A Mediological Analysis of Facebook and Google+ by DJ Goodwiler

Introduction

With more than 800 million active users (more than half of whom logon every day), it is no wonder so many people have written about Facebook.[1] Some have looked at how political candidates use Facebook, other, rhetorically-minded scholars have seen it as a pedagogical aid.[2] Oddly, however, Facebook has not received an adequate analysis as a unique, multimodal, rhetorical space. This is due, in large part, to a lack of analytical tools for such a diverse medium. A quick glance at the scholarship shows that some have done genre analyses while others have used traditional content analysis rubrics – but those are inadequate methods of analysis given the complexity of such a space. Similarly, traditional visual rhetoric tools would certainly shed light on particular aspects of Facebook but would also be left wanting in the face of so much data.

And if Facebook hasn’t received adequate analysis, Google’s recent launch into the social media world has received even less (considering it is about six years younger). Google+ has attracted few users relative to Facebook (around 40 million), but its initial rise to 25 million users happened 20 times faster than any other social networking site to date.[3] As the only contender to Facebook with similar features, and as a new, unanalyzed space, it deserves critical attention.

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The Use of Facebook in Secondary Education by Luz E. Zúñiga

In recent years, the search engine Google and social network Facebook have been competing for the top spot as the most popular website.[1]  According to a recent article in the Los Angeles Times, there are approximately 800 million active Facebook users, making it the most popular social networking site, followed by MySpace with 33 million.[2]  Among those nearly one billion users, teenagers have been the largest subgroup since Facebook became public in 2004. Originally created for college students, Facebook keeps users connected to friends and family though a variety of means, which includes status updates, newsfeeds, and photographs.  Although polls suggest that teenagers are the third smallest group of users, accounting for between 11-12% of total users, their numbers double within the next subgroup (18-25 years olds), which comprise the largest percent of users. [3]  This means that for the first generation of Facebook users, although still a small subgroup, the use of the social network during these teens years will be of great significance as they move toward their adult years.  If these students are using Facebook as much as predictions calculate, shouldn’t adults pay attention to how often, why, and for what purpose these students are using Facebook?

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Social Media and the Shifting Corporate-Consumer Relationship by Karina Legzdins

Social media has been a topic of interest for scholars and professionals for several years. Researchers in many different fields have explored its definition, reach, use, and potential. Considering social media in the corporate sphere, Brian Howlett, Chief Creative Officer at the Toronto advertising and marketing firm Agency59, describes the effect social media has had on his field and his clients’ business: “There has been a fundamental shift in the corporate-consumer relationship, resulting from the steep rise in popularity and use of social media since 2007” (2012). Howlett’s statement suggests that, rather than being an asymmetrical power dynamic where the organization communicates a story to their stakeholders, social media sites have accustomed users to expecting that organizations will communicate with them, and put more emphasis on dialogue.

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Review of Calibrated Peer Review Pilot by Judith Annicchiarico

I’m desperate for tools and strategies to help me get my job done and still live a life. Like many other writing instructors over the past twenty years have done, I’ve tried out scores of promising technology solutions that looked like they might help me do my job more effectively or efficiently, whether that means helping students to apply concepts they’re learning, or freeing up time for me to apply to course planning, attending meetings, and grading stacks of papers. No Luddite, I. From building my own Web sites and coaching lit students to develop their arguments in Daedalus integrated computer classrooms in the 90s, to creating interactive online lectures in the 00s, I have adopted, adapted, and more often than not abandoned more technological strategies for supplementing writing instruction than I can recall off hand.

Regardless of past disappointments, I had high hopes for the programs coming out a few years ago that promised well-managed and statistically proven tools for students to “workshop” (peer review) their writing outside of the classroom, on their own time, freeing up time for instructors to teach their actual subject material, rather than how to write about it. Even if their subject material is “how to write,” instructors could theoretically use their classroom time to instruct, and let students workshop on their own time using one of these programs.

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A Critical Analysis of Yancey’s “Writing in the 21st Century” by Ian Hayden

In 2009 Kathleen Blake Yancey, past president of the National Council of Teachers of English, published a report titled Writing in the 21st Century in which she calls upon her constituency to support what she refers to as “21st century writing.” (1) Her opening claim is that “today, in the 21st century, people write as never before – in print and online.” (1) As a result, she argues, “we thus face three challenges that are also opportunities: developing new models of writing; designing a new curriculum supporting those models; and creating models for teaching that curriculum.” (1) The strong implication in Yancey’s title is that writing since the turn of the new century is different in significant ways from writing in earlier centuries, so different, in fact, as to require new models for understanding what writing is and how it should be taught.

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News, Blogs and a New Media Ecosystem by Allison Quering

As blogs become permanent additions to many news organizations’ websites, professionals and readers are beginning to evaluate the value blogs have to news. Publications such as The New York Times maintain such a vast collection of blogs that many include a directory online to navigate through them; writers cover various subjects, including news and politics, business, technology, science, travel, and more; however, as a supplement to their main publications, blogs can never completely replace news, because of the difference in their nature. What news organizations have now is an entirely new form of communication between journalists and their readers, one that is meant to extend—rather than substitute—news stories. For the moment, the development of blogs in the news seems to have slowed, and possibly halted. Now that news organizations are eagerly immersing themselves in the so-called blogosphere, we are reaching the point when we must decide the specific use and value of blogs in the news, to appropriately shape this relationship and prepare it for the future.

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Bakhtin’s Polyphonic Novel and the Polyphonic Potential of David Mamet’s American Buffalo by Jennifer Young

The theatre is the obvious place…for [Bakhtin] to have made a stronger contribution, or at least a logical place to go to further discriminate his own set of categories, and he didn’t do it…It is a mystery.  I don’t understand it…This is a topic that needs a lot of work; I hesitate to even talk about it.  But if one were to talk about an agenda for future work, I think that Bakhtin and theatre constitutes a very rich area (Barsky and Holquist, qtd. in Joki, MBD 2).

When Mikhail Bakhtin created the genre he called the polyphonic novel, he simultaneously hailed Dostoevsky as its father and rejected the drama as being incapable of sharing its multivoicedness.  In his Problems of Dostoevsky’s Poetics, Bakhtin explains why the drama cannot be polyphonic.

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