.
And even when you've changed it or condensed it,
I'm against it.] 

I admit my own resistance to Blackboard and to learning management systems in general. However, I must also admit my reservations about this resistance. Do I dislike Blackboard for what it is or do my frustrations deal with broader concerns about higher education? Are my operating methods and preferences just too different? Do I just need to be more patient, more willing to discover and learn how a particular LMS organizes and values the efforts of students and teachers alike? In an “Authors @ Google” lecture, Douglas Rushkoff explains the Blackboard situation a bit better than I can: 

[clip of "Authors@Google: Douglas Rushkoff," 7:38-9:10]
[From the student or teacher's perspective, Blackboard is terrible. It's just awful. You run up consistently against these terrible obstacles and extremely difficult things, ways you've got to wrap your whole self and brain and course and life around what this program needs needs from you in order to comply with it. And most of us look and say, "Ugh, this is just an awful thing. This software is awful." If you look at it from what I'm calling the programmer's perspective, you see, "Oh no, Blackboard is brilliant." Because Blackboard wasn't written for me. Blackboard wasn't written for me as an educator or for that person as a student. Blackboard was written for the Blackboard company to dominate education in a very particular way. Blackboard was created to help create an equivalence between distance learning and real-life learning so that in your classroom you're actually using this technology as much as you would long distance...It's created not to promote the user's agency, but to decrease the user's agency and increase the institution's dependence on this piece of software.]   

While I agree with Rushkoff, I no longer think of standard, traditional LMS platforms like Blackboard as software. Instead, I think of them as “institutionware.” For as much as Blackboard may be about preserving itself as the top LMS option, it is also about preserving the traditional aspects of higher education. Even more recent social media ‘features’ are about containment; blogs and wikis are stuck in the Blackboard box and mark the introduction of new environments and tools for learning but only serve lectures and exams. It’s all enough to make one rage against the machine.

[clip of "07 - Rage Against the Machine - Freedom (Live)," 4:15-4:45]
[LYRIC: anger is a gift

I agree with Zach de la Rocha that “anger is a gift.” When directing it in a productive way toward an issue or problem, clarity can often follow. I also agree with Matthew Gold’s perspective that the problem with learning management systems ‘lies in the conjunction of three words that should not appear together. Learning is not something that can be “managed” via a “system.”’ Given how we may use Blackboard or another platform, our course banners might as well read “Under Old Management.” Many of the faults of traditional LMS platforms are also the faults of higher education.

Still, the title of this talk isn’t “Rage Against The LMS.” Well, it was, but it isn’t anymore. In fact, my co-panelist Brian McNely has, in his words, “backed away from a militant anti-LMS perspective in everyday practice, in large part because it’s simply not conducive to getting things done with what we have…I don’t have the energy or influence to overturn my university’s LMS policy; I can offer my students interesting workarounds to the limitations of the LMS.” Like him, I’m more interested in how we might rise above the LMS, either through alternatives or by other means. 

[clip of "Henry Rollins/Black Flag 'Rise Above' Live, 0:25-0:55]
[LYRICS
Jealous cowards try to control
Rise above
We're gonna rise above
They distort what we say
Rise above
We're gonna rise above
Try and stop what we do
Rise above
When they can't do it themselves

We are tired of your abuse
Try to stop us it's no use

Society's arms of control
Rise above
We're gonna rise above]

Part of rising above the LMS may involve remembering that, as Sean Michael Morris writes in a piece for Hybrid Pedagogy, “the LMS is meant to help us think about teaching, not to do the teaching, or to tell us what teaching needs to occur. The LMS is not the course; it’s the launching pad for the course." In other words, we need to see the LMS as an opportunity to reconsider how and what it is we do as teachers.

This diagram is part of a blog entry by Lisa M. Lane in which she looks at how and where courses begin. According to Lane, starting in an LMS implies a teacher-centric model, closer connection with the college and its structures, greater concern for security and privacy, and emphasis on presentation and content over interactivity and community. Starting on the open web or a social media site implies a learner-centric model, greater connection with the outside world, and emphasis on community over content. 

Lane sees both starting options as doors, with the LMS linking out to social media and social media linking in or to the LMS. Whichever we choose “sets up different kinds of hierarchies, implies differences in pedagogy, and creates different kinds of opportunities for learning” (Lane). Similarly, William Beasley notes “there are good pedagogical reasons both for providing links that take students outside the LMS, and for bringing portions of the outside world into the LMS." 

This diagram is part of a blog entry by D’Arcy Norman in which he sees a role for the LMS in higher education “if for no other reason than the simple reality that most instructors, and many students, aren’t ready, willing, or able to forge their own solutions." Norman also acknowledges that “even a grassroots No-LMS environment eventually grows to resemble an LMS-like space." Through these diagrams, we can come to see the LMS in general as less of a learning management system and more of a learning mediated system. 

Now, in my own courses, I seek to rise above the LMS by incorporating simple, effective tools with a low barrier of entry. Here is one such example: Posterous, a soon-to-be defunct online writing service that allowed students to blog via email. Students and I were able to subscribe to and comment on each other’s blogs as well as personalize our online spaces. Twitter’s “acqui-hire” of the Posterous staff one year ago prefaced the announcement of a full-service shutdown on April 30. 

