Spreadable Media: Creating Meaning and Value in a Networked Culture, which I co-authored with Sam Ford and Joshua Green,  is scheduled to come out at the end of January 2013. The book represents the culmination of a strand of research which we started when all three of the authors were working together on the Convergence Culture Consortium at MIT and it was the extension of a white paper which I co-authored with two of the Comparative Media Studies masters students, Xiaochang Li and Ana Domb.

We will be sharing more about the book as we get closer to its release, but as part of the plan for the book, we commissioned more than 30 essays from people who have at one time or another been linked to the consortium — ranging from former graduate students who have since entered academia or the media industry and a range of faculty who have been fellows in the consortium, along with some others whose work has been central to our understanding of this topic.

Over the next few months leading up to the book’s publication date, we are going to be releasing a few of these essays each week with mechanisms which make it easy to spread to the larger community. We want to put the book’s core message, “If it doesn’t spread, it’s dead” to the test and encourage people to send links, to repost these through blogs, and otherwise, help to spark a larger conversation around issues of grassroots media circulation.

The time is certainly right for such a discussion following a year when Kony 2012 became the most widely spread and fastest spreading video in the history of YouTube and when “Binders of Women” emerged within minutes as part of the public’s response to the presidential debates. Our argument, though, is that describing these processes as “going viral” does not deal adequately with the complex social processes and cultural stakes in expanding the role of the public — as individuals and members of networks — in shaping the circulation of media content.

Today, we are releasing the first of the essays, which foreground people who participated at this year’s Futures of Entertainment conference. They are a good sample of the range of material which will be coming out through the Spreadable Media website (and I will be showcasing many more of these blog posts here, alongside the regular flow of interviews, announcements, and other materials, so stay tuned, and more than that, help us spread this content to people who might find it interesting.)

What follows are some highlights from the initial essays. To read the full entries, follow the links back to the Spreadable Media homepage.

Tecnobrega’s Productive Audiences

Ronaldo Lemos (2008) has coined the phrase “globoperipheral music” to describe the emergence of music scenes that put central focus on the peripheries. Wayne Marshall (2009) has alternatively dubbed the trend “Global Ghettotech,” a more sardonic reference to the somewhat romantic international interest in the music from the slums of former colonies. Whatever you want to call it, a few years back, this emerging and tightly networked global music circuit was buzzing particularly about the infectious beats of Tecnobrega, Brazil’s “Tacky Techno.” In Belém, the capital of the Amazon, a whole industry had emerged around this music, and apparently it was very happily reinventing the music business’s status quo. A team of Brazilian researchers led by Ronaldo Lemos and Oona Castro (2008) encountered a vibrant grassroots economic system, one where musicians had decided to bypass traditional music labels and were instead making successful partnerships with the local “pirates” who loyally feature Tecnobrega artists in the midst of their very own bootlegged bounty.

With this research in hand, I headed to Belém myself to study the audiences’ role in this booming music scene. With 1.5 million inhabitants, Belém was reported to have 140 Tecnobrega bands and 700 aparelhagems (literally, “apparatuses”), the Tecnobrega sound systems that, in their most ambitious instances, are formed by gigantic retrofuturistic machines that elevate the godlike DJs through hydraulics at the end of the shows. This infrastructure supports more than 4,000 Tecnobrega parties a month in Belém. What I found not only involved audiences but empowered participants who valued their role as industry agents (Domb 2009). When the Tecnobrega musicians decided to forgo copyright and deem all uses and circulation of their music as not only legitimate but positive, local audiences thrived….

Transnational Audiences and East Asian Television

Consider a clip from the Japanese variety show Arashi no Shukudai-kun that recently made its way onto YouTube in early 2009: a small group of Japanese pop singers are challenged to eat a “surprisingly large” hamburger named after a city in the Ibaraki prefecture and are joking about how “Super American” the situation is. They suggest that the burger inspires them to don overalls and grow “amazing” chest hair, while Bruce Springsteen’s “Born in the U.S.A.” blares in the background. The clip was then subtitled in English by two fans based in Australia and circulated based on its appeal to English-speaking audiences of the “J-pop” performers in the video as an embodied spectacle of Japanese popular culture. Various versions of the clip were distributed online through fan communities on LiveJournal, a Russian-owned social blogging platform with offices headquartered in San Francisco, and other forums, and fans shared the links through their blogs, Facebook, Twitter, Delicious, and other social media channels. In the process, the Arashi no Shukudai-kun clip was recontextualized, reformatted, resubtitled, and diverted to new (and sometimes unexpected) audiences at every step along the way. Far from exceptional, there are countless clips like this one on YouTube: in the global spreadable media environment, its crisscrossing path back and forth across multiple national, linguistic, and cultural boundaries is becoming perfectly common.

Not only is the transnational movement of media becoming increasingly pervasive; it has also become significantly more—and more visibly—multinodal. Thus, we must go beyond the use of Bruce Springsteen in the background of a Japanese variety show as part of a parody and indigenization of Western cultural materials to consider its subsequent movement as it is taken up, translated, and circulated by grassroots intermediaries, passing through divergent and overlapping circuits, often outside the purview of established media industries and markets. In short, we must look beyond sites of production and consumption to consider the practices of transmission and the routes of circulation—the means and manner by which people spread media to one another—which are increasingly shaping the flow of transnational content….

The Implicit Contract

Everyone wants something from their entertainment. Whatever this desire is, audiences’ satisfaction with a product is dependent on whether their expectations are fulfilled or exceeded. As such, viewing the relationship between the provider and the audience of an entertainment property as a contract helps explain why audiences enjoy and accept some content choices yet reject and are angered by others.

Creators and critics of fiction and film have been aware for quite some time of the need to entertain audiences without boring or distracting them. One quote that is regularly cited in online writing communities comes from science fiction author Larry Niven, who described the reader as “entitled to be entertained, instructed, amused; maybe all three. If he quits in the middle, or puts the book down feeling that his time has been wasted, you’re in violation [of the implicit contract]” (quoted, for instance, in Salway 2006).

While Niven describes the implicit contract in terms of engaging and entertaining the audience, film theorists have taken the metaphor further. Thomas Schatz (1977) and Henry Jenkins (1992) use the lens of a contract to discuss relationships between media producers and audiences. Schatz describes a film genre as a tacit contract which governs a reciprocal studio-audience relationship, while Jenkins argues that Schatz undermines the reciprocal dimension of the contract by assuming that what Hollywood delivers is what the audience wants (1992, 123)……

YouTube and Archives in Educational Environments

Students in a film studies class settle back and watch a clip of the iconic scene from the ending of Casablanca when Rick and Ilsa part at the airport. The clip that follows shows Rick sitting in his darkened bar, bitterly reminiscing about his past . . . when a balloon suddenly floats into the frame. Rick appears to knock it away as he pounds his fist on the table. A third clip begins with the animated Warner Brothers logo, followed by the eight-minute cartoon “Carrotblanca,” which, as the student presenting these clips points out, provides an ending to the film (Rick/Bugs and Ilsa/Kitty uniting rather than parting) that many viewers would prefer.

The sort of modified “mash-up” of Casablanca created by this student is hardly something new to fan communities and others who take images from one context and reshape or repackage them in an entirely new way. But the media studies classroom creates a context that encourages both students and educators to productively analyze the nature of the vast (though limited) archives of media images and the active recirculation of them for particular purposes. The classroom setting provides a laboratory that allows us to isolate and study the means by which media is spread. In the classroom, trends will be not only identified or predicted but actively shaped as students/fans (as well as the aca/fans who mentor them) grapple with the practical, ethical, and intellectual parameters of taking media into their own hands and reshaping its content…..

“Consumers” or “Multipliers”?

The term “consumer” is a fixture of the marketing, media, and cultural worlds. It is hard to imagine certain conversations without it. Lucky little term. “Consumer” is coin of the realm.

On the other hand, as Marshall Sahlins says, every theory is a bargain with reality (1976, 45). It helps us think some things. It discourages us from thinking others.

On the whole, “consumer” was a better term than the alternatives, “customer” or “buyer.” It evoked the distinction between producer and consumer, reminding the corporation that capitalism is not about the art of the possible but the art of the desirable. It doesn’t matter what the corporation does. It will sell only what the consumer wants.

Charles Coolidge Parlin made this paradigmatic shift official when, in 1912, he offered the slogan “the consumer is king.” A. G. Lafley, the CEO of Procter & Gamble from 2000 to 2010, renewed the term’s centrality when he reminded his staff, as he often did, “the consumer is boss.” (See, for instance, Markels 2006.) The term “consumer” has helped capitalism take the larger view.

On the other hand, not everyone likes the term “consumer.” Some think it’s antiecological. “Consumers” sound like ravening beasts who must destroy what they buy instead of renting it from the recycler…..

Chuck vs. Leno

In April 2009, a sandwich saved a television show. The sandwich was fairly large—12 inches, to be exact—but the feat was extraordinary nonetheless. Here’s what happened. Fans heard that the NBC comedy Chuck might be canceled at the end of the 2008–2009 television season, and they took the usual action fans take in these situations: they wrote letters to the studio and television network responsible for producing Chuck and putting it on the air. Then, they did something different—Chuck fans pled their case directly to Subway, one of the show’s prominent sponsors. On April 27, 2009, the day of Chuck’s season finale, fans went to Subway and bought foot-long sandwiches—a lot of foot-long sandwiches. They filled out comment cards, telling Subway managers that they bought the sandwiches to support Chuck. It worked. On May 19, 2009, NBC released a statement saying that Chuck had been renewed “due to an innovative advertising partnership with Subway.”

The campaign to save Chuck from cancellation, appropriately called the “Finale and Footlong” campaign, relied almost entirely on organization from the Chuck Internet community. The popular press eventually picked up on these fan efforts, but word spread primarily on Twitter and Chuck fan sites. The campaign was launched by fan Wendy Farrington (2009) through her LiveJournal page centralized on the fan website zachary-levi.com, which is named for (but not run by) the actor who plays Chuck. A description of the campaign on zachary-levi.com explains why the fans decided to buy sandwiches: “Lots of people want to help Chuck, but may not have the time or inclination to write letters, but the network will listen closer if we’re talking dollars. [. . .] The intent is to let the network and their sponsor know that we’ve received their message. This is something a Nielson [sic] box can’t do . . . this is a translation of fan loyalty into real dollars that NBC & Subway can measure” (Michelle 2009)…..

Learning to Be a Responsible Circulator

In Gilbert and Sullivan’s classic operetta The Gondoliers, the song “There Lived a King” tells the story of a royal who desired equality and thought to promote everyone to high office within his kingdom in order to achieve a single class of well-to-do, content subjects (Gilbert 1889). But the inherent nature of an entropic universe resulted in unforeseen consequences that provided for a very different reality than intended. For, after the process of elevation in rank, “Lord Chancellors were cheap as sprats, and Bishops in their shovel hats were plentiful as tabby cats—in point of fact, too many.” The last line of the song highlights the ultimate realization of such a world: “When everyone is somebody, then no one’s anybody.”

A spreadable media environment by its very nature fosters a more participatory society. Yet, in a culture where a majority of the audience has access to a ubiquitous communication environment, each person should hold a greater level of personal responsibility for establishing credibility of both content and sources.

In a “broadcast world,” credibility was easier to establish. If we trust “name” news brands such as the Washington Post, the New York Times, or National Public Radio, we tend to treat those who work for the “brand” as trustworthy by association. As the number of published voices grows exponentially, however, it may become exceedingly difficult to make an informed judgment about how trustworthy sources are when they do not have a recognized brand behind them…..

Twitter Revolutions?

In summer 2009, public discontent around the outcome of the Iranian elections sparked a worldwide response, largely because of the visibility these protests gained through social networking sites. What happened in Tehran retrospectively can be seen as an early sign of larger unrest in the region, which gave rise to the so-called Arab Spring which started in late 2010 and reached its fullest scope in 2011. Journalists, bloggers, and other cyber-enthusiasts have celebrated the use of sites such as Twitter, Facebook, and YouTube by protesters in each of these countries and by their supporters from the West as a decisive sign that grassroots communicators might be able to route around government censors and that citizen journalists might be able to force international concerns onto the agenda of the professional news media. And this perceived value of social media platforms as potential tools for political change were further fueled in the U.S. by early 2011 protests against the Wisconsin governor, who was pushing to end collective bargaining for government employees in in the state, and by the emergence of the Occupy movement in fall 2011.

