Care Abouts

Tuesday 13 Sept – This is the book I always wanted to write: how to care about it all
•    Zandt, ch 4; • Davis ackn., intro, ch 1 (note that it is a lot better to read everything for the whole week together if possible, and then focus on each day for discussion preparation)
•    WHO WILL YOU PARTNER WITH FOR THE SEMESTER?
Some feminist philosophers talk about what they call “personal care-abouts” in knowledge making. What are Zandt’s and Davis’ personal care-abouts as they reveal them to us? How can you use this class for your personal care-abouts? How can you make the class projects fit into those care-abouts? How will you partner with others to support each other’s care-abouts? Begin project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together.

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As you come into the class today, immediately start working with others to figure out:
• WHO WILL YOU PARTNER WITH FOR THE SEMESTER? How can you use this class for your personal care-abouts? 
How can you make the class projects fit into those care-abouts? How will you partner with others to support each other’s care-abouts? 
BEFORE CLASS STARTS EVEN: Begin project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together.

NOTICE: the advice about reading ahead! Read each weekend for the whole week if at all possible. And if you can, just go ahead and read all of Zandt while you are on a roll there. 

If you work this way this semester you will have this class, and possibly your other classes aced. 

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PULL OUT THE NOTES YOU MADE TO PREPARE FOR CLASS

How does the How to Read handout work? In what ways does it help with all our reading? 
=What three things you don't usually do did you pick to do?




In what ways do we have to modify the handout to deal with new formats of reading? How do we alter it to apply to:
=Kindle books or ebooks or audiobooks?
=to websites and hyperlinks? 
=to videos and other multimedia? 
=which ebook samples did you get? what aps did you find?


Why do we read in the order we do? What happens when we alter the order of reading? Why might this matter? 
=why do we read conclusions first? why do we read acknowledgements too?
=how do Zandt's comments about sharing on social media apply to the social format of the seminar? what comparisons can you make? 

What about the Wikipedia?
=Look up "gift economy" on the Wikipedia....
=What does Zandt have to say about the Wikipedia?

=What is crowdsourcing? How is it part of a whole ecology of social media, and why does it help to think in this way? 
=What forms of mature trust do we need to be authentic in media ecologies? 
=How does Zandt recommend we "manage authority"?

This graphic comes from a fascinating website: emergent by design


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Thursday 15 Sept – Sharing is Daring: when knowledge travels what happens?
•    Zandt, ch 5 and the rest of it; • Davis, ch 2
•    HOW TO MAKE LOGBOOK AND KEEP YOUR SCHOLARLY RECORDS
Global feminism? one or many? what are the goals of feminist practice? Who is going to share what, where and how? And how does web research itself figure into all of this? What does web research add to what we can know ABOUT Zandt and Davis themselves? To what we can know about their projects as we see them in these book objects? To what we can know about HOW they think as well as WHAT they think? 






 how has this picture traveled? How can you find out?  

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• How do you locate Zandt's website? Davis'? How current are they? What does this tell you?  
• What is an "epistemological project"? how will this structure our course? 
• What does Davis have to say about intersectionality? How did you find this out? How will you connect that to your web research on Berger's collection for this Thursday? PDF.  



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WHAT SORTS OF RECORDS DO YOU NEED TO KEEP?
=what goes in the logbook? what will help you most? what will allow you and Katie to be on the same page? what will help you plan and read ahead?
=taking notes from the web: websites, wikipedia, hyperlinks, vids and other media: How is this the same as reading? how is it different? 


Bring in notes in which you address these questions and the ones in the description for today's class. Also bring in notes on the following:

• What kinds of records will help you keep track of what you need to do for class: each class, each week, for each project, for graded assignments, over the course of the term? 
• What kinds of records will help you keep track of web research?
• What kinds of records will help you keep track of library research? How are these two the same? different?

• What kinds of records will make it impossible for you to inadvertently (or deliberately) commit plagiarism? What ensures that?

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