However, Twitter is (I hope) a more reliable online writing service used in many of my courses. Hashtags and/or specific tweeting times help foster community and that greater connection with the outside world mentioned earlier by Lisa Lane. 

Now, before turning things over to Brian and Quinn for more substantive inquiry, allow me to share a couple other, perhaps more interesting examples before closing with some persistent problems related to rising above the LMS. 

“Part storytelling workshop, part technology training, part critical interrogation of the digital landscape,” DS106 stands among the most unique and successful endeavors to engage students of all kinds in the development of skills for using technology as a tool for networking, sharing, narrating, and creative self-expression. Searching on Twitter for the hashtags #ds106 and#ds106radio will send you down a rabbit’s hole into a wonderland of digital artifacts of all kinds.  

In sharing this screenshot of materials for a web application development course posted on GitHub, it is worth noting that Karl Stolley uses Git, version control software, for just about everything he writes. But, for Stolley, posting his syllabi on GitHub is worth doing so that his materials “are a tad more easy to get ahold of” but it also changes how he writes the source of his materials, whether Markdown or HTML.  

And, as usual, we are at an interesting time in higher education. The MOOC looms over much discussion of academia’s future, but it also stands as another potential LMS alternative. Many MOOCs serve as a combination of approaches and strategies; some are united as much by Twitter hashtags as more traditional methods of instruction. So, with these examples, we’re once again back to the opening concerns of access, control, honesty, messiness, and openness.

As also mentioned earlier, rising above a standard, traditional LMS like Blackboard may not eliminate certain problems, only change them. Our position in a college or university may determine our ability to rise. We may be limited to engaging in the strategy explained by Brian McNely rather than implementing one of the “door” approaches explained by Lisa Lane. Using free online services invite archival, privacy, and reliability issues. Hosting and growing our own spaces requires time and vigilance we may not have. 

While there are among the persistent problems related to rising above the LMS, I want to remain optimistic. When we rise above the LMS, we assert as ourselves as activists as well as writing teachers. We show others what alternatives are possible in particular capacities. And I look forward to what Brian and Quinn are about to show us. So, to close as so many of my students do, here is my references page.

Thank you.

]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/60023 2012-09-24T19:36:00Z 2013-10-08T15:34:24Z ragnarok #111cr #112cwr

Tomorrow may be Ragnarok for scheduled assignments in #111cr and/or #112cwr. Based on information gathered from students' interviews, each course may move in a new, different direction. 

Given the kinds of writing expected in students' majors and/or future professions, #111cr and/or #112cwr may be doing one of the following:

  1. Elect to keep the course schedule as is, but allow and encourage students to work in more desirable/desired forms of writing when and where recognized as possible. 
  2. Elect to keep the course schedule as is, but focus all group facilitations on more desirable/desired forms of writing.
  3. Elect to revise the course schedule, including assignment deadlines and descriptions, to include more desirable/desired forms of writing.
  4. Elect to scrap the course schedule, including assignment deadlines and descriptions, in favor of designing and developing work that is direct in addressing more desirable/desired forms of writing.
  5. Elect to scrap the course schedule in favor of performing two individual writing projects, one major-based and one profession-based. In each, students identify and perform 3-5 kinds of writing associated with their intended major/profession. Students will conduct follow-up interviews, research recommended readings, perform in-class presentations, and put together portfolios of writing samples, genre descriptions, and reflective pieces.

Now, by "more desirable/desired forms of writing," I mean to include forms identified by students as having greater impact and importance for the future. This is a concern less about transferable skills. This is much more about providing opportunities for students to practice the kinds of writing they will be expected to perform as nurses, police officers, small-business owners, social workers, and teachers. I'm writing here about SBARs and SOAPs, PICOs and PIEs, ETICs, EMRs, and AICS. 

This may prove trickier in #111cr than #112cwr, though. I understand the desire for no longer writing essays in English courses. I'm sure students like writing them about as much as I like reading them. Unless all current #111cr students take #112cwr with me, they will surely be writing 3-6 essays in ENG 112. With #111cr intended to prepare students for ENG 112, I'd be doing them a great disservice if no essay writing occurred this semester.

Of course, #111cr and #112cwr students and other interested parties are welcome to raise questions and concerns about our uncertain future. 

]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/60029 2012-09-01T17:45:00Z 2013-10-08T15:34:24Z ENG 111 syllabus, updated Fall 2012 #111cr

Course: ENG 111 College Rhetoric
Semester: Fall 2012
Teacher/Guide: Dr. James Schirmer
E-mail: jschirm@umflint.edu
Office: 320D French Hall
Hours: Tues/Thurs by appointment
Mailbox: 326 French Hall
 
Writing Center: 559 French Hall
Writing Center Phone: 810.766.6602 (call ahead to make an appointment)
Writing Center Website: http://www.umflint.edu/departments/writingcenter/


Course Description: 
English 111 is designed to equip students with the ability and knowledge to write college-level essays that are clear, argumentative, and persuasive. Skills gained in this class will be important beyond the classroom as the ability to communicate effectively is a requirement of most professional careers. 