In each case, the capacity of everyday people to circulate information and opinion online—rather than going through professional journalists—was key in shaping and mobilizing public opinion. A full account of these efforts would require a book of its own. However, here, I want to explore some key lessons from the Iranian example and to point to some of the larger questions it raises about the value of social media for political activism.…

Joss Whedon, the Browncoats, and Dr. Horrible

Experimentation among independent media creators is inspiring some mainstream media producers to create alternative systems of production and distribution. Few media producers have been as adept at courting and maintaining the engagement of dedicated fans as Joss Whedon—the showrunner responsible for such cult television series as Buffy the Vampire Slayer (1997–2003), Angel (1999–2004), Firefly (2002), and Dollhouse (2009–2010). Whedon has one of the most dedicated and concentrated cult audiences, yet he has often had difficulty building up a sufficient mass audience (as measured by Nielsen) to sustain a television series on broadcast or first-tier cable channels.

Whedon’s earliest series (Buffy, Angel) survived primarily because of deflated expectations about ratings numbers as new television networks were fragmenting the marketplace and as the television industry was adjusting to the erosion of younger viewers. His fan loyalty resulted in early successes in terms of DVD/video sales and rentals and, later, in terms of various legal download services.

Whedon’s more recent series have been short-lived, building desired and desiring audiences but getting canceled before the end of their first season (in the case of Firefly) or second season (in the case of Dollhouse). The Browncoats, Firefly’s most passionate fans, lobbied hard for a feature film, Serenity (2005), which would resolve some of the character and plot issues left open by Firefly’s cancellation. The Browncoats were out in force nationwide, drawing local interest in Serenity’s opening, camping out in front of theaters, developing online campaigns, and speaking to other science fiction fans who they hoped might embrace the series. By the end of their campaign, which was encouraged by the studio as “viral marketing,” the active Browncoats numbered more than 75,000 members, with more than 85 percent of them actively recruited by other fans. While the film had only modest box office revenue, its impressive DVD sales were attributed to the buzz created by the Browncoats (Affinitive 2006).

However, when the dust settled, the studio—Universal Pictures—sent cease-and-desist letters to some of the more enterprising amateur publicists, demanding retroactive licensing fees for the reproduction of series images on T-shirts and posters (11th Hour 2006). The fans regrouped, counting all of the time and labor (not to mention their own money) put into supporting the film’s release. They eventually sent Universal an “invoice” for more than $2 million as represented by their 28,000 “billable hours,” an attempt to translate their fan activities into the industry’s language (DMCA Wiki 2006). These Browncoats had understood their engagement in terms of their emotional connection with the property—measured within a nonmarket logic. However, if the studio wanted to read everything through a commercial lens, they pointed out that they had added much more value than they had taken….

Watch for more essays to be released each week through this blog and through the Spreadable Media website.

In your chapter, “Me We,” you confront a core debate about the relationship of the individual and the community. This question is certainly invited by the notion of “participation” which runs across the book. This term, as some critics of my own work note, begs the question, Participation in what? If you are moving from an industrial model of conformity to mass expectations, you are not embracing a notion of total individualism. So, how do we resolve the relationship of the individual to the community? What models of community life are you embracing?

I agree a most challenging question and the answer(s) are multi-layered. I think it also requires a compassion and understanding human nature. The great Mohammad Ali was once asked what what his shortest poem was, without hesitation he said, ‘Me We’.
Of course ‘Me We’ relates to Carl Jung’s insight that, “I” needs “we” to truly be “I” which points to how we construct meaningful identities – through meaningful networked relations to the world around us. It additionally leads us to the insight humanities greatest asset is its ability to work in aggregates – cooperatively. Which has multiple benefits for we and me.

Lets take one example. A systems level organizational change of the healthcare system is currently underway in Nova Scotia, through a process described as ‘Participatory Leadership’, whereby it is the participation of the people that are the true actors (nurses, clinicians, patients, etc.) within that healthcare system that are co-designing, and co-creating how they are going to find the answers to their difficult and challenging issues. This process allows all participants to contribute and in that they embrace systems change – or in other words, people embrace what they create.

As the Director Janet Braunstein Moody told me, ‘we are doing things today not possible without participatory leadership becoming the core operating process of the organization’. She points out that in her experience after working in healthcare for many years that you can do almost anything with a shared vision – when there is awareness and comprehension of that shared vision and so the needs of the whole outweigh the needs of the individual. This translates for example into the Nova Scotia healthcare system co-budgeting together, deciding as a group how to spend the budget, something that could never have been achieved before.

It has created the ability to move with great speed and flexibility and that leadership is now recognized as stewardship of an eco-system that must be nurtured not fought over like a battlefield.

People’s deep motivation is not monetary but more importantly it is based upon meaningful connection – how we make context and meaning, through the webs of relationships and how we derive value from those relationships and connections are central to human beings. This is an inversion of traditional top down coercive management culture, media culture (thinking about your work on fan fiction) or how we think about learning, or how we deliver healthcare services, or budget the finances of a village, town or region.

Further examples are the extraordinary work achieved by Michel Bauwens at the p2p foundation charting the multifaceted rise of the p2p society, new manufacturing capability such as wikispeed, 100k garages, the city of San Francisco working on the idea of shareable cities, which one could argue is built upon the amazing work of Mayor Jamie Lerner in the Brazillian city Curitiba in the 1960’s, the rise of crowdfunding and the changing of legislation to accommodate its potential in the US, regions like Mondragon in Spain that have run on participatory principles for many years, the entire open software movement, the work of Creative Commons that is built on how creative and intellectual content is shared rather than restricted, and Ushahidi the crisis management platform a prototype NGO of the future; flat, networked open source, adaptive that was built entirely by a volunteer workforce. We see participatory cultures in innovation, such as innocentive, your encore or topcoder. Or social movements such as SOCAP.

Participatory culture is about human identity, and about a different type of capital – human capital, social capital, cultural capital, intellectual and knowledge capital, as well as financial capital. Each of which is able to create value and release value. Each of these capitals relate to why the above examples work. But we have to understand humanity only gives it creative best, its highest sacrifice not for 50 pieces of silver but something else. The thing that enriches us, the thing that says we are more than just ourselves.

My views on this are also inspired by the work of Lewis Hyde, who writes about the gift economy and how and why the gifts we give to each other are deep cultural bonding agents between individuals, groups and communities. The universal nature of humanity is why in Japan it is seen as extremely rude to pour your own sake, your guest pours for you and so gives you the gift and the bond is co-created, a ritual also observed in the South of France at the beginning of a collective meal. To dig deeper we see this is the foundations of any regenerative society, the principle of reciprocity, re and pro – back and forth.

Academic Jay Rosen describes the mass media / industrial world where we were atomized into individuals and only connected up to each other across mass media. Today he says that power has eroded. It has eroded because in part a greater power has spoken a desire for a substantial change in the human condition. Having deconstructed humanity almost to the point of deconstruction, participatory cultures, part of the Human-OS say we are all rich and can be richer by how we cooperate and participate together.

There is no one size fits all, it requires us to evolve and develop a literacy that enables us to speak authoritatively, to discuss and design in great detail how participatory cultures could work in a multitude of situations.

A question you try to address in the book is “what happens when the right information gets to the right people at the right time” and you provide some examples of the transformative consequences of our shifting access to information here. What do these examples teach us? How do you address your own question? What factors prevent this productive allocation of information much of the time?

They teach us that sharing information is power, is powerful and enriching.

I address my own question by believing that openness is resilience, which allows greater diversity, and that if we do not have access to the right information at the right time we cannot be meaningful actors and authors of our own lives and destinies. It also is a redistributive model, which enables to deal with a more complex world but also changes and challenges power relationships in commercial and civic society.

So if we take the story of Patients Know Best, a healthcare service for people with chronic healthcare conditions, the ability for patients and clinicians to share and participate together in the diagnosis and treatment of common problems in unique circumstances, we see a dramatic improvement in the right clinical decisions being taken which means the reduction in wrong diagnosis, over prescription of drugs and the clogging up of waiting rooms in hospitals to see specialists. So sharing information improves safety, reduces costs, and saves time.

Ushahidi – the crisis management platform (Kenya – post election crisis, Haiti, Japan earthquake) and NGO, enables people and organizations to work more effectively in chaotic conditions, with limited resources to respond at internet speeds. Or enables the ability to create a cartography of information that enables more meaningful actions to be taken.

These also point to the idea of the learning organization that is able to iteratively learn and so evolve, adapt and develop naturally.

A story about power

What stops these things happening? A dominant theory that says control of knowledge and information is power – Wikipedia vs. Encyclopedia Britannica, Wikispeed vs. Ford, Threadless vs. Gap. If you have been taught to see and act in the world in a particular way – linear and the organization as a hierarchical box, conceptualizing a new geometric organizational shape that is seemingly chaotic, complex and flat is very hard to do – it is a paradigm shift something that Thomas Kuhn identified.

These shifts however challenge cultural worldviews and they represent a fundamental reordering of the set of arrangements in how we work to get things done. As this shift becomes ever more present in the older paradigm organizations in incumbent positions of power increasingly resist as although this shift brings better things into the world it also signifies a change in values and power relationships – no one has ever given up all their power willingly and until they exhaust themselves morally and financially.

You seem to hold open the idea that the right commercial practices could work to enable and support the creative capacities of the general population. Yet, this sounds very much the promise made by early advocates of “web 2.0.” What lessons have we learned from the successes or more often, the failures of Web 2.0 companies to live up to these ideals?

There is no doubt that web 2.0 was seen as a utopian new beginning, and perhaps that was the problem – it was too utopian, the idea that everything was happening ‘online’ was a false one.

But you have to start somewhere and there is no doubt that if one studies the development of our online world many people over a considerable number of years worked extremely hard to create the foundational capabilities of a networked world.

What we are seeing is a greater sophistication in the design of organizations, and the blending of a variety of processes and capabilities for that to happen. For example, taking the keywords that describe Local Motors for example.

This represents the prototype of the networked organization, the company as a platform that runs lean, uses Creative Commons as a legal frameworks that uses co-creation as a core capability within the company whilst also using flex manufacturing techniques such as 3D printing. One can see the DNA of 2.0 here in this chart and for that we can be grateful. We can also see a greater sophistication; a blending of tools and process that takes us beyond 2.0 thinking and doing as the previous example of Patients Know Best demonstrates.

Was 2.0 a failure? I would argue that it was a journey we needed to go on – from all that work and effort a better way of organizing has evolved.

Alan  Moore sits on the “board of inspiration” at the Dutch Think Tank Freedom Lab. He acts as “Head of Vision” for the Grow Venture Community, is a board director of the crisis management NGO Ushahidi and is as a special advisor to a number of innovative companies and organizations including publishing, mobile, the theatre and finance.

Mission: Admission represents an attempt to translate your earlier game into Facebook. What differs between the two versions? What has social media allowed you to do which you couldn’t do before?

TF: Mission: Admission is a Facebook adaptation of Application Crunch. Like the card game, it is about the application process. In the game, you take on a character that is applying to college. That character has a family financial background and an aspiration about what they want to be in life. The game takes place over a real world week, driven by a set of deadlines that are similar to those in the card game: applications for colleges, scholarships, FAFSA, etc.

Because it is a digital game, we can bring the game to life a bit more in this format. So, the game takes place in a school where activities that you can engage with are found in the various areas: the library, the counseling office, the fine arts studio, the gym, the tech lab, the writing lab, etc.

When you start out, your school only has a few activities available, so your character doesn’t have as much opportunity as you might like. We meant this to be representative of how many low income students might experience their schools.

