FMS 110 – Introduction to

New Media
Course Description: Explores the cultural effects of new media technologies.
Credits: 3
Prerequisites: None
Instructor: Jeffrey Holmes, PhD
Contact Info: jeff.holmes@asu.edu
Virtual Office Hours: By appointment

Course Overview
This course provides students with the understanding and direction needed to navigate the ever-
changing "new media" landscape. This class will cover technical issues of the Internet and new
media platforms as well as critical analysis of the social, cultural, political, economic,
entertainment, and ideological issues related to "new media."

In this course, we will cover the evolution of online identity from the anonymity of Web 1.0 to
the "literal representation" of Web 2.0's social media. We will explore online ethical issues
within a global context, from Internet censorship to fair use and fan-art. We will trace the
sometimes competing goals of individualism and collectivism in the Internet's history and
present, exploring how groups and communities organize through social media platforms around
common interests and goals.

Course Objectives
At the completion of this course, students will be able to:
• Define new media and media convergence, and analyze how they have changed society,
politics, entertainment, and marketing.
• Explain the history of the Internet, including influential innovators and the role of the
government and countercultural movements.
• Explain how new technology has affected how we define and "perform" our identities.
• Describe and analyze how networks form of like-minded individuals, and the strength of
"weak ties."
• Demonstrate an understanding of ethical issues and legislation surrounding Internet use
and access.
• Analyze the use of new media as a tool for seeking and sharing information.
• Analyze and explain the incorporation of new media into professional practice in multiple
sectors.
• Explain how the underlying architecture of new technology shapes our mediated
experience and reflects social/cultural values.
• Define the "mash-up" and explain the de-contextualization of communication.
Course Success (or How to Ace This Class)
To be successful, you should:
• check the course daily
• read announcements
• read and respond to course email messages as needed
• complete assignments by the due dates specified
• communicate regularly with your instructor and peers
• create a study and/or assignment schedule to stay on track
• access ASU Online Student Resources

Course Time Commitment

This three-credit course requires approximately 135 hours of work. Please expect to spend
around 18 hours each week preparing for and actively participating in this course.

Required Materials
Readings
Readings are available for each week on the course site as PDF documents or links. Read the
articles carefully and on time, as they form the basis for the lectures, discussion board questions,
assignments, and exams. You will NOT be able to pass the class if you do not stay up on the
readings.

The readings have been selected from a variety of sources, both popular and scholarly, to
encourage critical thinking about new technology and its role in society and culture.

Computer Requirements
This is a fully online course; therefore, it requires a computer with internet access and the
following technologies:
• Web browsers (Chrome (Links to an external site.), Mozilla Firefox (Links to an external
site.), or Safari (Links to an external site.))
• Adobe Acrobat Reader (Links to an external site.) (free)
• Adobe Flash Player (Links to an external site.) (free)
• Webcam, microphone, headset/earbuds, and speaker
• Microsoft Office (Microsoft 365 is free for all currently-enrolled ASU students)
• Reliable broadband internet connection (DSL or cable) to stream videos.

Note: A smartphone, iPad, Chromebook, etc. will not be sufficient for completing your work in
ASU Online courses. While you will be able to access course content with mobile devices, you
must use a computer for all assignments, quizzes, and virtual labs.

Public Discourse
Your weekly discussion responses will be available for examination by your classmates, who
may provide feedback to you. You will also be reading and responding to your peers each
module. I encourage conversations, debates, recommendations, and more. I expect you to be civil
and constructive. I also expect that your peers will act the same towards you. I know that we
won’t always agree (indeed, I’ll even encourage it), but expect that arguments will always be
respectful of the others involved. And, since you will be sharing your work throughout the
semester with me and with each other, don’t disclose information you don’t want me or the class
to know.