This course is formatted to help students feel more comfortable in their writing.  We will explore and discuss different strategies and steps involved in composition that will allow each student to find the system that works best for them.  Writing is not only a product but also a process; therefore, revision will be emphasized and fostered with instructor, peer, and personal comments.  All aspects of effective essays, such as using a target audience, creating coherent organization, and establishing purpose will be explored. 

Much of our class time will have a writers' workshop environment. When we share our writing with each other, we'll work to give friendly and helpful feedback. Because we are practicing writers, too, we'll all be able to relate to the demands of writing good essays for a college-level audience. 

In addition to writing, we'll read other writers in order to help us understand the various components of successful essays. The readings should also help in generating ideas for composed pieces and develop and reinforce critical reading and thinking skills.

Required Texts:
All reading materials will be available online or provided via email.

Course Contributions: 
The grading contract outlines many parameters for the course, but not all. Below is more information about the contributions required from all students:

Presence (in class): I expect you to come to class on time, prepared, having completed the assigned reading and writing, and ready to contribute thoughts to class discussions, to listen with attentive respect to the thoughts of your peers, and to participate in all in-class work. I urge you to attend every class, as most of the work done in class is necessary for successful completion of the course. 

Presence (online): I expect you to check your email on a regular basis for course announcements, reminders, and updates, to engage your peers through required social media tools, and to share your course-related work in ways that I can access and assess them.  

Sequences: The kinds of writing you perform in this class depend in part on the kinds of writing required in other classes, by your intended major/profession, and maybe even your current job. Sharing information about these kinds of writing with me and your peers will help shape what we do this semester. Furthermore, these assignment sequences provide opportunities for greater attention and focus as well as practice and preparation for the final sequence of the semester and beyond.

  • INTERVIEW - due Week 2/3
    This assignment asks you to interview someone in your area of interest (read: current employment, college major, future profession). 
  • TWITTER - due Week 3-8
    This assignment asks you to to maintain active presence on Twitter for a minimum of 6 weeks.
  • RESEARCHED ESSAYS #1 & #2 - due Weeks 7, 9, & 14
    These assignments ask you to write researched, academic essays that adhere to APA or MLA format standards. 
  • PORTFOLIO PROJECT - due Week 13
    This assignment asks you to put together a portfolio of writing samples that you will be performing in your intended major or profession. 


Class Facilitation: Each student group is responsible for facilitating 60 minutes of class once during the semester. Student groups will meet with the instructor at least one week prior to their facilitation to finalize readings and discuss approaches. 

Facilitation readings should be given to the instructor in time to allow for copies to be made (or PDFs to be loaded). Facilitation readings should be relevant to and provide insight on some aspect of the course.

The class facilitation should begin with a group-led pecha kucha presentation, but what follows that is for each student group to decide. Beyond the presentation, the facilitation can take whatever format is comfortable for the student group presenting (discussion questions, in-class activities, online activities, etc.).


On Technology:
Because an increasing amount of writing occurs in an online format, we will engage a range of computer tools and web-based applications. No prior skill is needed, however, only a willingness to engage and learn. I am more than willing to take extra time; all you need to do is ask.

A majority of the tools we will be using in and outside of class are web-based, so you will not need any special software. I might, however, have some recommendations (not requirements). Furthermore, you should have an email address that you check regularly for this class. I prefer to contact students via university email, but I am open to other email addresses.

While technology makes life easier, it can also be difficult (computer crashes, deleted work, unavailable Internet connections, etc.). So, plan accordingly. "The computer ate my homework" or "the Internet was down" are not reasons to forgo the work assigned. It is in your best interest to leave extra time, especially in the first few weeks, to ensure that technology does not get in the way of your coursework.


How to Reach Me: 
The best way to reach me is by email <jschirm@umflint.edu>. You can also find me online via Twitter <twitter.com/betajames>. I am online almost every day. If you email or @ me and do not receive a response within 24 hours, please feel free to email or @ me again (as I might not have received your first message). I promise not to consider this harassment.

If you are more comfortable with face-to-face communication, you are welcome to schedule an appointment Tuesday/Thursday. My office is 320D French Hall.

Final Note: 
Should any aspect of class confuse/concern/trouble you, don't hesitate to contact me. ]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/60036 2012-09-01T17:44:00Z 2013-10-08T15:34:24Z ENG 111 schedule, updated Fall 2012 #111cr

Course Schedule
(All due dates are tentative.) 


Week 1
4 September
Expectations and introductions (name, location, major/profession, expectations)

Course overview

Exercise: http://www.mcsweeneys.net/articles/college-writing-class-assignments-with-rea... (#1 & #4)

 

6 September
Due: email confirmation & questions, syllabuses for other courses

Read: CONTRACT http://betajames.net/grading-contract-updated-fall-2012-112cwr-111, SYLLABUS

Introduction of ASSIGNMENT: INTERVIEW http://betajames.net/assignment-interview-updated-fall-2012-112cwr


Week 2
11 September
Read: IN DEFENSE OF TWITTER http://bldgblog.blogspot.com/2009/04/how-other-half-writes-in-defense-of.html 

Introduction of ASSIGNMENT: TWITTER http://betajames.net/assignment-twitter-updated-fall-2012-112cwr

 

13 September

Due: interviewee announcement

Read: A CASE FOR WRITING THINGS OUT http://www.fastcompany.com/1798782/when-pen-beats-phone-a-case-for-writing-th... 