As you help your character earn scholarships, get accepted to schools, and more, you earn “pride” for your school, which you can spend upgrading the various areas to include more options for your character. At the end of each week, your character goes off to school, if you were successful in getting them accepted and finding ways to pay for the college of your choice.

You get a new character to help, and your former characters will write you letters home telling you how they are doing in school. Overall, it is a much deeper system in many ways, than the card game, but I think they both have their strengths.

Some may wonder about your decisions regarding the duration of game play on Mission: Admission. Can you explain your rationale for having such a prolonged play experience?

TF: It’s an interesting question—especially when you think of how long people play games like Farmville. In truth, I think the real difference is that we have made a game with a fixed time cycle, rather than the kind of open-endedness that most Facebook games employee. This was dictated somewhat by our subject matter: the college application process has a fixed duration and then you go or you don’t go to college.

We could have chosen to make a shorter game, of course, like a casual game that took, like 10-20 minutes to play through the application process. If we had done this, however, we would have lost what we thought of as a key learning: that you need to keep these deadlines in mind while you’re going on with the rest of life.

When you play the Facebook game, you can only make so many moves per session before you use all your energy. Then, you need to wait and remember to come back to finish your applications.

You also need to plan ahead. For example, many applications require letters of recommendation. These take time so you need to request them at least 12 hours before an application is due—time in the game is abstracted, as is money. You might have everything you need to apply to a full ride scholarship that will let you go to the college of your dreams, but if you don’t get that last letter of recommendation in on time, all your plans will dissipate. That is a pretty important lesson to learn!

ZBC: It’s one thing to teach students information about college, it’s another thing to teach them strategies. The weeklong play session exposes first generation students to valuable “life” lessons.

Chances are that college-educated parents who are familiar with the complexity of college applications will nudge their child to ask for letters of recommendation early, participate in an extracurricular or volunteer activity, or make sure to stay on top of deadlines. Many low-income students do not have that kind of targeted support at home or in their schools. Mission: Admission’s weeklong play time cultivates in college-related cultural capital.

What can you tell us about the balance between competition and collaboration in terms of the ways high school students engage with your games?

TF: The games are really about competing with the system and not directly with each other. Of course, there is competition—sometimes fierce—to be accepted at the more selective colleges, or for scholarships, but we find there is a lot of collaboration between players as well.

Both Application Crunch and Mission: Admission have an “ask a question” feature which rewards both the person who asks the question and the person who answers it best. These questions tend to create an atmosphere of safe discussion around college topics, where students can share what they know, or what they’ve learned from playing.

Also, as I’ve already noted, students like to share their strategies for play. We see that those who’ve played before like to teach new players the ropes. This confidence in their own understanding of the process is a real win for us, and seeing them share this understanding with fellow students in a kind of peer mentoring is really exciting.

What aspects of the game do they seem to bring with them back to their real world educational experiences?

 

TF: The things we see them bringing to their second plays are vocabulary (FAFSA, letters of recommendation, etc.) and strategy (safety schools, time management, meeting deadlines, etc.). Also, they bring a heightened sense of efficacy back, as found by our research team.

The project is too early on to see how strongly this transfers to their real world application processes, but we would love to be able to follow our current test group to see how that plays out.

ZBC: Many times we meet with students who are invested in going to college but don’t know what questions to ask adults who could serve in an advisory capacity. The games often act as a catalyst for generating conversation among students and adults. While students are playing, they frequently ask questions with real-life applications to the teacher or advisor in the room.

You are now turning your attention to developing a game for middle school students. What different kinds of goals and expectations are informing this project? What do elementary school students need to know about college?

TF: The middle school game is a very different kind of game. First, it is not directly about college or the application process. Instead, it focuses on the “adventure” of middle school, a place filled with monsters created by fears and doubts. In this game, it is the development of your interests into passions and skills that give you the power to defeat those monsters and make your way through middle school.

As with the high school games, we worked with a “junior design team” of local middle school students to create the game. The designers spent a lot of time teasing out what kinds of understanding—or misunderstandings—the students had about college and careers. As it turned out, they had almost no idea about what college is, how you get there, and what it might have to do with your future career.

We didn’t want to make a game explaining all of that, but we did want kids to feel like the choices they make now, in middle school, will affect the opportunities they have as they move into high school, college and career. The best weapons they can have in their journey are their own passions and skills. So, we created a game where those passions and skills turn into powers that help them fight through the demons of middle school.

Along the way, they are scaffolded in other ways: making friends who have high ambitions, starting and participating in clubs about their interests, seeking out mentors and other “soft skills” that may help them along the way. In the end, it is really a game about exploring and keeping your options open.

What did you gain by developing these games in the context of a major research university as opposed to through a commercial game or ed-tech company?

TF: The partnership between the Game Innovation Lab and The Pullias Center for Higher Education is a critical part of how these games are being developed. The fact that we’ve had access to our target players from day one is invaluable, as is the insight into the concerns of teachers and counselors.

The research we’re doing to evaluate these games is something that would never have happened if we had developed them in a commercial setting. I also believe that the opportunity to develop the kind of deep systemic mapping between the real world “mechanics” of the application process and the game mechanics would not have happened in another setting.

These games are built to allow players to develop the kind of strategies they can transfer to the real world. A player who walks away thinking: “I really should take pre-algebra in middle school,” or “I should remember to turn in my FAFSA,” are taking away something real from playing these games.

ZBC: Besides working with students as an integral part of the design and playtesting process, we also work closely with teachers, counselors and practitioners to learn from them how to best implement the games and to gather and verify ideas for content.

 

Tracy Fullerton, M.F.A., is an experimental game designer, professor and director of the Game Innovation Lab at the USC School of Cinematic Arts where she holds the Electronic Arts Endowed Chair in Interactive Entertainment.  The USC Game Innovation Lab is a design research center that has produced several of the most influential projects to be released in the emerging field of independent games, including games like Cloud, flOw, Darfur is Dying, The Misadventures of P.B. Winterbottom, and The Night Journey — a collaboration with media artist Bill Viola.  Tracy is also the author of “Game Design Workshop: A Playcentric Approach to Creating Innovative Games,” a design textbook in use at game programs worldwide.  Prior to entering academia, she was a professional game designer and entrepreneur making games for companies including Microsoft, Sony, MTV, among many others.

The Media, Activism and Participatory Politics Project, which I direct, released a new working paper this week: Neta Kligler-Vilenchik and Sangita Shresthova’s “Learning Through Practice: Participatory Culture Civics.” The report is based on extensive interviews with members and leadership of two innovative organizations, The Harry Potter Alliance and Invisible Children (the group responsible for Kony 2012), which won the Chase Manhattan Bank’s Community Giving Competition on Facebook on two consecutive years. The report describes these organizations as providing an important bridge between the expressive and social dimensions of participatory culture towards some more active engagement in civic and political life. As the summary of the report explains:

We present the civic practices of the HPA and IC, defined as activities that support organized collective action towards civic goals. We group these civic practices into four clusters. The distinctive cluster of “Create” practices (including Build Communities, Tell Stories and Produce Media) strongly builds on the organizations’ foundation within participatory cultures. The other three clusters (Inform, Connect, Organize & Mobilize) have more in common with traditional civic organizations, but remain informed by the unique nature of PCCs. All of the practice clusters make extensive use of media, and particularly new media. In fact, engagement with media is a crucial dimension of PCCs.We argue that, while different in many respects, both HPA and IC combine civic goals with the shared pleasures and flexible affordances of participatory culture.

This research was funded by the Spencer Foundation as part of their initiatives to better understand mechanisms for promoting civic learning, but it has also been developed in dialogue with the work of the MacArthur Foundation’s Youth and Participatory Politics network. I featured the initial survey data from YPP here on my blog a few months ago, and we will be sharing more reports emerging from our involvement in that network in the next year, including further research on the fan activist networks around Nerdfighters and Imagine Better, the Students for Liberty Movement, and the political lives of Islamic-American youth in the post-9/11 world. These reports will compliment our previous released study of the DREAMer movement. This report was also meant to extend upon earlier analysis we’ve developed around HPA and IC, including this essay published as part of a special “Fan Activism” issue of Transformative Works and Culture, and this report on Kony 2012 published here on Confessions of an Aca-Fan.

You can read the full report via the pdf embedded below:

Some of the key conceptual breakthroughs of the report are represented by a series of models, reproduced below, which describe some of these organization’s core civic practices. For us, it was striking how much central forms of networking, storytelling, media production, and other communication acts were to the ongoing operations of such groups. We have been struck all along at the ways that these groups have been effective at recruiting youth who may already be active in other kinds of interest-driven and friendship-driven networks, tapping and enhancing their existing skills and social connections, and then deploying them towards social change agendas.

We began this research, and had completed our field interviews, prior to the events surrounding Kony 2012, though it has taken us a bit later to fully analyze our data and produce this report. In some ways, Kony 2012 forced into sharp relief both the strengths and limitations of these emerging kinds of Participatory Culture Civic Organizations. Here’s how the report’s conclusion addresses these concerns:

We hope that these closing critiques offer some ways forward for the new kinds of Participatory Culture Civic organizations we are studying and we plan to be spending more time looking at the ways such groups might foster stronger critical literacy skills, especially those around investigation and argumentation, in the future.

Sangita Shresthova is the Research Director of Henry Jenkins’ Media Activism & Participatory Politics (MAPP) project based at the Annenberg School for Communication and Journalism at USC. She is a Czech/Nepali international development specialist, filmmaker, media scholar, and dancer with extensive interdisciplinary qualitative research experience. She holds a Ph.D. from UCLA’s Department of World Arts and Cultures, and a MSc. degree from MIT’s Comparative Media Studies program where she focused on popular culture, new media and globalization. She also earned a MSc. in Development Studies from the London School of Economics and Political Science (LSE). Her work has appeared in several scholarly journals and her book on Bollywood dance and globalization (Is It All About Hips?) was published by SAGE Publications in 2011.

Neta Kligler-Vilenchik is a Doctoral candidate at the Annenberg School for Communication and Journalism at USC. She works with Henry Jenkins and Mimi Ito on the Media, Activism, Participatory Politics (MAPP) project, as part of the Youth & Participatory Politics (YPP) Network, where she is investigating how youth’s involvement in participatory cultures and new media encourages their civic engagement. The case studies she works on focus on organizations and groups building on networks of fandom, online and off-line, with the aim of encouraging and sustaining young people’s involvement in civic life. Neta is currently working on her Doctoral thesis on alternative citizenship models and their potential for youth civic engagement. She holds an M.A. in Communication from the University of Haifa, Israel.

The politics and poetics of remix culture remains an ongoing interest of this blog. It’s no secret that my own interests in this issue goes back to my early work about fan culture in Textual Poachers: Television Fans and Participatory Culture (some twenty plus years ago) or that I regard meaningful and ethical appropriation to be one of the core media literacies of the 21st century. I recently had a chance to sit down with Moritz Fink, a German-based researcher who has been doing some provocative work looking at The Simpsons in relation to the larger history of cultural jamming politics, a project which seeks to rethink culture jamming not simply as a disruption or interruption of mass media feeds but also as having the potential to “jam with” popular culture, creating something new out of the raw materials provided us by mass media producers.

Anyone who has thought about The Simpsons and especially its relationship with Rupert Murdock’s Fox Network recognize that there’s something curious going on here: The Simpsons both embodies a highly successful commercial franchise, one which extends across conglomerate media, and at the same time, it often models subversive and resistant relationships to corporate culture, going back to its roots in alternative comics. Early on, Matt Groening embraced the grassroots entrepreneurialism represented by the “Black Bart” T-shirts which transformed the Simpsons into a vehicle for Afro-Centric critique of white culture.

As we were talking, Fink shared with me a really compelling and more recent example of how The Simpsons sought to incorporate a street art aesthetic (by employing Banksy to design a special credit sequence) and then how this incorporation was taken up and critiqued by another remix artist (Jonnystyle). This seemed like a very “teachable moment,” i.e. a rich example which many of us might draw into our classes as we seek to explain cultural politics with our students, so I asked if he would be willing to write up and share his analysis through this blog. I am very proud to be passing his piece along to you today.