Couse Calendar

Readings/Materials Assignments/Projects

Part I: Foundations
Module 1: What is “New Media”? (Due 1/15)
● Lawrence Lessig - “Code is Law” (2000)
● Bailey Socha and Barbara Eber-Schmid - “Defining New Media Isn’t Easy”
Module 2: Internet History (Due 1/19)
● Fred Turner - “Wired”
Module 3: Media Convergence and Participatory Culture (Due 1/22)
● Henry Jenkins - "Interactive Audiences? The 'Collective Intelligence' of Media Fans" Infographic 1 (Due
● Henry Jenkins - "Introduction" to Convergence Culture 1/24)
Module 4: Ethics in the Digital Age (Due 1/26)
● Charles Ess - "Central Issues in the Ethics of Digital Media"
● Deborah G. Johnson - "Ethics Online"
Part II: Identity, Community, and Affinity
Module 5: Identity Online: Multiple, Fragmented Selves (Due 1/29)
● Sherry Turkle - “Constructions and Reconstructions of Self in Virtual Reality: Playing
in the MUDs"
Analysis 1 (Due 1/30)
● danah boyd - "Identity,” (Excerpt from It’s Complicated: The Social Lives of Networked
Teens)
Module 6: Virtual Communities and Affinity Spaces (Due 2/2)
● Howard Rheingold - "Daily Life in Cyberspace: How the Computerized Counterculture
Built a New Kind of Place"
● James Paul Gee and Elisabeth Hayes - “Passionate Affinity Groups”
Module 7: Networks and Social Media (Due 2/5)
● danah boyd - “The Significance of Social Software"
● Steven Johnson - "Why We Tweet"
Mid-term Exam – 2/6
Part III: What People Do with New Media
Module 8: People are Content Creators and Manipulators (Due 2/9)
Meme 1 (Due 2/10)
● Michele H. Jackson - "The Mash-Up: A New Archetype for Communication"
● John Berger - “Ways of Seeing (Ch. 1)”

Module 9: Shifting Values, Shifting Practice: Journalism in the Digital Age (Due 2/12)
● Andrew Sullivan - "Why I Blog" Analysis 2 (Due 2/13)
 ● Jane B. Singer - "Journalism and Digital Technologies"
Part IV: Beyond Media
Module 10: Understanding Google and the Filter Bubble (Due 2/16)
● Eli Pariser - "The You Loop" Pinterest Board (Due
● Steven Levy - "Don't Be Evil: How Google Built Its Culture" 2/17)
Module 11: Media Effects: Current Research, Future Questions (Due 2/19)
● Micholas Carr - "Is Google Making Us Stupid?"
● Evan Selinger - "Today's Apps are Turning Us into Sociopaths"
Module 12: Politics, Democracy, and Activism (Due 2/23)
● James Harkin - "Caught in the Net"
● Clive Thompson - "Watching the Watchers"
Module 13: Consumerism and Globalization (Due 2/26)
● Arnold Brown - "The Consumer is the Medium"
● Siva Vaidhyanathan - “The Googlization of the World: Prospects for a Global Public Meme 2 (Due 2/27)
Sphere"
Module 14: Looking Forward (Due 3/1)
● Alan M. Turing - "Computing Machinery and Intelligence" Infographic 2 (3/2)
Final Exam – 3/3

Assignments
Discussion Board Participation (10 points each module, 150 points total)
In an online course, the discussion board takes the place of in-class discussion time. As such, you
are responsible for participating in the threaded discussions that take place in this course.
Remember, this is still classroom space: Be civil and constructive, and avoid inflammatory
comments. Disagreement does not constitute disrespect. We all have different points of view,
different personal values, different life experiences, and different personal preferences. This is
the stuff of which great discussions are made.

The discussion board is designed to function as a student-centered learning experience. In this

model, you will actively contribute to the knowledge-building process.

Each student is responsible for two (2) posts per module:

• one (1) post posing a question to your fellow students based on the readings, lecture, or
screenings for that lesson, and
• one (1) substantive comment in response to another student's question.

Questions should be designed to provoke critical thinking, and should not have a clear, objective
answer. As the instructor, each week I will also post a couple questions. Note that you will not be
able to access the discussion board forum until you have submitted a new thread (question) first.
This way, you don’t need to worry about checking to see if anyone has already asked your
question – I’m not concerned about overlap!
A "substantive" answer demonstrates original, critical thinking; engages the lesson material; and
is typically 150-300 words in length. You are more than welcome, and in fact encouraged, to
post more responses and further engage your peers. It is strictly a voluntary activity to post
beyond what is required.

Projects (140 points total)