Week 3
18 September

Read: WRITING IN THE AGE OF DISTRACTION http://www.locusmag.com/Features/2009/01/cory-doctorow-writing-in-age-of.html 


20 September

Due: Interview reflection & transcription


Week 4
25 September

[Everything so far…]

 

27 September

Due: Group facilitation: Instructor model

 

Week 5

2 October

Due: Twitter reflection #1

 

4 October

Group facilitation: DaVonta, Kiera, Meghan, Olivia - Chapters 1&2 of They Say/I Say

 

Week 6

9 October

Introduction of ASSIGNMENT: RESEARCHED ESSAY #1

 

11 October

Group facilitation: Alesha, Lauren, Nick, Sarah, Skylar - Chapters 3&4 of They Say/I Say

 

Week 7

16 October

Due: Researched Essay #1

 

18 October
NO CLASS 

 


Week 8

23 October

Due: Twitter reflection #2
Group facilitation: Devin, Jared, John, Khaled, Samer - Chapters 5&6 of They Say/I Say 

 

25 October
Group facilitation: Desiree, Dylan, Edona, Kao, Ryley - Chapter 7&8 of They Say/I Say


Week 9

30 October

Due: Researched Essay #2

 

1 November

Group facilitation: Chance, Collin, Devin, Nathan, Timothy - Chapters 9&10 of They Say/I Say


Week 10
6 November

Introduction to PORTFOLIO PROJECT

 

8 November

Research Day


Week 11 
13 November

Due: PK presentations

 

15 November

Due: PK presentations

Week 12 
20 November

Due: PK presentations


Week 13 
27 November

Due: Portfolios

 

29 November
Due: Portfolios

 

Week 14 
4 December  

Due: Revised researched essays #1 and #2

 

6 December
Due: Revised researched essays #1 and #2

 

Week 15 

Due: Self-evaluative essay

]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/60048 2012-09-01T17:43:00Z 2013-10-08T15:34:24Z Assignment: Problems & Solutions, updated Fall 2012 #111cr

Guiding question: “What do you want to learn?” (750 words) 

 

 

This assignment asks you to discover a topical problem, discuss possible causes, and offer potential solutions. This involves composing at least two unique arguments, (1) exploring the problem’s possible causes and advancing one cause as the most likely and (2) exploring potential solutions to the problem and advancing one solution as the best or most likely. 

 

The overall problem should be small in scope. Be in a position of knowledge and relative authority on this issue. Be sure to demonstrate clearly in both (1) and (2) that the problem exists, that the problem is serious, and that you have more than a casual understanding of its possible causes and potential solutions. If this isn’t a possibility, select another problem. 

 

Topical problems to avoid for this sequence include abortion, anorexia, autism, bulimia, capital punishment, drinking age, drug legalization (including medical marijuana), euthanasia, gun control, healthcare, obesity and violent videogames. Such issues are so nebulous and/or overdone that they do not make for challenging writing or interesting reading. As such, all proposed topics must be approved. The problem addressed, though, can be quite serious or quite funny (as will be shown in an episode of Aqua Teen Hunger Force). 

 

Trends and/or phenomena whose causes are not definitively known could also make for good topical problems. A trend is not just a fad that comes and goes but a significant change that happened (or continues to happen) over several weeks, months, years. Such an event can be identified by an increase or decrease. On the other hand, a phenomenon is a notable circumstance or fact about the human condition or the social order. Political trends and phenomena are also options, but you’ll need to be careful in identifying a problem within this area. 

 

In exploring possible causes, offer credible guesses that may not be proven as fact. There only needs to be suggestion and analysis of potential causes; there is no need to provide proof the first time around. Still, all causes must be plausible. Even though the first major piece calls for speculation, causes must have some logical basis. 

 

Again, overly debated topics that have nothing really new to discuss should be avoided, as should any improbable causes.  Presentation and evaluation of multiple causes should be paramount and accompanied by discussion of which cause is most likely. Furthermore, potential objections, questions, and/or reservations should be taken into account. 

 

In exploring potential solutions, though, description and identification of the problem is required. There should also be a specific example of the particular problem being addressed. All potential solutions must be plausible, too, and speculation is necessary for this sequential section as well. The selection of one potential solution as the most effective and the consideration of objections, questions and/or reservations of readers are both absolute musts. 

 

With the dual purpose of this sequence involving possible causes and potential solutions to a problem, it is important to think about both aspects from a variety of perspectives. Furthermore, speculating a cause for and creating a solution to any problem involves using your own thoughts as well as ideas from outside sources. Causes and solutions should be tangible and reachable, and there should be clear evidence and/or support for your reasoning. 

 

However, this sequence not only calls for cause speculation and solution implementation, but also for the consideration/refutation of other causes and solutions. Therefore, consider the consequences of the various causes/solutions and consider how readers might choose among them. Offer one cause/solution—or combination of causes/solutions—that is the most likely. 

 

There are many separate pieces of writing to this sequence, each leading into the next. It is very important to complete each piece on time and in the proper order. 