Digital Detournement: Jamming (With) the Simpsons-Banksy Intro, Jonnystyle

by Moritz Fink

How many culture jammers does it take to change a light bulb? The answer is four: one to hold the camera, one to call the news, and another two to install a huge neon sign that reads turn the lights off day.

No, I don’t mean to make fun of culture jammers. In fact, I’m with former Dead Kennedys singer and culture jammer Jello Biafra’s notion: “A prank a day keeps the dog leash away.”[1] Especially in world saturated by media images and corporate-sponsored messages, culture jamming appears to be the most compelling form of rhetoric to make a voice of dissent heard. What I find irritating, however, is the common identification of culture jamming with a cliché of cultural pessimists and sticks-in-the-mud.

Initial to the theorization of culture jamming was Mark Dery’s groundbreaking 1993 essay, Culture Jamming: Hacking, Slashing, and Sniping in the Empire of Signs. For Dery, culture jammers answer Umberto Eco’s call for “communication guerillas”: “Intruding on the intruders,” he writes, “[culture jammers] invest ads, newscasts, and other media artifacts with subversive meanings; simultaneously, they decrypt them, rendering their seductions impotent.” Dery’s portrayal of anti-corporate or anti-consumerist activists such as the Billboard Liberation Front and Adbusters magazine under the catchy label culture jamming went viral. It just worked — both as an umbrella term and popular buzzword.

But differentiating between a culture industry in the tradition of the Frankfurt School and the consumers, who get “seduced” by it, gets increasingly difficult. The end of network television and the rise of the Internet as a new participatory medium are but the two most evident developments that indicate how profoundly the cultural infrastructure has changed during the 1990s. Thus, if we still cling to the notion of culture jamming as a practice of would-be revolutionaries who perceive the (mass) media as a monolithic entity and one-way communication tool, we’re rendering the term obsolete instead of updating it for the 21st century.

I would like, therefore, to argue against a definition of culture jamming that privileges the countercultural (though it is undoubtedly part of the concept). Culture jamming has never just referred to a jamming of culture (as negation); it always included a jamming with culture (as artful appropriation). Adbusters, for instance, has never been only a form of cultural criticism and disruption; it has always been a form of cultural production, too. Although Adbusters represents an anti-corporate stance, it is an active part of the media landscape as we see it today. Vice-versa, the culture industries — despite their capitalist raison d’être — do not necessarily reinforce a capitalist ideology; some of their products involve anticorporate or anticonsumerist messages, for example, in forms of satire.

The year the Adbusters Media Foundation was born, 1989, also saw the debut of the television series The Simpsons, one of the most popular forms of satire today. A double-coded text, The Simpsons isn’t only a mainstream product and brand that brings millions of dollars to its producers as well as its mother network, the Murdoch-owned Twentieth Century Fox. At the same time, it’s a text that appropriates other artifacts of popular culture and satirically comments on their cultural meanings and contradictions (including parodying itself and its own context of commercial television).

In one of The Simpsons’ annual Halloween episodes, for instance, the people of Springfield face an armada of gigantic turned-to-life billboards and corporate mascots that literally intrude into their lives, rampaging through the town and destroying their homes. Finally, it is Lisa who successfully turns off the invaders (ironically by performing an anti-ad jingle together with the singer Paul Anka — what Planet Simpson author Chris Turner compares to the tactics used by culture jammers). Lisa is “intruding on the intruders,” if you will; she beats the corporate monsters at their own game. In the final scene we see Springfield’s news reporter Kent Brockman talking into the camera (and thus implicitly addressing the viewers of The Simpsons): “Even as I speak, this scourge of advertising could be heading towards your town. Lock your doors! Bar your widows! Because the next advertisement you see could destroy your house and eat your family.” Then Homer appears in the image’s frame and adds the televisual commonplace, “We’ll be right back,” and The Simpsons cuts to commercials.

Of course, it’s not that The Simpsons invokes its audience to turn off their TV sets (you don’t want to bite the hand that feeds you, right?). But the popular show has successfully redefined the boundaries of what can be said and done on and with television by offering trenchant social satire and sophisticated media parody. On the air for more than two decades now, The Simpsons has inspired several generations of what Alvin Toffler, back in the 1980s, envisioned as “prosumers” (a neologism coined of the words “producer” and “consumer” that has become reality at least with the development of Web 2.0).

If prosumers create texts that evoke a level of critique or challenge towards the corporate media, we can discuss these texts as forms of culture jamming. To illustrate this point, I will show you a video clip that I found on YouTube during my research on the cultural meanings of The Simpsons. It is a mashup of the special Simpsons opening sequence created by the show’s writers in collaboration with British street artist Banksy for the 22nd-season episode “MoneyBART” (2010). But before we start, here’s the original…

…and here’s what became out of it: The creator of the mashup clip, who goes by the name of Jonnystyle, took the original intro sequence with all the self-ironic, postmodern shticks it sported in typical Simpsons-style, and transformed it into a critical response on both The Simpsons and Banksy.

Mmm… Subversion

To be sure, the original title sequence is interesting in its own regard. It starts like every Simpsons intro — the opening credits, the show’s theme, snapshots of life in Springfield. For those who watch The Simpsons now and then, however, it is already clear that this is not going to be an ordinary day in Springfield, not a normal Simpsons episode (no, I’m not referring to the new HD opening here — it was already introduced one year before, during season 20.) If they hadn’t known before from the Internet or TV Guide, viewers may first note the visuals through which Banksy’s pseudonymous signature was added to the Simpsons text. We see a billboard with a “Banksy” tag on it; or Bart writing repetitively “I must not write over the walls” in what is known to Simpsons fans as the “chalkboard gag” (after all, Bart is writing all over the walls). While these visual jokes are supposed to conjure up the anarchic spirit inherent to street art, Banksy’s political voice becomes especially explicit as the Simpson family gathers around the couch. With a sinister tune, we are shown what is underneath the happy cartoon show. In a dungeon-like, premodern setting, a battery of workers, apparently Asian children, produce Simpsons material: animation cells, Bart Simpson dolls and other merchandise articles, Simpsons DVDs, and so forth. Clearly, in a highly satiric fashion, Banksy’s grim portrayal references the show’s outsourcing to South Korean sweatshops.[2]

So far, so good. But what to make of this media fragment? Of course, a mere one-minute, forty-four second farce may seem negligible in contrast to the show’s economic status as cash cow for Twentieth Century Fox, a subsidiary of the massive conglomerate News Corporation.[3] After all, it’s only with Rupert Murdoch’s blessing that The Simpsons is able to broadcast such a trenchant form of satire. Although The Simpsons is provided with more creative freedom than virtually any other program in mainstream TV, it is still filtered by Fox’s executives.[4] And yet, what could be more indicative of The Simpsons’ meaning as pop cultural institution and avant-gardist than inviting of one of today’s most popular culture jammers and enabling him to criticize the show’s own exploitative practices. Postmodern chic? Perhaps. But certainly, a win-win-situation for both The Simpsons and Banksy.

We don’t know much about the production of the Simpsons-Banksy intro. It is pretty obvious, though, that Banksy only contributed to the storyboard of the sequence but wasn’t very much involved in the visuals of it. It is all Simpsons, nothing really Banksy-esque about it. Everything is shaped in the smooth, iconic Simpsons look.

Banksy’s Exit Through the Simpsons Gift Shop

What the original sequence lacks — or, perhaps, what it is not able to provide given Fox’s restrictive policies — is, however, achieved by Jonnystlye. On an animation cell we see the Simpson family sitting on the couch, and Jonnystyle writes himself into the Simpsons text. Homer transforms into a Simpsonized version of Jonnystyle’s recurring character, a big-headed cartoon with a moustache (in fact, at this point, it still could be an actual Simpsons “couch gag”). We see a hooded cartoon character (apparently Banksy), tagging a billboard with the slogan “Banksy” (still, perfectly realized in Simpsons iconography). Then appears Jonnystyle’s alter-ego and starts to chase the masked stranger. As both characters literally jump out of the frame, they morph into animated sketches on a scratchpad. Jonnystyle pulls down the black cloak of the Banksy avatar to reveal Mr. Burns, whom he smacks back into virtual space of the original Banksy-Simpsons title sequence.

Then comes my favorite part. While in the original intro sequence we see a machine that incessantly produces Bart Simpson dolls, in the Johnnystyle version the same machine vomits a hooded Mr. Burns figure. In the next scene, we see an array of these action figures in a supermarket shelf, completely arranged in Simpsons design and packaging that features the name “Banksy.”[1] As the camera zooms out, it shows the Fox logo, modified to read “20th Century Fox — Gift Shop” along with the brand logos of Ebay and Toys “R” Us as well as Polygone (which refers to a mall in Montpellier, the French city where Jonnystyle is from). To great effect, the shot parodies the original ending of the Banksy-Simpsons intro in which the Fox logo is depicted as huge monolith in the midst of a prison camp secured by barbed wire fence, watching towers, and searchlights. Also in mockery of the original, in the very last scene of the Jonnytstyle video, we see — as usually at the end of The Simpsons’ intros — an animated TV set with the credits (actually it reads “Copyright of Matt Groening” in the Jonnystyle clip) blended in, as well as a sledge hammer on top of it. As The Simpsons intro theme ends, the credits on the television screen read “Diverted by Jonnystyle.” We hear birds singing peacefully as the lower part of a real-life figure (Jonnystyle?) enters the scene, grabs the hammer, and with a loud BANG smashes the tube. At the point the screen bursts, we realize it actually was a real-life TV which just has been battered to pieces. Awesome.

So, what does the Jonnystyle video clip tell us? On one level, it illustrates many aspects of participatory culture in the Web 2.0 age. Not only is the clip circulated via YouTube, it also jams with The Simpsons with the same creative wit and pop cultural sensibility that The Simpsons has tapped into and taught its audience since the show’s inception, and especially before it became little less than a global institution of popular culture. In short, Jonnystyle embraces the series’ genuine aesthetics in order to write his own voice into the Simpsons text.

On another level, Jonnystyle revises the original sequence in that he provides us with several layers of critique. This aspect of culture jamming built into the remix clip is what I find particularly interesting. First of all, it is pretty obvious that Jonnystyle confirms Banksy’s original criticism of The Simpsons as a corporate brand in the age of globalization with everything that this entails. In addition to that, however, his video foregrounds Banksy’s own hypocrisy in this respect. Isn’t, after all, Banksy himself a brand?, the video implicitly asks. In this regard, it is no coincidence that Jonnystyle demasks Banksy as being Mr. Burns (read: the embodiment of capital and big business on The Simpsons). In linking Banksy with big business, Jonnystlye echoes the common accusation among street artists of Banksy being a sellout.

The sellout debate suggests another parallel to The Simpsons. In fact, a lot of Simpsons fans decried the series’ selling out as it went mainstream during the early 1990s. This parallel, then, is also present in Jonnystyle’s depiction of the Fox logo that comes along with the affix “Gift Shop.” Perhaps this allusion to Banksy’s 2010 pseudo-documentary film Exit Through the Gift Shop was unintended, but regardless, it captures well the overall tone of the Jonnystyle video.

Digital Detournement

According to Jonnystlye, his work is a sort of “détournement,” and I think this label helps us to understand what the video is doing. Originally, the term détournement refers to subversive aesthetic practices executed by the Situationist International, a French art collective of the 1950s and early 1960s. One of the leading figures in the Situationist circle was the Marxist intellectual artist Guy Debord. Mostly known as author of Society of the Spectacle, which is widely considered to be one of the central texts of the student revolts in France in 1968, Debord also wrote a number of political essays. In co-authorship with fellow artist Gil J. Wolman, Debord elaborated on the concept of détournement in a 1956 piece titled “A User’s Guide to Détournement.” Typical of left intellectuals at that time, Debord and Wolman bathe in philosophical — especially Hegelian and Marxian — language to describe their vision of a dialectical form of appropriative art which approaches a so-called “parodic-serious stage.”[5] In other words, their concept calls for subcultural appropriation that negates the ideology of the dominant (capitalist) culture.

