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ENGL 605 Netnography

Michael Maune

on 15 October 2010

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Transcript of Netnography

Netnography To help students develop their abilities to observe, interpret, and evaluate a variety of types of ethnographic data. The Assignment Why netnography? Exploratory field research focused on process and product Blend of academic prose and real world discourse Analysis and genesis Collaborative and individual elements Fandom = fun! Three-part approach Collaborative Paper and Presentation Individual Reflection Remix for the Web Collaborative Paper Overall Goal How does this community work? Background Context Preconceptions Research Questions Method Netnographic techniques Data and Discussion Evidence Significance Whole community Individuals Conclusions and Implications “So, what?” Publics and Counterpublics 10 to 12 pages, standard academic prose Groups choose community to research Individual Reflection Remix for the Web 250-500 words Looking backward to look (consciously) forward Author Writerly choices effective? Audience For whom and for what purpose ([in]effectively)? Text Word-based, print-based a limitation? Project Management Brief Context Problem
Specific Needs
Version History Audience Primary and secondary personas Goals
Use cases and scenarios Design Concept Mood
Functional concepts
Design concepts Site Map or
Storyboard Wireframe/Sample Color Schemes Goals, Means, and Outcomes Goals To help students understand the inherent rhetorical situation of digital writing in online communities. To prepare students for writing and understanding later university coursework which will employ empirical observational data. Means Read and discuss texts which introduce ethnographic and “netnographic” research principles and techniques. Complete simple primary ethnographic research techniques. Complete more complex ethnographic research techniques directed toward online communities. Articulate ethnographic research questions about online community discourse. Receive weekly in-class instruction in using computers to perform ethnographic research. Outcomes Identify online communities as distinct discourse communities. Employ basic ethnographic techniques while observing online community discourse. Identify rhetorical strategies used in various online community settings. Explain how a particular online community “works,” what it means to be a member of this community, and its attendant implications. Evaluate how an online community and its members use writing to structure identity. This unit should appeal to instructors who want to emphasize * writing-based rhetorical situations publics and counterpublics qualitative research community-based research virtual communities web writing asynchronous discourse circulating discourse in web 2.0 communities computer-mediated communication in general having fun in a composition class! Abstract Lesson Sequence Week One Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Week two week three week four A unit for
first-year composition Ethan Sproat
Jessica Clements Williams
Kyle McIntosh
Michael Maune
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