 

Annotated bibliographies - 6 November, 8 November

 

PK proposals - 13 November, 15 November, 20 November

6 minutes, 40 seconds

 

Initial drafts due - 27 November, 29 November

Peer & instructor review

 

Revised drafts due - 4 December, 6 December

]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/60071 2012-09-01T13:36:00Z 2013-10-08T15:34:24Z Grading Contract, updated Fall 2012 #112cwr #111cr

[amended from Peter Elbow] 

I often find grades to be distractions from learning. This course places a premium on participation and I'm concerned that grades get in the way of that. Conventional grading often leads us to think more about grades than about learning and writing, to worry more about pleasing or fooling a teacher than about figuring out what you want to say or how to say it, to be reluctant to take risks. Sometimes, grades even lead to the feeling that you are working against the teacher. Instead, I want to create a culture of support, a culture where we function as allies, fellow travelers with various experiences and skills that we can offer to the group, rather than as adversaries working against each other for grades.

Rather than giving individual grades for each assignment and basing them on an arbitrary point system to be tallied at the end of the semester, I will instead provide substantive comments on the majority of work performed this semester. I will also provide individual midterm progress reports. However, these assessments will not affect your overall grade in the course. Instead, they should function as guides to how you need to revise or rethink your course performance.

Through the use of this grading contract, I'm asking for a reconsideration of how you work in our classroom, what your role is as a student in a classroom, and what your relationship to one another is as peers. All of this really boils down to rethinking "responsibility." Traditional grading by a teacher alone keeps students from having much responsibility by instead assuming students can only be motivated by grades, not by learning or actual coursework. Grades create systems of accountability instead of providing environments for personal and social responsibility.

In this course, the grading contract asks you to have responsibility to yourself and to the class to do the work required, to attend and participate during class time, to ask questions of me or your classmates if you're confused, and to know what assignments have been turned in and where you stand in relation to the contract. As the teacher/guide, I have the responsibility to be prepared for every class, to answer any questions and consider any feedback, to provide helpful and honest suggestions on your work, and to make myself available for questions and concerns outside of class.

Therefore, the default grade for the course is a "B." If you do all that's asked of you in the manner and spirit it is asked, if you work through the processes we establish and the work assigned during the semester, then you'll earn a "B." If you miss class, turn assignments in late, forget to do assignments, etc., your grade will drop.

“B” Grades
You are guaranteed a course grade of “B” if you meet all of the following conditions:

1. Attendance/Participation/Presence. You’ll attend and fully participate in at least 86% of our scheduled class sessions and their activities and assignments (that’s at least 24 of 28 scheduled sessions). You may miss (for whatever reason) 4 class sessions. For our class, attendance equates to participation. Therefore, it is not enough for you simply to come to class. If you come to class unprepared in any way (e.g., without work done, assignments read, etc.), it will be counted as an absence, since you won’t be able to participate fully in our activities. This means any informal assignment given, or ones not outlined on our syllabus, fit into this category of attendance.

NOTE: Assignments not completed because of an absence, either ones assigned on the schedule or ones assigned on earlier days in class, will be late, missed, or ignored (depending on when you turn it in finally, see the guidelines #4, #5, and #6 below).

Any absence due to an university-sponsored group activity (e.g., sporting event, band, etc.) will not count against the student as long as the student has FIRST provided written documentation in the first 2 weeks of the semester of all absences. This same policy applies to students who have mandatory military-related absences (e.g., deployment, work, duty, etc.). Again, the student must provide written documentation, stating the days he/she will be absent beforehand. This will allow us to determine how he/she will meet assignments, participation, and the responsibilities of our contract, despite being absent.

2. Lateness. You’ll come on time or early to class. Walking into class late 2 or 3 times in a semester is understandable, but coming habitually late every week is not. If you are late to class, you are still responsible to find out what assignments or instructions were made, but please don’t disrupt our class by asking about the things you missed because you were late.

3. Sharing and Collaboration. You’ll work cooperatively in groups. Be willing to share your writing, to listen supportively to the writing of others, and, when called for, give full and thoughtful assessments that consistently help your colleagues consider ways to revise. 

4. Late Assignments. You will turn in properly and on time all assignments. Because your colleagues in class depend on you to get your work done on time so that they can do theirs on time, all late assignments are just as bad as missed assignments. 

Exception: twice during the semester, you may turn in a late assignment. All “late assignments” are due 2 days after their initial due date, no exceptions. Please note that a late assignment may be due on a day when our class is not scheduled to meet. 


5. Missed Assignments. A missed assignment is NOT one not completed; it is one that has missed the guidelines somehow but is still complete and turned in. In order to meet our contract for a “B” grade, you cannot have any “missed assignments.” Please note that assignments not completed at all are considered “Ignored Assignments” (see #6 below). A missed assignment is usually one completed after the 48 hours that would have made it only a “late” assignment, but it is complete. 


6. Ignored Assignments. Any assignments not done period, or “ignored,” for whatever reasons, are put in this category. One of these means an automatic “N” – no exceptions. 


