Paradigms for Studying the Internet: Difference between revisions
No edit summary |
|||
| Line 3: | Line 3: | ||
{| border="0" cellspacing="4" cellpadding="4" style="background:#eeeeff; text-align: left;" | {| border="0" cellspacing="4" cellpadding="4" style="background:#eeeeff; text-align: left;" | ||
| | | | ||
* [[Politics and Technology of Control: Introduction|Jan | * [[Politics and Technology of Control: Introduction|Jan 24]] | ||
* [[Paradigms for Studying the Internet| | * [[Paradigms for Studying the Internet|Jan 31]] | ||
* [[New Economic Models|Feb | * [[New Economic Models|Feb 7]] | ||
* [[Peer Production and Collaboration|Feb | * [[Peer Production and Collaboration|Feb 14]] | ||
* [[Collective Action and Decision-making|Feb | * [[Collective Action and Decision-making|Feb 21]] | ||
* [[New and Old Media, Participation, and Information| | * [[New and Old Media, Participation, and Information|Feb 28]] | ||
* [[Law's Role in Regulating Online Conduct and Speech|Mar | * [[Law's Role in Regulating Online Conduct and Speech|Mar 6]] | ||
* Mar | * Mar 13 - ''No class'' | ||
| | | | ||
* [[Regulating Speech Online|Mar | * [[Regulating Speech Online|Mar 20]] | ||
* [[Internet Infrastructure and Regulation|Mar | * [[Internet Infrastructure and Regulation|Mar 27]] | ||
* [[Copyright in Cyberspace|Apr | * [[Copyright in Cyberspace|Apr 3]] | ||
* [[Control and Code: Privacy Online|Apr | * [[Control and Code: Privacy Online|Apr 10]] | ||
* [[Internet and Democracy|Apr | * [[Internet and Democracy|Apr 17]] | ||
* [[Internet and Democracy: The Sequel|Apr | * [[Internet and Democracy: The Sequel|Apr 24]] | ||
* [[Cybersecurity and Cyberwarfare|May | * [[Cybersecurity and Cyberwarfare|May 1]] | ||
* [[Final Project|May | * [[Final Project|May 8]] - ''No class'' | ||
|} | |} | ||
<br clear="right" /> | <br clear="right" /> | ||
</div> | </div> | ||
''' | '''January 31''' | ||
<div style="background-color:#CCCCCC;">'''Note: Due to snow in Cambridge, class is canceled today. To make up for the cancellation, we'll be adding an hour to each of the next two class sessions (February 8 and 15).'''</div> | <div style="background-color:#CCCCCC;">'''Note: Due to snow in Cambridge, class is canceled today. To make up for the cancellation, we'll be adding an hour to each of the next two class sessions (February 8 and 15).'''</div> | ||
Before we can even begin exploring the who's, what's, and why's -- we need to answer the critical question of '''how.''' Indeed, the phrase "studying the web" could embrace a staggering world of possible routes to explore, even before beginning to examine its relationship with society and culture. We need something to guide us through this massive field of (very interesting!) foxholes, and link the ideas we encounter into a consistent piece. We need some kind of structure to allow us to ''understand'' what we are looking at, the same way a chemist thinks of things in terms of atoms and molecules, or a philosopher can think about things in terms of schools of thought. | Before we can even begin exploring the who's, what's, and why's -- we need to answer the critical question of '''how.''' Indeed, the phrase "studying the web" could embrace a staggering world of possible routes to explore, even before beginning to examine its relationship with society and culture. We need something to guide us through this massive field of (very interesting!) foxholes, and link the ideas we encounter into a consistent piece. We need some kind of structure to allow us to ''understand'' what we are looking at, the same way a chemist thinks of things in terms of atoms and molecules, or a philosopher can think about things in terms of schools of thought. | ||
Revision as of 19:48, 17 November 2011
January 31
Before we can even begin exploring the who's, what's, and why's -- we need to answer the critical question of how. Indeed, the phrase "studying the web" could embrace a staggering world of possible routes to explore, even before beginning to examine its relationship with society and culture. We need something to guide us through this massive field of (very interesting!) foxholes, and link the ideas we encounter into a consistent piece. We need some kind of structure to allow us to understand what we are looking at, the same way a chemist thinks of things in terms of atoms and molecules, or a philosopher can think about things in terms of schools of thought.
This class will propose and develop one framework for the web, which will structure both the discussion and topic matter covered in the course, as well as the methodology that you should apply to your assignments.
Slides: Paradigms for Studying the Internet
Readings
- Yochai Benkler, The Wealth of Networks (Read pages 379-396. The rest of this chapter expands the discussions of each layer in more detail, if you want to read more about them)
- Chris Locke, Doc Searls & David Weinberger, Cluetrain Manifesto (just the manifesto)
Optional Readings
Videos Watched in Class
Links
For people interested in a more technical primer on the architecture of the web, how email works, etc. check out ethan zuckerman and andrew mclaughlin's Introduction to Internet Architecture and Institutions
Some fred turner resources: video presentation, audio presentation, and homepage
Jason Scott on The Great Failure of Wikipedia (2004)
Internet providers are the new secret police, says report
Define Gender Gap? Look Up Wikipedia's Contributor List
"For all its allure, the Internet can be a dangerous place with electronic pipelines that run directly into everything from our personal bank accounts to key infrastructure to government and industrial secrets." - US Senator Joe Lieberman, chairman of the U.S. Homeland Security Committee Call to give Obama 'kill switch' powers to cut internet access in the event of national cyber crisis 1 Feb 2011