Détournement, according to Debord translator Ken Knabb, means “deflection, diversion, rerouting, distortion, misuse, misappropriation, hijacking, or otherwise turning something aside from its normal course or purpose.” At this point, I do neither want to go into detail of Debord and Wolman’s original conception of détournement as a revolutionary practice (e.g., what they refer to as “literary communism”), nor do I want to suggest that the Jonnystyle video operates according to the Situationists’ and Debord’s vision of détournement. For Debord and Wolman, the film medium was a powerful vehicle for détournement, and Debord’s own films, like his 1961 Critique de la séperation (“Critique of Seperation”), suggest what he understands as a filmic form of détournement. In fact, the usage of clippings and images from other films or newsreels and the aspiration for Brechtian distanciation effects as we see it on Debord’s films creates an avant-garde aesthetic that is very different from Jonnystyle’s entertaining riff.

Nonetheless, there are two factors that strike me in this regard. First, Jonnystyle (like Debord, a French native-speaker, albeit unaware of the historic background of the term) refers to his video as a form of “détournement,” by which he means subversive content disguised as a piece of “official” culture.[6] Second, Jonnystyle’s reformulation of the term is situated in a media environment that differs significantly from what Debord calls a spectacular society back in the 1960s. As Henry Jenkins points out, we live in a media culture where contexts converge, “where old and new media collide, where grassroots and corporate media intersect, where the power of the media producer and the power of the media consumer interact in unpredictable ways.”[7] Hence, mediated détournement in the age of Web 2.0, what I propose to call digital detournement (the removal of the accent should imply the updated account of the term), does not so much come out of the motivation to negate the media per se, but rather to challenge the culture industries that distribute and sell the media content. Forms of digital detournement aren’t meant to disrupt communication channels; rather they understand these channels as their infrastructure and use the possibilities provided by the digital media age, such as YouTube, to circulate their subversive comments on the corporate media.

The Jonnystyle video is illustrating many aspects of this new media generation. Rather than taking snippets almost randomly from the realm of media, Jonnystyle deliberately appropriates one specific and also very popular media fragment to write his own narrative into it, and circulate the product in DIY fashion on YouTube and Vimeo. His ways of modifying the original, as well as circulating his mashup, then, are not acts of cultural pessimism. As I mentioned before, Jonnystyle embraces The Simpsons to create a new work that is sophisticated both in its aesthetics and critique vis-à-vis The Simpsons and Banksy. And, at another level, Jonnystyle’s critical voice — represented by the virtual unmasking and butt-kicking of Banksy and the demolition of the tube (read: The Simpsons) at the very end — emerges through gestures of culture jamming.

These different levels tell us a lot about the understanding of pop culture today as it is illustrated by the work of Banksy and, probably even more significantly, by The Simpsons. Jonnystyle does not “hate” the culture he criticizes — rather, he is an insider. Jonnystyle adopts the materials and even the style of the culture he toys with. Yet all this reworking isn’t done with a bitterness; it is executed in a affectionately playful way and with an eye for the detail.

Conclusion

The Simpsons exemplifies one of the major contradictions of mass culture today — that is, how mainstream can a product become, and yet still considered “oppositional”? Perhaps The Simpsons’ writers saw a connection there when they asked Banksy to do something for the show (indeed, Banksy’s rise from underground artist to major pop phenomenon is somewhat similar to The Simpsons’ cultural history). Or, was it because they were fans of Banksy? Of course, it would be just as plausible to suggest that Matt Groening & Co. figured it would be cool (let alone would pay off) to have a really famous guest star and hip cultural phenomenon for the show.

All this brings us back to Jonnystyle’s digital detournement. Jonnystyle appropriates the text, not only to artfully jam with it, but also to add a critical perspective to it — to jam the capitalist culture that is behind it, so to speak. In creative ways, he demonstrates his individual counter-reading of the original text. What Jonnystyle does is to implement a perspective of correction. His work articulates contradictions the Simpsons text necessarily entails. That Banksy considers himself a culture jammer is certainly just one of the paradoxes Jonnystyle reveals about the original intro. At the end of the Jonnystyle clip, the television screen — surely one of the major foci of the Simpsons series — gets smashed with a sledgehammer, an option the consumer-critical Simpsons by nature cannot and will never suggest.

Lsst time, I shared some of my current thinking about the challenges of designing an “open-laptop exam” and the new approach we have sought to apply to my lecture-hall scale class on new media and culture this term. Today, I share the actual syllabus for the course and the ways we have set it up for the students.

A key thing to notice here is that we introduced the notion of new forms of learning from the very first day of class, making it part of the course content and not simply part of the course mechanics. We have also introduced assignments — such as one around Wikipedia — which focus students on how networked communities do work together to achieve shared goals, again in anticipation of what happens when we move into a more collective mode for the second part of the class. Our goal has been to be as explicit and transparent as possible about each element of the class design and to link it to the larger concepts this class seeks to explore. It might be harder to be this reflexive about the process in a different kind of subject.

Second, I designed the requirements to give students an increased sense of control over their performance in the first half of the class, when they are functioning primarily as individuals, by having multiple paths to success, and we have also designed the discussion sections and topics across the term to have an emphasis on the investigative process, so that when we turn to collective problem solving in the second part, they will already have worked in teams of various sizes to think through basic issues around digital culture which have a strong applied dimension. I plan to share some samples of these small group activities later in the term. So keep an eye on this blog.

I am reluctant to say too much about the class itself while it is still in process. But I will say that so far, we all seem to be having fun with this new approach and the students seem, if anything, less anxious than they had been under more traditional assignment structures. But, we are still in the more familiar, individualized portion of the class, and I do not yet know what happens when we make the shift at the mid-term, just a few weeks from now.

COMMUNICATION & TECHNOLOGY

ANNENBERG COMM 202 – FALL 2012

Monday & Wednesday, 2:00pm – 3:20pm

ASC G26 (The Auditorium)

INSTRUCTOR:

Professor Henry Jenkins

TEACHING ASSISTANTS:

Rhea Vichot

Andrew Schrock

Meryl Alper

CLASS OVERVIEW

This class is intended as an introduction to issues of media, technology, culture, and communication as read through the lens of contemporary debates concerning the Web and digital culture more generally. Each class session will explore a central question that has emerged from popular and academic responses to the ways our society has dealt with introduction of the Internet, with readings drawn from a range of sources including journalistic and scholarly writings and major policy statements and white papers.

We will start with a focus on your own experiences as part of a generation that has grown up in a world where digital media use — and opportunities to participate in networked communication — have been widespread. We will explore what impact these experiences have had on your styles of learning, your sense of privacy, and your social interactions with your peers.

From there, we will broaden our consideration to think about the process of media change, drawing examples from both the history of the Internet and from the history of earlier communications technologies (from the printing press to the telephone, photography, the phonograph, film, and television). In this unit, we will consider what factors shape the embrace or rejection of new technologies, whether change is even across segments of society or across different parts of the world, and whether new media has encouraged greater interests in forms of cultural and civic participation.

In the third section of the class, we will sharpen our focus to deal with specific sites of media change, especially those concerning the intersection between old and new media, including those concerning advertising, cultural production and distribution, news, and political debate. Here, we will consider two core concepts – “Web 2.0” and “Piracy,” both of which represent points of conflict between the interests of media companies and their publics.

COURSE DESIGN & LEARNING OUTCOMES

The design of this course has been very much shaped by its content. Research is suggesting some fundamental shifts in the way knowledge is produced in the digital era, having to do with the access of participants to small and large scale networks which collaborate and debate information together. As a consequence, this course progresses from students seeking to identify your own strengths as learners and participants within a digital culture towards students making contributions to a larger collective intelligence process.

For the first half of the course, then, you will be graded individually while during the second part, you will function as part of knowledge communities (small scale teams) which will be graded collectively based on their effectiveness at responding to more complex challenges. For the first part of the course, you will be expected to do each of the readings and be ready to share what you understood from them. For the second part, more reading is assigned each day than could be done by an individual student with the expectations that the teams will divide the labor appropriately to insure that each group has mastered the material. The teams will be able to rehearse their collaborative skills through discussion group activities across the term, each of which are designed to apply the course concepts to specific aspects of contemporary digital culture.

PARTICIPATION

Because this class is structured around inquiry and dialogue, students will be expected to attend class sessions and respond to questions from the instructor. We will be calling on students individually across the semester, so you need to come to class prepared to contribute, and we will be keeping records of who volunteers and how well you respond to the questions they are asked.  This course is as much about teaching new ways of thinking as it is about conveying specific bits of content, so you need to be able to sharpen your ability to contribute to some of the central debates impacting contemporary culture.

READINGS

All course materials can be found on Blackboard. Many of these materials were originally published in digital formats, some of which take advantages of the specific affordances of the web, so students are strongly encouraged to read them online, and be selective about what materials they chose to print out in order to be environmentally conscious.

LAPTOP POLICY

You are expected to bring and use laptops, tablets, or other wireless devices during the class. While you are discouraged from doing non-class related activities that might distract you or your other students from the learning process, we will be actively deploying online resources throughout our discussion.

ASSIGNMENTS & GRADING

All assignments are due to your TA at the beginning of your discussion section. Your TA will explain the format and method for turning in your assignments in the first week’s discussion section. All assignments should include a list of citations (see Academic Integrity Policy below). You will receive graded feedback on your papers and graded scores on your exams. Students will automatically lose one point for each day the paper is late, unless arrangements have been made prior to the due date with your TA.

Fifty percent (50%) of the class grade will be based on individual performance (prior to the midterm exam) and fifty percent (50%) will be based on collective performance (after the midterm exam). Your final semester grade will be an average of the two letter grades derived from both columns below.

Semester Breakdown

First Half: Individual Performance

In the individual performance section, you may choose from a range of different mechanisms for acquiring points and thus demonstrating your mastery over the course materials. This formula allows you to play to your strengths as a learner and to focus your energy in ways which allow you to best demonstrate what you know.

1. Participation in online forum (Up to 10 points)

Every week, you will be expected to use Blackboard’s Forum to share a core question or thought that emerges from the assigned readings. These questions can be a paragraph or so and informal, but they are intended to help the instructors better understand how the students are relating to the class materials and content.  You will get a Check if you make a substantive comment, which poses questions about the core premise of the readings, which uses outside examples to expand our understanding of the core concept, or otherwise shows creative and critical engagement with the course content.  In rare cases, you may receive a plus if your work goes well beyond what is typical for the class on a given assignment. You will not receive any points if the work turned in is perfunctory. You will be expected to post seven times prior to the midterm exam, so most students will receive 7 points on this assignment, but you may receive up to 10 points in cases of exceptional performance.

2. Participation in Class (Up to 10 points)

Our regular meeting sessions will be a mixture of lecture, screening, and discussion. You are expected to attend and be prepared to participate, and the instructor will be calling periodically on each student throughout the term. You will receive points based on your ability to meaningfully contribute, whether voluntarily or when called upon.

3. Attendance and Participation in Discussion Sessions (Up to 10 points) The Discussion Session is a central element in the class and attendance is mandatory. Regular attendance at all sessions will gain 7 points; students may acquire up to 3 additional points if they actively participate in the class discussions. Students lose one point for each class session they miss.