All Compositions need to meet the following conditions:
Complete and On Time. You’ll turn in on time and in the appropriate manner completed work that meet all of assignment guidelines.
Revisions. If/when the assignment is to revise, you will reshape, extend, complicate, or substantially clarify your ideas – or relate your ideas to new things. You won’t just correct or touch up. Revisions must somehow respond to or consider seriously your colleagues’ assessments.
Copy Editing. When the assignment is for the final publication draft, your piece must be well copy edited – that is, free from virtually all mistakes in spelling and grammar.  It's fine to get help in copy editing.
Thinking. Use your work to do some figuring-out.  Make some intellectual gears turn. Your work needs to move or go somewhere, to have a line of thinking. It shouldn’t be formulaic, random or freewritten. 

All Assessments and Peer Responses need to meet the following conditions: 

Complete and On Time. All assessments should be complete and submitted on time and in the appropriate way so that your colleagues will get your assessments of their writing the way the class has predetermined.
Content. All assessments should focus their comments on our rubrics, following the directions established by our evolving class discussions about them. 

Courtesy and Respect. All assessments should be courteous and respectful in tone, but honest. It’s okay to say something doesn’t seem right in a draft, or that something doesn’t really work. Respect means we are kind and truthful. It’s not the “golden rule” (treat others as you would have them treat you), but a modified one: treat others as you believe they want to be treated.

“A” Grades
The grade of "B" depends on behaviors. Have you shown responsible effort and consistency in our class? Have you done what was asked of you in the spirit it was asked?

However, the grade of "A" depends on acknowledged quality. Thus, you earn a "B" if you put in good time and effort; we should push each other for a "B." In order to get an "A," you have to make your time and effort pay off into writing of genuine, recognizable excellence that responds in some concrete way to your colleagues' and my concerns (and also meets the conditions for a "B"). This means that not only is revision important, but a certain kind of revision, one demonstrating a reflective writer listening, making decisions and moving drafts above and beyond expectations. Writing in the "A" category will respond to assessments and be reflective of itself.

Notice that for grades up to "B," you don't have to worry about my judgment or my standards of excellence;  for higher grades, you do. But we'll have class discussions about excellence in writing and we should be able to reach fairly good agreement.

Knowing Where You Stand
This system is better than regular grading for giving you a clear idea of what your final grade looks like at any moment. For whenever you get feedback, you should know where you stand in terms of meeting the expectations of the course. I will also guide some of these discussions in class, but if you’re doing everything as directed and turning it in on time (no matter what anyone says), you’re getting a "B." As for absences and lateness, you'll have to keep track of them, but you can check with me any time. 

Grades Lower Than "B"
I hope no one will aim for lower grades. The quickest way to slide to a “C" or "N" is to miss class, not turn in things on time, and show up without assignments. This much is nonnegotiable: you are not eligible for a passing grade of “C” unless you attend at least 86% of the class sessions and meet the guidelines above. And you can't just turn in all the late work at the end. If you are missing classes and behind in work, please stay in touch with me about your chances of passing the course.

The Breakdown
So, here’s the way grading works in our class. In order to get the grade on the left, you must meet or exceed the requirements in the row next to it. I’ve embiggened and italicized the default grade that you achieve if you meet our contract obligations. 

 

 

 

# of Absences 

# of  Late Assigns. 

# of Missed Assigns. 

# of Ignored Assigns. 

4-6 

1 or 2 

6-8 

 

 

 

 

 

 

 

NOTE: All assignments that are turned in as “late” after the 2nd are considered “missed.” All “missed” assignments after the 2nd are considered “ignored.” 

 

Pleas 

Each student may use one plea to the class in order to receive a special dispensation or exemption from the contract, or to be given a temporary break from the contract. A plea can only be used in extraordinary circumstances, those beyond the student's control or that are special in some other way and that have kept her/him from doing assigned work. Each plea will be voted on and a 2/3 majority is needed for approval. 


Option 1: Public Plea. 

This is the default and the one I'll push for in 99% of all cases. 


Option 2: Private Plea.  

As contract administrator, I will decide in consultation with the student whether a private plea is warranted. In rare and unusual cases, there may be extreme, extenuating circumstances that keep an individual student from meeting the contract's stated responsibilities. In such cases, the student must come to the teacher as soon as possible, and before breach-of-contract, so that s/he and the teacher can make fair and equitable arrangements, ones that will be fair and equitable to all in the class and still meet the university’s regulations on attendance, conduct, and workload in classes. In these special cases, the class will not vote on the issue (and may not even know about it).  


Please note: the first recourse in most matters will be to take all issues to the class for a plea, not to make special arrangements with individual students who cannot meet the contract requirements. The contract is a public, social contract, one agreed upon through group discussion and agreement, so the majority of negotiations must be public negotiations. This caveat to the contract is NOT an “out clause” for anyone who happens to not fulfill the contract; it is for rare and unusual circumstances out of the control of the student, and usually so personal in nature that a plea to the class is not doable or reasonable. If I (the teacher), in consultation with the student, decide that a private plea is warranted, then the class will be informed that a private plea has been made and decided upon via email.

By staying in this course and attending class, you accept this contract and agree to abide by it, as do I (the teacher). 

