This activity combines an initial asynchronous step with a follow-up engagement in real-time during class. It asks students to consider how different media aggregate their global development content in order to consider the rhetorical relationship between mode, (internet, printed paper, etc.) medium (publication) and message (content of the story). By considering this relationship, the students get a better grasp of the landscape of how information (in this case, global development) is communicated to the public.
Activity title: Analyzing Mode, Medium, and Message: Exploring the “conversation” around global development and social change via current media
Author: Emily Polk
Course: PWR 1
Activity length and schedule: Early in the quarter, as students are thinking about research topics. Students should spend no more than an half hour on this activity outside of class time.
Activity goals: In general, Emily uses it to introduce her students to the popular (media) texts that define their course theme while also helping them to think through research topics they might want to pursue. Some more detailed goals include:
Activity details: Students perform a guided analysis of a text that has been assigned to them in groups. They take notes on their analysis in preparation for an in-class conversation; this second step could be moved to an asynchronous platform, such as a discussion board.
See the student-facing instructions here.