4. Autobiographical essay (Up to 5 points)

The opening sessions of the class explore the debates around the issue of how new media technologies and practices have shaped the current generation of students with some writers speaking of “digital natives” who have become very adept at navigating the online world and others dismissing the “dumbest generation” for its lack of familiarity with more traditional kinds of print literacy.  You should respond to one of the essays we’ve read or videos we’ve watched in class which stakes out a position on this issue.  You will draft a short (5 page) essay exploring their own relationship to new communication technologies and practices. There are many valid ways of approaching this assignment. You might describe a particular program you use regularly and how it impacts your day to day activities. You might trace your evolving relations to computers. You might describe a specific activity that is important to you and talk about the range of technologies you deploy in the pursuit of these interests. In each case, the paper is going to be evaluated based on the ways you deploy your personal experience to construct an argument about the nature of new communication technologies and practices and their impact on everyday life. The more specific you can be at pointing to uses of these technologies, the better. You do not need to make sweeping arguments about “Today’s Society” but you do need to argue how particular technologies and practices  impacted specific aspects of your own experience. For some sample essays that achieve our goals for this assignment, see:

Henry Jenkins, “Love Online” http://www.technologyreview.com/web/12979/

Hillary Kolos, “Bouncing Off the Walls” http://henryjenkins.org/2009/05/bouncing_off_the_walls_playing.html

Flourish Klink, “The Radical Idea That Children Are People” http://henryjenkins.org/2009/06/the_radical_idea_that_children.html

5. Reporting on Wikipedia (Up to 10 points)

Identify a Wikipedia entry that has undergone substantial revision. Review the process by which the entry was written and the debates which have surrounded its revision. Write a five-page essay discussing what you learn about the process by which Wikipedia entries are produced and vetted. How does the discussion and debate around the entry draw on the core principles of the Wikipedia community? Again, this paper is intended to combine research and analysis. You will be evaluated based on the amount of research performed, on the quality of the analysis you offer, on how you build off concepts from the readings and the lectures to help frame your analysis (including, ideally, direct references to specific readings), and on how well you understanding the nature of the new communications environment.

6. Midterm  Exam (Up to 20 points)

The exam will be open-notes. It may include a mix of identification terms, short answer, and essay questions. The terms and essay questions will be selected from a list circulated in advance. The Midterm Exam will cover material from the first two units.

Revisions & Extra Credit

You will be allowed to revise ONE of the two essays to be considered for a higher grade. The paper must be turned in no later than two weeks after the original paper was returned. The grade will only be raised if the revisions substantively address one or more of the criteria for the paper’s evaluation. Students who simply correct cosmetic or grammatical errors identified by the grader will not receive a higher score.

Second Half: Collective Performance

Following the midterm, students will be divided into teams organized around their discussion session.  The teams will be assessed based on their collective performance on the assignments.  The class is designed so most, if not all, of the synchronous work of the teams is done within regular course meeting times, minimizing the need for outside meetings. Teams are encouraged to experiment with tools such as Googledocs, Skype, and social media in order to coordinate their efforts beyond the regular sessions.

1. Collective Problem Solving (Up to 5 points per week, for a total of 20 points)

Each week, the teams will be asked to use the discussion section time to work through problem sets as a group, pooling your knowledge from the class and beyond in order to answer complex questions which you would not be able to address as individuals. The TA will function as a coach helping the team develop strategies for dividing up the problem and developing a coherent response in the hour devoted to the discussion session. Students teams can acquire up to 5 points each week based on the thoroughness, originality, clarity, and accuracy of their responses to the problems. We will work through four problem sets together in discussion section before students are asked to coordinate and collaborate in responding to the exam. You are expected to attend and participate actively in these sessions; you will not receive any point earned by the group in an activity on which you were absent from class.

2. Collective Participation (Up to 10 points)

Each team will gather a collective score based on their regular attendance and participation in the lecture and discussion sections. While the instructors called on individual students by name throughout the first part of the term, we will now be calling on teams. Each team should determine its own name and develop strategies for delegating responsibilities for answering questions. Teams can acquire up to 10 points based on their participation and class attendance.

3. Exam (Up to 30 Points)

Student groups will be given three questions at the beginning of lecture on Monday, December 3 and will be responsible for completing them by the end of lecture on Wednesday, December 5. It is expected that groups will use the Monday lecture slot to start planning (and possibly writing) their answers and the Wednesday lecture slot to finalize their answers. Groups are allowed (indeed encouraged) to work on the exams in-between the two lectures. The questions on the exam will resemble the questions groups will have worked on in section except that they will require that answers synthesize material from throughout the second half of the semester (though you are welcome to include material from the first half of the semester and/or outside sources). A collective score (up to 30 points) will be given to each team based on the thoroughness, originality, clarity, and accuracy of their responses. (Note: Students are allowed to *consult* with members from groups other than their own while working on the exam, but they must acknowledge all consultation, and groups must write original answers with cited sources. More specifics on permissible and impermissible collaboration will be provided with the exam).

4. Individual Reflection

For the remaining 5 points of the collective performance grade, students have two options. Individuals can choose either option and this is the only portion of the collective performance grade that students will be graded on individually. The instructors would prefer you choose the first option, but you will not be penalized for choosing the second option.

Option 1: Adam Kahn, a doctoral student at Annenberg, studies group collaboration and is interested in using COMM 202 in a research study he is conducting. For Option 1, all you have to do is fill out a few (no more than 4), brief (no more than 10 minute) surveys throughout the semester. These surveys are ungraded…by completing all of the surveys he administers, you will receive the full 5 points (you must complete all of them though to receive any points). To protect your confidentiality and grades, Professor Jenkins and the TAs will never see your responses to the survey. On the surveys, you will be identified only by your USC ID number. This will allow Adam to let the teaching staff know at the end of the semester that you have completed the surveys, but at the same time protect your anonymity, as Adam has no way to translate a USC ID number into your name. By participating in the surveys, you are also allowing Adam to associate your grades (again, identified only by USC ID number) with your survey responses.

Option 2: If you do not want to participate in the research study, you can write a 5 page paper comparing your experiences taking tests as an individual with taking tests as a group.

ATTENDANCE POLICY

Attendance at all lectures and discussion sections is expected and has been built into the grading of the class. In lecture, we will not take attendance per se, but if you are called upon and are not able to answer because you missed class, you will not receive points for that session. Flexibility for dealing with emergencies is built into this mechanics since there are multiple ways to gain the number of points required to make an A in the class.

For those assignments which require/allow collaboration, students are required to disclose all people who contributed to their process and identify all outside sources they drew upon in developing their answers. Failure to do so will be considered academic dishonesty.

SEMESTER SCHEDULE & READINGS

PART 1: LIVING AND LEARNING IN A NETWORKED CULTURE

Week 1, Day 1

Monday, August 27

Are You a Digital Native?

• No readings.

Week 2, Day 2

Wednesday, August 29

Is Google Making Us Stupid?

• Nancy Baym, “Making New Media Make Sense,” Personal Connection in the Digital
 Age (New York: Polity, 2010),
 pp. 22-49.

• Nicholas Carr, “Is Google Making Us Stupid?” The Atlantic, August 2008. http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/

• Clay Shirky, “Does the Internet Make You Smarter?,” The Wall Street Journal,  June 4 2010,

http://online.wsj.com/article/SB10001424052748704025304575284973472694334.html

Week 1 Discussion Section

Course Mechanics; Autobiographical Essays

Week 2, Day 3

Monday September 3

NOTE: NO CLASS. Today is Labor Day.

Week 2, Day 4

Wednesday, September 5

How Are Educators Responding to the Challenges of a Networked Culture?

• Screen: New Learners of the 21st Century

• Ilana Gershon, “Fifty Ways to Leave Your Lover,” The Breakup 2.0: Disconnecting over New Media (Ithaca, NY: Cornell University Press, 2010), pp. 16-49.

.Henry Jenkins et al, Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century (MacArthur Foundation, 2006), http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Week 2 Discussion Section: Would You Break Up Online?

Week 3, Day 5

Monday, September 10

What Does Learning Look Like in a Networked Culture?

•Henry Jenkins, “Spoiling Survivor,” Convergence Culture: Where Old and New Media Collide (New York: New York University Press, 2006), pp. 25-58

Week 3, Day 6

Wednesday, September 12

Do Youth Still Care About Privacy?

• danah boyd and Alice Marwick, “Social Steganography: Privacy in Networked Publics,” Presented at International Communications Association, May 28 2011,  http://www.danah.org/papers/2011/Steganography-ICAVersion.pdf

Week 3 Discussion Section: Facebook and Privacy

NOTE: Paper 1 is due.

Week 4, Day 7

Monday, September 17

Is the Web Making Us Lonely?

• Stephen Marche, “Is Facebook Making Us Lonely?,” The Atlantic, May 2012, http://www.theatlantic.com/magazine/archive/2012/05/is-facebook-making-us-lonely/8930/

• Eric  Klinenberg, “Facebook Isn’t Making Us Lonely,” Slate, April 19 2012, http://www.slate.com/articles/life/culturebox/2012/04/is_facebook_making_us_lonely_no_the_atlantic_cover_story_is_wrong_.html

• Sherry Turkle, “Does Technology Serve Human Purposes?,” Confessions of an Aca-Fan, August 22, 24,  26 2011, http://henryjenkins.org/2011/08/an_interview_with_sherry_turkl.html, http://henryjenkins.org/2011/08/does_this_technology_serve_hum.html, http://henryjenkins.org/2011/08/does_this_technology_serve_hum_1.html

Week 4, Day 8

Wednesday, September 19

Should Schools Ban Wikipedia?

• Henry Jenkins, “What Wikipedia Can Teach Us About the New Media Literacies,” Confessions of an Aca-Fan, June 26 2007, http://henryjenkins.org/2007/06/what_wikipedia_can_teach_us_ab.html; June 27, 2007, http://henryjenkins.org/2007/06/what_wikipedia_can_teach_us_ab_1.html

• Andrew Lih, “Community at Work (The Piranha Effect),” The Wikipedia Revolution (New York: Hyperion, 2009), pp. 81-132.

• Quora. “What does Jimmy Wales think when a university professor states not to cite Wikipedia as a source?” http://www.quora.com/Jimmy-Wales-1/What-does-Jimmy-Wales-think-when-a-university-professor-states-not-to-cite-Wikipedia-as-a-source

Week 4 Discussion Section: Wikipedia Mechanics

Week 5, Day 9

Monday, September 24

What Are We Using Mobile Media For? (Guest Lecture: Meryl Alper)

• “Pew Internet and American Life Project: Mobile” (2012) http://pewinternet.org/Commentary/2012/February/Pew-Internet-Mobile.aspx Research highlights related to mobile technology in the US

• Jill Palzkill Woelfer and David G. Hendry (2011). Homeless young people and technology: Ordinary interactions, extraordinary circumstances. interactions, 18(6), 70-73.

• Chris Danielsen, Anne Taylor, and Wesley Majerus. (2011). Design and public policy considerations for accessible e-book readers. interactions, 18(1), 67-70.

PART 2: UNDERSTANDING MEDIA CHANGE

Week 5, Day 10

Wednesday, September 26

How Have Earlier Cultures Dealt with Media Change?

• Lynn Spigel, “Television in the Family Circle,” Make Room for TV: Television and the Family Ideal in Postwar America (Chicago: The University of Chicago Press, 1992). pp. 36-72.

Week 5 Discussion Section: Advertising New Media

Week 6, Day 11

Monday, October 1

Why Do Interfaces Matter? (Guest Lecture: Adam Kahn)

• Vannevar Bush. “As We May Think,” Atlantic Monthly, July 1945, 101-108.

Week 6, Day 12

Wednesday, October 3

What Roles have Hackers Played in Defining Digital Culture? (Guest Lecture: Andrew Schrock)

• Doug Thomas, “(Not) Hackers: Subculture, Style and Media Incorporation,” Hacker culture (pp. 141–171). (Minneapolis: University of Minnesota Press, 2002), pp. 147-171.

• Heather Brooke, “Inside the Secret World of Hackers,” The Guardian, August 24 2011, http://www.guardian.co.uk/technology/2011/aug/24/inside-secret-world-of-hackers

Week 6 Discussion Section: Hacking and Culture Jamming

NOTE: Paper 2 is due.

Week 7, Day 13

Monday, October 8

Why Does It Matter What We Call the “Web”?

• David Thorburn, “Web of Paradox,” The American Prospect, December 19 2001, http://prospect.org/article/essay-web-paradox

• Handout: Key Statements about the Nature of the Web

Week 7, Day 14

Wednesday, October 10

What Roles Does Participation Play in Contemporary Culture?

• Henry Jenkins, “Nine Propositions Towards a Cultural Theory of YouTube,” Confessions of an Aca-Fan, May 28 2007. http://www.henryjenkins.org/2007/05/9_%20propositions_towards_a_cultu.html

.Lawrence Lessig, “REMIX: How Creativity Is Being Strangled By the Law,” in Michael Mandiberg (ed.) The Social Media Reader (New York: New York University Press, 2012), pp. 155-169.