It is said that Millennials have a preference for text-based communication, while Generation Z
prefers images. And yet a distinguishing feature of new media is convergence: Like this course
site, these new communicative spaces combine text, visuals, sound, etc. As such, your
assignments are designed to model this convergence, combining traditional skills like research
and writing with visualization. As this course is designed from a student-centered approach to
learning, you will be able to choose the topics that you explore in greater depth.
Below is a brief overview of the course assignments. Complete guidelines are available on the
course website.
▪ Infographic #1 (25 points)
For this assignment, you will first research an American social media platform. Consider
such questions as: How many people use the platform? What do they use it for? What are
the demographics of users? How is the platform used by political or social institutions, or
business? Then, create an infographic to report the important information you have
learned about your platform. You may use a free and easy online tool, such as Easel.ly or
Piktochart, or a program of your choosing.
▪ Infographic #2 (25 points)
For your second infographic, you will research a popular international social media
platform or website. Take time to delve into what online services are popular with other
countries and how they are using them. Again, consider the following questions: How
many people use this platform or site? What do they use it for? What are the
demographics of users? How is the platform/site used by political or social institutions, or
business? The purpose of this assignment is to learn how online interfaces are designed
and adopted by different cultures for varied social goals. Next, create an infographic to
report the important information you have learned about your platform. You may use a
free and easy online tool, such as Easel.ly or Piktochart, or a program of your choosing.
▪ Analysis #1 (30 points)
Research on your own to find an ethics case study related to new media. It may be an
instance of privacy breach, propaganda, censorship, hacking, leaking information, etc.
You may also consider the ethical dimensions of media legislation. Research multiple
perspectives on your case study and consider its relation to the historical, social, and
cultural development of new technology. Then, create a presentation to report your
findings and analysis. You may use PowerPoint, Prezi, or another program of your
choice.
▪ Analysis #2 (30 points)
Research on your own to find either 1) a study on the effects of new technology or 2) a
study on a new use for technology. For example, you could research how technology is
affecting our ability to retain or process information, how seeing ourselves acting in
virtual spaces affects our self-esteem, etc. New research is being done every day, so you
will have many opportunities to report on exciting findings. Then, create a presentation to
 share your findings and analysis. You may use PowerPoint, Prezi, or another program of
your choice.
▪ Pinterest Board (20 points)
For this assignment, you will curate a Pinterest board (with at least 20 "pins") on a sub-
topic of your choice related to new media. For example, you may choose to focus on
cyberbullying, hacktivism, net neutrality, virtual reality, gaming, etc.
▪ Meme #1 (5 points)
In the digital age, the meme has emerged as a quick way to communicate information,
humor, and critical commentary. For this assignment, you will create a meme (using
either an image or a GIF plus text) that answers the question: What is art in the digital
age? Be creative!
▪ Meme #2 (5 points)
For this assignment, you will create a meme (using either an image or a GIF plus text)
that answers the question: What does the future of artificial intelligence look like? Be
creative!

Quizes and Exams (110 points total)

Syllabus Quiz & Academic Integrity Agreement (10 points)
The first week of the course, you will take a short quiz over the class requirements (6 points), as
well as submit an Academic Integrity Agreement (4 points). You may retake the Syllabus Quiz
until you earn the full 100% score.
Midterm Exam (100 points)
The midterm exam will consist of true/false and multiple-choice questions, and one short essay
question. A study guide will be posted on Canvas more than a week before the exam.
Final Exam (100 points)
The final exam will consist of true/false, multiple-choice, and short essay questions. A study
guide will be posted on Canvas more than a week before the exam.

Grades
All grades will be posted on a secure section of the Course Website regularly. Feedback may
take a variety of forms, from follow-up posts by me on the forums, written feedback on your
drafts and submissions, or another format. I also expect that you keep track of these grades
frequently to make sure all documents that you’ve submitted have been received and graded by
me. A rubric will be provided through the course website for each activity.
Your grade will be determined based on the following grading schema:
Grade Percentage Points Range

A+ 100% - 97% 485 and Above

A <97-94% 470 - 484

A- <94-90% 450 - 469

B+ <90-87% 435 - 449

 B <87-84% 420 - 434

B- <84-80% 400 - 419

C+ <80-77% 385 - 399

C <77-70% 350 - 384

D <70-60% 300 - 349

E <60% 299 and Below

Submitting Assignments
All assignments, unless otherwise announced, MUST be submitted to the designated area of
Canvas. Do not submit an assignment via email.

Assignment due dates follow Arizona Standard time. Click the following link to access the Time
Converter (Links to an external site.) to ensure you account for the difference in Time Zones.
Note: Arizona does not observe daylight savings time.

Grading Procedure
Grades reflect your performance on assignments and adherence to deadlines. Grades on
assignments will be available within 72 hours of the due date in the Gradebook.

Late or Missed Assignments

Notify the instructor BEFORE an assignment is due if an urgent situation arises and you are
unable to submit the assignment on time. Follow the appropriate University policies to request an
accommodation for religious practices or to accommodate a missed assignment due to
University-sanctioned activities.

Additional Policies and Procedures

Online Course
This is an online course. There are no face-to-face meetings. Students can log into the course via
MyASU or https://my.asu.edu.

Email and Internet

ASU email is an official means of communication among students, faculty, and staff. Students
are expected to read and act upon email in a timely fashion. Students bear the responsibility of
missed messages and should check their ASU-assigned email regularly.
All instructor correspondence will be sent to the student’s ASU email account.