 

This work is licensed under a Creative Commons Attribution-Share Alike 3.0 United States License

]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/60095 2012-08-31T17:23:19Z 2013-10-08T15:34:24Z ENG 112 syllabus, updated Fall 2012 #112cwr

Course: ENG 112 Critical Writing & Reading
Semester: Fall 2012
Teacher/Guide: Dr. James Schirmer
E-mail: jschirm@umflint.edu
Office: 320D French Hall
Hours: Tues/Thurs by appointment
Mailbox: 326 French Hall
 
Writing Center: 559 French Hall
Writing Center Phone: 810.766.6602 (call ahead to make an appointment)
Writing Center Website: http://www.umflint.edu/departments/writingcenter/

Course Description:
The focus of English 112 is to help students be more comfortable in not only writing but also critical thinking and analytical skills. In English 112, students will receive guidance and gain focused practice with proper citations and conventions, read scholarly articles, write critiques, and make logical connections between several sources.  During the research requirement, students will gain further experience in utilizing the library’s resources while working to incorporate a variety of credible sources in writing. Skills gained in this class will be important outside of the classroom, as the ability to communicate effectively in a variety of ways is a requirement of most professional careers.

By first building on present cultural knowledge and then expanding beyond, this course provides the opportunity to work in greater detail with pieces of writing influential to one's major/intended profession. It also calls for students to reflect on their major/intended profession and its discourse as well as practice such discourse themselves. Students will thus further their understandings of voice, tone, purpose, style, audience, and the importance of research within a particular discipline. This course challenges students to identify, analyze, and synthesize their understandings of quality, expertise and what makes “good writing” in regards to the discourse particular to their major/intended profession.

Required Texts:
All reading materials will be available online or provided via email.

Course Contributions: 
The grading contract outlines many parameters for the course, but not all. Below is more information about the contributions required from all students:

Presence (in class): I expect you to come to class on time, prepared, having completed the assigned reading and writing, and ready to contribute thoughts to class discussions, to listen with attentive respect to the thoughts of your peers, and to participate in all in-class work. I urge you to attend every class, as most of the work done in class is necessary for successful completion of the course. 

Presence (online): I expect you to check your email on a regular basis for course announcements, reminders, and updates, to engage your peers through required social media tools, and to share your course-related work in ways that I can access and assess them.  

Sequences: The kinds of writing you perform in this class depend in part on the kinds of writing required in other classes, by your intended major/profession, and even your current job. Sharing information about these kinds of writing with me and your peers will help shape what we do this semester. Furthermore, these assignment sequences provide opportunities for greater attention and focus as well as practice and preparation for the final sequence of the semester and beyond.

  • INTERVIEW - due Week 2/3
    This assignment asks you to interview someone in your area of interest (read: current employment, college major, future profession).  
  • TWITTER - due Week 3-8
    This assignment asks you to to maintain active presence on Twitter for a minimum of 6 weeks.
  • DISTRACTION-FREE WRITING - due Week 4
    This assignment asks you to think about, reflect on, and write about the technologies and tools we employ when writing.
  • POP UP WRITING - due Week 7
    This assignment asks you to comment on academic writing style(s).
  • MASHUP WRITING - due Week 10
    This assignment asks you to perform a sort of plagiarism.
  • DISCIPLINE-SPECIFIC WRITING - due Week 11-14
    This assignment asks you to put into practice what you learned through the completion of the above sequences.


Class Facilitation
: Each student group is responsible for facilitating 60 minutes of class once during the semester. Student groups will meet with the instructor at least one week prior to their facilitation to finalize readings and discuss approaches. 

Facilitation readings should be given to the instructor in time to allow for copies to be made (or PDFs to be loaded). Facilitation readings should be relevant to and provide insight on some aspect of the course.

The class facilitation should begin with a group-led pecha kucha presentation, but what follows that is for each student group to decide. Beyond the presentation, the facilitation can take whatever format is comfortable for the student group presenting (discussion questions, in-class activities, online activities, etc.).


On Technology:
Because an increasing amount of writing occurs in an online format, we will engage a range of computer tools and web-based applications. No prior skill is needed, however, only a willingness to engage and learn. I am more than willing to take extra time; all you need to do is ask.

A majority of the tools we will be using in and outside of class are web-based, so you will not need any special software. I might, however, have some recommendations (not requirements). Furthermore, you should have an email address that you check regularly for this class. I prefer to contact students via university email, but I am open to other email addresses.

While technology makes life easier, it can also be difficult (computer crashes, deleted work, unavailable Internet connections, etc.). So, plan accordingly. "The computer ate my homework" or "the Internet was down" are not reasons to forgo the work assigned. It is in your best interest to leave extra time, especially in the first few weeks, to ensure that technology does not get in the way of your coursework.


How to Reach Me: 
The best way to reach me is by email <jschirm@umflint.edu>. You can also find me online via Twitter <twitter.com/betajames>. I am online almost every day. If you email or @ me and do not receive a response within 24 hours, please feel free to email or @ me again (as I might not have received your first message). I promise not to consider this harassment.

If you are more comfortable with face-to-face communication, you are welcome to schedule an appointment Tuesday/Thursday. My office is 320D French Hall.

Final Note: 
Should any aspect of class confuse/concern/trouble you, don't hesitate to contact me. ]]>
james schirmer
tag:betajames.posthaven.com,2013:Post/60121 2012-08-31T17:23:00Z 2013-10-08T15:34:25Z ENG 112 schedule, updated Fall 2012 #112cwr

Course Schedule
(All due dates are tentative.) 