Week 7 Discussion Section: YouTube’s Many Communities

Week 8, Day 15

Monday, October 15

What Can Science Fiction Teach Us About the History of Technology?

• Rebecca Onion, “Reclaiming the Machine: An Introductory Look at Steampunk in Everyday Practice,” Neo-Victorian Studies, Autumn 2008, http://www.neovictorianstudies.com/past_issues/Autumn2008/NVS%201-1%20R-Onion.pdf

Week 8, Day 16

Wednesday, October 17

Has Networked Culture Gone Global? (Guest Lecture: Alex Leavitt)

• Toshie Takahashi, “MySpace or Mixi? Japanese engagement with SNS (social networking sites) in the global age.” New Media & Society, May 2010 vol. 12 no. 3, 453-475. http://nms.sagepub.com/content/12/3/453

• Shaojung Wang, “China’s Internet lexicon: The symbolic meaning and commoditization of Grass Mud Horse in the harmonious society.” First Monday, January 2012, vol. 17 no. 1. http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3758/3134

Week 8 Discussion Section: Review for Midterm

Week 9, Day 17

Monday, October 22

Midterm Exam

PART 3: THE WORLD WE LIVE IN

Week 9, Day 18

Wednesday,  October 24

What Roles Do New Media Play in American Politics?

• Cathy Cohen and Joe Kahne, “Participatory Politics New Media and Youth Political Action,” Youth and Participatory Politics Network, 2011, http://ypp.dmlcentral.net/sites/all/files/publications/YPP_Survey_Report_FULL.pdf

• Ryan Lizza, “Battleplans: How Obama Won,” The New Yorker, November 17, 2008, http://www.newyorker.com/reporting/2008/11/17/081117fa_fact_lizza

• Daniel Kreiss, “Developing Technologies of Control: Producing Political Participation in Online Electorial Campaigning,” Paper presented on September 21, 2011 at the Oxford Internet Institute “A Decade in Internet Time” conference http://danielkreiss.files.wordpress.com/2010/05/kreiss_controltechnologies.pdf

Week 9 Discussion Session: Working Together in Teams

Week 10, Day 19

Monday, October 29

How Does Media Spread?

• Henry Jenkins, Sam Ford, and Joshua Green, “Why Media Spreads,” Spreadable Media: Creating Value and Meaning in a Networked Culture (New York: New York University Press, 2013).

• danah boyd, “The Power of Youth: How Invisible Children Orchestrated Kony 2012,” Huffington Post, March 14, 2012, http://www.huffingtonpost.com/danah-boyd/post_3126_b_1345782.html

• Ethan Zuckerman, “Unpacking Kony 2012,” My Heart’s in Accra, March 8, 2012, http://www.ethanzuckerman.com/blog/2012/03/08/unpacking-kony-2012/

• James Gleick, “What Defines a Meme?” Smithsonian.com, May 2012, http://www.smithsonianmag.com/arts-culture/What-Defines-a-Meme.html

• Ilya Vedrashko, “A Site That Went Viral and the Numbers Behind It,” Hill Holliday Blog, http://www.hhcc.com/blog/2010/07/a-site-that-went-viral-and-the-numbers-behind-it/

Week 10, Day 20

Wednesday, October 31

How Generative are Online Communities? (Guest Lecture: Rhea Vichot)

• Mark McLelland, “‘Race’ on the Japanese internet: discussing Korea and Koreans on ‘2-channeru.’” New Media & Society, 2008, 10(6), 811 – 829.

• Gabriella Coleman, “Anonymous: From Lulz to Collective Action,” 2011, http://mediacommons.futureofthebook.org/tne/pieces/anonymous-lulz-collective-action

• Whitney Phillips, “The House That Fox Built: Anonymous, Spectacle and Cycles of Amplification,” Television and New Media, forthcoming.

http://hastac.org/blogs/whitneyphillips/2012/05/20/4chan-article-published-house-fox-built-anonymous-spectacle-and-cyc

• Michele Knobel & Colin Lankshear, “Online Memes, Affinities, and Cultural Production.” In M. Knobel and C Lankshear (Eds.), 2007, A Media Literacies Sampler. 199 – 228.

Week 10 Discussion Section: Tracking Viral Success

Week 11, Day 21

Monday, November 5

Have There Been Twitter Revolutions?

• Ethan Zuckerman, “The Cute Cat Theory Talk at eTech,” My Heart’s in Accra, March 8, 2008, http://www.ethanzuckerman.com/blog/2008/03/08/the-cute-cat-theory-talk-at-etech/

• Malcolm Gladwell, “Small Change,” The New Yorker, October 4, 2010, http://www.newyorker.com/reporting/2010/10/04/101004fa_fact_gladwell

• Evgeny Morozov, “Think Again: The Internet,” Foreign Policy, May/June 2010, http://www.foreignpolicy.com/articles/2010/04/26/think_again_the_internet

Week 11, Day 22

Wednesday, November 7

What is Web 2.0?

• Tim O’Reilly, “What is Web 2.0,” O’Reilly Media, September 30, 2005, http://oreilly.com/web2/archive/what-is-web-20.html

• Jeff Howe, “The Rise of Crowdsourcing,” Wired, June 2006, http://www.wired.com/wired/archive/14.06/crowds.html

• Henry Jenkins, Sam Ford, and Joshua Green, “What Went Wrong with Web 2.0?,” Spreadable Media: Creating Value and Meaning in a Networked Culture (New York: New York University Press, 2013).

• Geert Lovink, “Capturing Web 2.0 Before Its Disappearance,” Networks Without a Cause: A Critique of Social Media (London: Polity, 2012), pp.1-23.

Week 11 Discussion Section: Kickstarter as a Web 2.0 Company

Week 12, Day 23

Monday, November 12

What Will Be the Future of Advertising?

• Cory Doctorow, “The Branding of Billy Bailey,” A Place So Foreign and Eight More
(San Francisco: Running Press, 2003), pp. 86-98.

• Daniele Sacks, “The Future of Advertising,” Fast Company, November 17, 2010, http://www.fastcompany.com/magazine/151/mayhem-on-madison-avenue.html

• Campfire, True Blood – http://vimeo.com/8268162

• Weiden & Kennedy, Old Spice – http://www.youtube.com/watch?v=Kg0booW1uOQ

• Burger King, Whopper Sacrifice – http://www.youtube.com/watch?v=AxXxhEjnJA0

• Barbarian Group, Subservient Chicken (Burger King) -http://vimeo.com/16742192

• Hill Holiday, Mad Men + Newsweek – http://vimeo.com/44876203

Week 12, Day 24

Wednesday, November 14

Are Pirates a Threat to Media Industries?

• Nancy Baym, “The New Shape of Online Community: The Example of Swedish Independent Music Fandom,” First Monday, May 16, 2007, http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1978/1853/

• William W. Fischer, “The Promise of New Technology,” Promises to Keep: Technology, Law and the Future of Entertainment (San Francisco: Stanford U. Press, 2004), pp. 11-37.

.Cory Doctorow, “Music: The Internet’s Original Sin,” Locus Online, July 4, 2012,  http://www.locusmag.com/Perspectives/2012/07/cory-doctorow-music-the-internets-original-sin/

• “Artist Revenue Streams, The Future of Music Coalition, http://money.futureofmusic.org/

• “Piracy Online,” RIAA, http://www.riaa.com/physicalpiracy.php?content_selector=What-is-Online-Piracy

Week 12 Discussion Section: Curation Policies

Week 13, Day 25

Monday, November 19

Are Video Games Art?

• Roger Ebert, “Video Games Can Never Be Art,” Chicago Sun Times, April 16, 2010, http://blogs.suntimes.com/ebert/2010/04/video_games_can_never_be_art.html

• Mike Snyder, “Are Video Games Art? Draw Your Own Conclusion,” USA Today, March 12, 2012, http://www.usatoday.com/life/lifestyle/story/2012-03-12/video-games-smithsonian/53502696/1

• Ian Bogost, “Art,” How to Do Things With Video Games (Minneapolis: University of Minnesota Press, 2012), pp. 9-17.

• The Art of Video Games, Smithsonian American Art Museum, http://americanart.si.edu/exhibitions/archive/2012/games/

Wednesday November 21 NOTE: NO CLASS. Today is part of Thanksgiving holiday.

Week 14, Day 27

Monday November 26

Is Print Culture Dying?

• Sven Birkerts, “Resisting the Kindle,” The Atlantic, March 2009, http://www.theatlantic.com/magazine/archive/2009/03/resisting-the-kindle/7345/

• Matthew Battles, “In Defense of the Kindle,” The Atlantic, March 2009, http://www.theatlantic.com/magazine/archive/2009/03/in-defense-of-the-kindle/7346/

• Ken Auletta, “Publish and Perish,” The New Yorker, April 26, 2010, http://www.newyorker.com/reporting/2010/04/26/100426fa_fact_auletta

• Ted Striphas, “The Past and Future Histories of Books,” Confessions of an Aca-Fan, March 19 2012, http://henryjenkins.org/2012/03/the_late_age_of_print_an_inter.html

Week 14, Day 28

Wednesday, November 28

Has Networked Communication Changed the Ways We Tell Stories?

• Henry Jenkins, “Transmedia Storytelling 101,” Confessions of an Aca-Fan, March 22, 2007, http://henryjenkins.org/2007/03/transmedia_storytelling_101.html

• Henry Jenkins, “Searching for the Origami Unicorn: The Matrix and Transmedia Storytelling,” Convergence Culture: Where Old and New Media Collide (New York: New York University Press, 2006), pp. 93-130.

• Nick DeMartino, “Why Transmedia Is Catching On Now,” Future of Film Blog, Parts 1 (July 5, 2011), 2 (July 6, 2011), 3 (July 7, 2011).

http://www.tribecafilm.com/tribecaonline/future-of-film/Why-Transmedia-is-Catching-On-Part-1.html,

http://www.tribecafilm.com/tribecaonline/future-of-film/Why-Transmedia-is-Catching-On-Part-2.html,

http:/www.tribecafilm.com/tribecaonline/future-of-film/Why-Transmedia-is-Catching-On-Part-3.html

Week 14 Discussion Section: Mapping a Transmedia Story?

Week 15, Day 29

Monday, December 3

Planning Strategy for the Exam

Week 15, Day 30

Wednesday, December 5

Complet

This article is translated to Serbo-Croatian language by Anja Skrba from Webhostinggeeks.com.

For a Polish translation, see http://www.pkwteile.de/wissen/wprowadzenie-do-technologii-komunikacyjnych

Today, the USC Annenberg Innovation Lab released Designing with Teachers: Participatory Approaches to Professional Development in Education.A PDF of the full report is attached below/

This report represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices. This working group emerged as part of the MacArthur Foundation’s Digital Media and Learning Initiative.

The report includes case studies of innovative professional development initiatives ( Vital Signs, PLAY, Scratch, Ask Ansai, the Participatory Assessment Project) with a larger exploration of what it might mean to adopt a more participatory model for working with teachers. These “best practices” are shared in a robust multi-media format, which allows you to see media materials produced by these programs and their participants, and in some cases, here educators describe their own experiences.

Ioana Literat, an Annenberg PhD candidate who helped to coordinate the working group’s activities, summarized their key goals and findings in the report’s introduction:

Budapest, Hungary

Cynthia and I had really enjoyed traveling by rail inside many of the countries we visited this trip, so we decided to take the train from the Czech Republic  north to Hungary, passing along the way through Slovokia. We alternated between reading and looking out the window as the train click-clacked through farm country, small towns and villages, and lush forests, giving us a much bigger picture of what Eastern Europe looked like once you got outside of the major cities. America has somehow lost its historic relationship with the railroads, but in Europe, people of all classes and backgrounds travel by train, the trains are clean, affordably priced, and comfortable. So, what’s not to love.