Drop and Add Dates/Withdrawals

This course adheres to a compressed schedule and may be part of a sequenced program,
therefore, there is a limited timeline to drop or add the course. Consult with your advisor and
notify your instructor to add or drop this course. If you are considering a withdrawal, review the
following ASU policies: Withdrawal from Classes, Medical/Compassionate Withdrawal, and a
Grade of Incomplete

Grade Appeals
Grade disputes must first be addressed by discussing the situation with the instructor. If the
dispute is not resolved with the instructor, the student may appeal to the department chair per the
University Policy for Student Appeal Procedures on Grades.

Student Conduct and Academic Integrity

Academic honesty is expected of all students in all examinations, papers, laboratory work,
academic transactions and records. The possible sanctions include, but are not limited to,
appropriate grade penalties, course failure (indicated on the transcript as a grade of E), course
failure due to academic dishonesty (indicated on the transcript as a grade of XE), loss of
registration privileges, disqualification and dismissal. For more information, see
http://provost.asu.edu/academicintegrity. Additionally, required behavior standards are listed in
the Student Code of Conduct and Student Disciplinary Procedures, Computer, Internet, and
Electronic Communications policy, and outlined by the Office of Student Rights &
Responsibilities. Anyone in violation of these policies is subject to sanctions. Students are
entitled to receive instruction free from interference by other members of the class. An instructor
may withdraw a student from the course when the student's behavior disrupts the educational
process per Instructor Withdrawal of a Student for Disruptive Classroom Behavior. Appropriate
online behavior (also knows as netiquette) is defined by the instructor and includes keeping
course discussion posts focused on the assigned topics. Students must maintain a cordial
atmosphere and use tact in expressing differences of opinion. Inappropriate discussion board
posts may be deleted by the instructor.

The Office of Student Rights and Responsibilities accepts incident reports from students, faculty,
staff, or other persons who believe that a student or a student organization may have violated the
Student Code of Conduct.

Prohibition of Commercial Note Taking Services

In accordance with ACD 304-06 Commercial Note Taking Services, written permission must be
secured from the official instructor of the class in order to sell the instructor's oral
communication in the form of notes. Notes must have the note taker's name as well as the
instructor's name, the course number, and the date.

Course Evaluation
Students are expected to complete the course evaluation. The feedback provides valuable
information to the instructor and the college and is used to improve student learning. Students are
notified when the online evaluation form is available.

Syllabus Disclaimer
The syllabus is a statement of intent and serves as an implicit agreement between the instructor
and the student. Every effort will be made to avoid changing the course schedule but the
possibility exists that unforeseen events will make syllabus changes necessary. The instructor
reserves the right to modify the syllabus with notice to students of changes. Check your ASU
email and the Course Website often.

Title IX
Title IX is a federal law that provides that no person be excluded on the basis of sex from
participation in, be denied benefits of, or be subjected to discrimination under any education
program or activity. Both Title IX and university policy make clear that sexual violence and
harassment based on sex is prohibited. An individual who believes they have been subjected to
sexual violence or harassed on the basis of sex can seek support, including counseling and
academic support, from the university. If you or someone you know has been harassed on the
basis of sex or sexually assaulted, you can find information and resources at
http://sexualviolenceprevention.asu.edu/faqs/

As a mandated reporter, I am obligated to report any information I become aware of regarding

alleged acts of sexual discrimination, including sexual violence and dating violence. ASU
Counseling Services, https://eoss.asu.edu/counseling, is available if you wish to discuss any
concerns confidentially and privately.

Accessibility Statement
In compliance with the Rehabilitation Act of 1973, Section 504, and the Americans with
Disabilities Act as amended (ADAAA) of 2008, professional disability specialists and support
staff at the Disability Resource Center (DRC) facilitate a comprehensive range of academic
support services and accommodations for qualified students with disabilities.
Qualified students with disabilities may be eligible to receive academic support services and
accommodations. Eligibility is based on qualifying disability documentation and assessment of
individual need. Students who believe they have a current and essential need for disability
accommodations are responsible for requesting accommodations and providing qualifying
documentation to the DRC. Every effort is made to provide reasonable accommodations for
qualified students with disabilities.

Qualified students who wish to request an accommodation for a disability should contact the
DRC by going to https://eoss.asu.edu/drc, calling (480) 965-1234 or emailing DRC@asu.edu. To
speak with a specific office, please use the following information:
ASU Online and Downtown Phoenix Campus
University Center Building, Suite 160
602-496-4321 (Voice)
If you have received an ADA accommodation from the University, you must notify me at
the beginning of Week 1 via our personal ASU email.

Technical Support - (855) 278-5020

To monitor the status of campus networks and services, visit the System Health Portal at
http://syshealth.asu.edu/.