Week 1
4 September
Expectations and introductions (name, location, major/profession, expectations)
Course overview
Exercise: http://www.mcsweeneys.net/articles/college-writing-class-assignments-with-real-world-applications (#1 & #4)

6 September
Due: email confirmation & questions, syllabuses for other courses
Read: CONTRACTSYLLABUS
Introduction of ASSIGNMENT: NTERVIEW


Week 2 
11 September
Read: IN DEFENSE OF TWITTER http://bldgblog.blogspot.com/2009/04/how-other-half-writes-in-defense-of.html 
Introduction of ASSIGNMENT: TWITTER

13 September
Due: interviewee announcement
Read: A CASE FOR WRITING THINGS OUT http://www.fastcompany.com/1798782/when-pen-beats-phone-a-case-for-writing-things-out 


Week 3
18 September
Read: WRITING IN THE AGE OF DISTRACTION http://www.locusmag.com/Features/2009/01/cory-doctorow-writing-in-age-of.html 
Introduction of ASSIGNMENT: DISTRACTION-FREE WRITING

20 September
Due: Interview reflection & transcription


Week 4
25 September
Due: Distraction-free #1: Experience

27 September
Due: Distraction-free #2: Application

 

Week 5
2 October
Due: Twitter reflection #1

4 October
Group facilitation: 06 - Eileen, Jennifer, Mary | 07 - Keith, Matthew, Ra'Shonda, Forrest on comic books and writing

 

Week 6
9 October
Introduction of ASSIGNMENT: POP UP WRITING

11 October
Group facilitation: 06 - Chris, Jack, Josh, Hannah | 07 - Jaime, John, Mark, Rori, Yong on writer's block

 

Week 7
16 October
Due: Pop Up & reflection

18 October
NO CLASS


Week 8
23 October
Due: Twitter reflection #2
Group facilitation: 06 - CLASS CANCELED | 07 - Bobby, Ben, David, Ryan on technical writing 

25 October
Group facilitation: 06 - Elysa, Keysa, Matt, Rachel | 07 - Alexiss, Jackie, Kristi, Whitney on writing tips


Week 9
30 October
Read: DEFINING AND AVOIDING PLAGIARISM http://wpacouncil.org/node/9, THE ECSTASY OF INFLUENCE: A PLAGIARISM http://harpers.org/archive/2007/02/0081387, WHAT PLAGIARISM LOOKS LIKE http://mleddy.blogspot.com/2009/06/what-plagiarism-looks-like.html
Introduction of ASSIGNMENT: MASHUP WRITING

1 November
Group facilitation: 06 - Carlos, Evan, Simone, Terrence | 07 - Ann, Erica, Kalyn, Samantha, Tanika on languages and writing


Week 10 - Discipline-Specific Scholarship
6 November
Due: Mashup & reflection
Introduction to DISCIPLINE-SPECIFIC WRITING
Group facilitation: 06 - Ian, Linda, Lucy 

8 November
Group facilitation: 06 - Andrew, Aubrey, David, Maria


Week 11 - Discipline-Specific Scholarship
13 November
Due: DSS PK proposals

15 November
Due: DSS PK proposals

Week 12 - Discipline-Specific Scholarship
20 November
Due: DSS PK proposals


Week 13 - Discipline-Specific Scholarship
27 November
Due: DSS drafts

29 November
Due: DSS drafts

 

Week 14 - Discipline-Specific Scholarship
4 December  
Due: DSS drafts

6 December
Due: DSS drafts

 

Week 15 - Exam Week
Due: Self-evaluative essay

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james schirmer
tag:betajames.posthaven.com,2013:Post/60162 2012-08-31T17:22:00Z 2013-10-08T15:34:25Z Assignment: Interview, updated Fall 2012 #112cwr #111cr

The kinds of writing you will perform in this class depend in part on the kinds of writing required in other classes, by your intended major/profession, and even your current job. Sharing information about these kinds of writing with me and your classmates will help shape what we do this semester. The following assignment is a step toward that shaping.

 

The assignment
Interview someone in your area of interest (read: current employment, college major, future profession). This interview should focus on the kinds of writing performed daily, weekly, monthly and/or yearly as part of being employed in a current job (e.g., a McDonald’s manager), as majoring in a particular field of study (e.g., BS in Health Sciences), or as becoming a future professional in that field (e.g., MDCH consultant).  

We will generate potential interview questions as a class. While the base list of interview questions are important, don’t hesitate to go “off script” and ask follow-up questions. For instance, if your interviewee admits to writing so many email messages a day, consider asking them about the average length of those messages and/or about total time spent performing that kind of writing.

A face-to-face interview is strongly recommended, but an interview via email is also acceptable. 

Please contact me if you have any difficulties in landing an interviewee. 

 

13 September - Interviewee announcement
A half-page, handwritten explanation of who you will be interviewing and why. This is to be completed in class.

 

20 September - Interview reflection & transcription
At least 500 words reflecting on the interview, including what you learned (or didn’t) and what surprised you (or didn’t). Also, a full transcription of the interview. Both are to be completed prior to class.

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james schirmer