Consumption & Online Behavior

Learning Targets:

• Write explanatory texts to examine and convey complex ideas, concepts & information clearly and accurately through the effective selection, organization and analysis of content (CCSS 11.W.2).
• Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information (CCSS 11.W.6).
• Make strategic use of digital media (textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence to add interest (CCSS 11.SL.5).

Learning Activities:

• Watch the video "Consuming Kids"  

• Complete a reflective blog post on consumption (on your new Blogger).  It should consist of three distinctive parts:
• Identify/explain the topic of consumption
• Discuss consumption as it relates to online behavior/activity in this day and age
• Compare and contrast your understanding/impression of consumption before and after watching the video.
• Additionally, think about some of the questions/points posed in the video - is advertising dishonest/deceptive - why or why not?  Do you agree with the statement that media and advertising is equivalent to pedophiles?  Why or why not?  Do students/kids your age have self-monitoring skills?  Provide examples either way.
• Be sure to include hyperlinks, where appropriate, in your post, as well as any graphics if you see fit.

"NetSmart" and Concept Mapping

Learning Targets:

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text. (CCSS 11.RIT.1)
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another; provide objective summary of text. (CCSS - 11.RIT.2)

NetSmart: How to Thrive Online

Activities:

Read the introduction to author Howard Rheingold's NetSmart:  How to Thrive Online.  Take notes as you read begin to sketch out a concept map of the main ideas and supporting evidence/explanations of what you are reading.

Once finished use one of the tools on the link below (or one of your choosing) to complete a concept map of your reading.  As you read, be mindful and consider the following:

• What does "literate" mean to you?
• What does it mean to be mindful?
• The "new literacies" identified by Rheingold.
• Your technology use and the behavior of yourself, and others, online.
• Is Google and the internet making us "stupid"?

Here are some good resources and tools for creating online concept maps from the Office of Instructional Consulting at Indiana University.

While a bit more complex, here is an example of a concept map from Howard Rheingold on "Mindful Infotention". When you view it, pay attention to and click on the small icons beneath each bubble/box - it will show you a drop down list of additional terms.

Your concept map is due on Friday, April 13, 2012 and must include at least:

• The main ideas from your reading
• The five new literacies in the digital age discussed
• Supporting evidence of each of the literacies - key terms, sample tools, etc.  
• Creativity.  The above will get you the bare minimum.  Be creative and add and connect concepts to real examples in your world/present-day life.

To submit your assignment:

• Look for an email via the Global Studies Google Group.
• Respond to that thread with the link to your online concept map AND download your map, saved as a .jpeg and attach the .jpeg to the response email.