Around the time we passed into Hungary, something changed though. The temperature outside got hotter and hotter, there was no air conditioning working inside the train, and the windows did not open to allow outside air to circulate. The train was becoming a sweat box and the scaldingly hot temperature (I say scalding because the air was so humid that it felt like we were sitting in boiling water) began to percolate our brains. Needless to say,the experience had cured us of our romance with the rails.  By the time the train arrived in Budapest, we were melting into a puddle and in a punch drunk stupor.  Then, our host, Ellen Hume, swooped down upon us, with fresh bottles of cold water, with a driver to take our bags and an air conditioned car, like an angel of mercy!

Ellen Hume is probably the most resourceful person I have ever met! She covered the White House for the Wall Street Journal; she ran PBS’s Democracy Project, where she became a major advocate for citizen-driven and resource-based journalism; she helped direct Harvard’s Shorenstein Center on the Press, Politics and Public Policy, and she ran a major Boston-based initiative on Ethnic news media. And, for a year and a half, she worked with me as the Research Director for MIT’s Center for the Future of Civic Media, a initiative funded by the Knight Foundation, a collaboration between Comparative Media Studies and the MIT Media Lab.  Below you see Ellen and I together on the grounds of the Buda Castle.

Budapest, Hungary’s capital and largest city, was historically two cities named, predictably, Buda and Pest, which are separated from each other by the Danube River (as you can see fairly well in the photograph below). When we arrived, we dropped our bags off at our hotel, which was near the river on the Pest side, and then walked across the bridge to visit the historic center of Buda.

Our experience of Buda was dominated by the Buda Castle, built in 1265, and long the home of the Hungarian Kings and Emperiors, and the Castle Hill. The architecture of this area, as the image below suggests, is commanding, giving us just a taste of what life might have been like during the hayday of the Austria-Hungarian Empire.

The closer you get to the Castle proper, the more you get a taste of Medieval Hungary . It was too late in the day to get inside the buildings, but we wandered the grounds, enjoying the sight of this falconer in traditional garb and especially the view looking out across the Danube, a vista which gave us a clear sense of why this location was originally chosen to support a fortress.

A distinctive feature of Budapest’s architectural tradition are the brightly colored Zsolnay tiles, shown here covering the roof of Matthias Church. The Zsolnay company has manufactured parcelain and ceramic tiles since the early part of the nineteenth century, though it has struggled to hang on during the current economic crisis in Europe.

Budapest became the country’s capital in the late 19th century as several local towns were united to create one large urban area. Most of the public buildings were built during this period, and by the early 20th century, Budapest had developed a reputation for being one of the most cosmopolitan areas in Europe. For all of those reasons, the city’s look and feel was strongly influenced by a particular inflection of Art Nouveau. These grand old world buildings exist side by side with monstrosities from Stalin- and Khruschev-area Soviet monumentalism, not exactly the most satisfying combination in the world, but a physical reminder of the transformations (political, cultural) which Hungary underwent across the twentieth century.

One of the best bits of advice we received upon launching on our grand European adventures was to “look up!” The most spectacular aspects of Europe often are above eye-level — especially the decorative details along the roofs and top floors of buildings. We were constantly struck by the distinctive national styles that define each of the European countries, despite, what might seem to us by American standards, as very limited distances between them geographically.

Note, for example, the bee-hives on the building above, a key motif in the architecture of Budapest, which historically stood for all the work going on inside.

And, the same would be true of the ceilings inside buildings, such as the one below from the Hungarian Parliament, which is ornately decorated as a showcase to the wealth and power commanded by Imperial Hungary.

Of course, not all of the decorative details are along the skyline. There is also an attention to style which extends to the sidewalks and public plazas of the city, which often become staging grounds for personal and shared rituals.

We turned one corner and found an entire group of ballroom dancers waltzing inside a fountain which was shooting water up all around them. Did we mention yet how blasting hot it was when we were visiting Budapest?

Ellen took us to visit the Grand Market Hall at Nagyvasarcsarnok. Sometimes described as “a symphony in iron,” the building was designed by Gustave Eiffel (of the Eiffel Tower fame). I always enjoy visiting farmer’s markets and food halls as I travel because they give us such a strong sense of the everyday lives of the people who live in each place we visit. Here, Ellen and I are admiring a shop dedicated to Paprika, in all of its many manifestations. Paprika is the core spice used in Hungarian cooking. I especially enjoyed Paprika in a bowl of authentic Hungarian goulash. My mother used to prepare goulash when I was a child, but it bore very little relationship to this dish, which was a rich, spicy , bright red soup. I have to say how much we enjoyed our meals in Eastern Europe — both the roasted meats and dumplings we had in Praha and the soups (hot and cold) we tasted in Budapest .

Ellen and her husband, John Shattuck, took us to a a Ruin Bar. These bars have been springing up over the past ten years or so in the old District VII neighborhood (the old Jewish quarter) in the ruins (hence the name) of abandoned buildings, stores, or lots. The area had been largely left to decay in the aftermath of the Second World War, and it has only recently come alive as the hub for the city’s hipster nightlife. The ruin bars, many of which operate without a license, allegedly rely on monetary compensations handed directly to local law enforcement, and feel like something out of a post-appocalyptic science fiction film. Somehow, the Mad Max movies or Escape to New York came to mind, but there is also this distinctive Post-Communist feel that is not really captured by the analogy. The walls are covered with graffiti; the furniture looks like it was picked up off the streets, there are Christmas lights and old computers and rusting bathtubs and plastic gewgaws everywhere you look. There may be a band playing in one of the darker corners, and the whole place is teaming with people of all backgrounds and ages. Ellen had promised us that the ruin bar would be one of the highlights of our trip to Europe, and it certainly was.

Here, you see Ellen, John, and I drinking Unicum, the local drink whose family history was memorialized in the film Sunshine, and Cynthia and I (below) surrounded by the graffiti at Szimpla Kert, which was the original and still the largest of the ruin bars. John was the Assistant Secretary of State for Democracy, Human Rights and Labor  under Bill Clinton, where he helped to establish the International Tribunals for Rwanda and the Former Yugoslavia, a former U.S. Ambassador to the Czech Republic, the former CEO for the John F. Kennedy Library Foundation, and the current president of Central European University, which hosted my talks in Budapest.

Central European University operates with a heavy endowment from George Soros, and was designed to be an instrument fostering a greater sense of cultural understanding and appreciation of human rights, a meeting place for students from across Europe, and indeed, from around the world. Its students come from more than a hundred countries, and its faculty represent thirty different nations. I spoke in the morning with the students from their summer program (again, featuring probably the most ethnically and nationally diverse audience I encountered on my trip) and in the afternoon, I gave a public lecture (again, the Content talk) at the Open Society Archives, a research facility dedicated to preserving the records of the Communist era.

Ellen and John were nice enough to host a lovely salon and dinner in their home, which brought together a mix of intellectuals, artists, writers, and political leaders, which gave us a great taste of the cultural life of Budapest’s intelligentsia.  I was especially delighted to reconnect with Tibor Dessewffy, the Hungarian Director for the World Internet Project. I had met Tibor when he was a visiting scholar at the USC Annenberg School, and he provided us with some very helpful critical feedback on our Spreadable Media manuscript.

Each leg of the trip was shaped by the personality of our hosts as much as by the personality of the cities themselves. Our experience of Praha was primary focused around culture, especially the rich heritage of film and the graphic arts. Our experience of Budapest, in part because we were spending time with people who have enormous expertise on foreign policy, was focused much more on the political history of the region, especially on the struggles to define a national identity in the wake of many decades of foreign dominance (by the Nazis and the Communists) and the current struggles to protect free expression under an increasingly repressive regime. Our sense was that Budapest is a city which still struggles with the legacy of the Cold War in ways that Praha seems to have moved beyond, but what do I know, I was only there for a few days.

We were lucky enough to get a guided tour of some of the political landmarks of the city by Jeff Taylor, an American art history professor at SUNY Purchase who is an expert on international art forgery, and who sometimes takes tourists around the city to give them a counter-history to some of the national monuments. You have to love a tour guide who quotes  Edward Said in his opening remarks.

Jeff’s guide of the Museum of Terror helped to debunk and deconstruct the official accounts of Hungary’s experiences with the Nazis and the Soviets, drawing out what was not explicitly stated, filling in what was intentionally occluded, and otherwise, poking fun at the ways history was being mobilized to support the country’s current leadership. In particular, the bulk of the museum dealt with the Soviet era with very limited space given to the Nazi period, and little to no mention made of the ways that the Hungarian government had officially partnered with Hitler in the early days of World War II.

Jeff also showed us some key monuments, both those which survive from the era of Soviet dominance, and those which reflect the fall of Communism, as it has been framed from the Hungarian perspective. Here, for example, you see me clowning around at a statue dedicated to Ronald Reagan. Seeking to explain that it was as much American popular culture and consumer goods as it was American foreign policy which contributed to some of the political shifts that impacted his adopted country, Jeff has launched the Two Ronalds project, playfully paying tribute to American president Ronald Reagan and American fast-food brand icon Ronald McDonald, by having guests take their picture next to this statue, once they have inserted a Big Mac into Reagan’s open hand.

When the good folks at  Central European University learned of my strange obsession with understanding the comics cultures of Europe, they tapped their collective networks and got me in touch with Robert Vass, an independent comics artist in Budapest, who took me to his local shop, gave me a guided tour of its contents, and a mini history of comics publishing in Hungary under Communism and its aftermath. I am still absorbing much of what I learned and trying to parse my way through the various comics I purchased, but I have found this Wikipedia entry especially helpful in understanding the local comics scene there.  One of my favorite books was Matyas a Kiraly: kepregeny-antologia.  Matthias Corvinus was the Renaissance era King of Hungry who has been credited with helping to promote arts, science, and law in his country, and who was later named one of the most important saints in the region. Here, we see his statue outside Matthias Church, which, we saw earlier, was in the Buda Castle region.

During communism, many of the comics published were literary and historical adaptations, which was seen as less “political” than some of the themes that dominated comics elsewhere in Eastern Europe.  I am always intrigued how strands in American comics which had largely died out in my country continue to exert influence in other parts of the world, and I’ve discovered that Hal Foster’s Prince Valiant offered a compelling model for many Eastern European comics creators.  This collection of contemporary alternative comics drew inspiration from Matthias’s story but pushed it in radical new directions, demonstrating that Hungarian comics can be so much more than classics illustrated. Here’s a sample page from the collection which I found online. The building depicted here is the Matthias Church.

BOLOGNA, ITALY

My original plan for Bologna was to spend a week sitting in dark theaters and watching beautifully restored prints of great old movies at Il Cinema Ritrovato. Organized by the Cineteca Bologna, this film festival organizes retrospectives intended to deepen our understanding of key figures and chapters in the history of global cinema. For example, among the topics this year, there was an extensive series of films by Lois Weber, perhaps the most important female director of the American silent cinema whose films are deeply shaped by the political and spiritual values of first wave feminism, and by Alma Hitchcock, the wife of Alfred, but also a well known scenario writer in the late silent and early sound British cinema.

The festival also featured a series showing the coming of sound in Japan, which included several films whose soundtrack captured the performances of famous Benshi. In the Japanese tradition, silent films were narrated by live performers, who might recount the story, embody the perspectives of the various characters, direct attention onto key details, or offer their own moral (and sometimes ironic) commentary on the action. These benshi were so popular in their own day that they helped to slow down the coming of sound in Japan, when they resisted the shift to new technologies that might mean their eventual unemployment and the end of their tradition. During this transitional period, some of their performances were recorded, which gives us a chance to better understand their mode of presentation and the diverse ways they shaped spectators’ experience of silent Japanese movies.

There was a series of films showing how America and Europe had dealt with the economic crisis of the early 1930s and another showcasing the work of Ivan Pry’ev, who was one of the most popular directors of musicals in the Soviet Union during the Stalinist period (fascinating historical documents which might include celebrations of the heroicism of wives who renounce their husbands for acting against the interests of the State or which might open with vast musical numbers involving farmers singing as they drive their tractors across their fields.)

My favorite screening series, though, was a retrospective of the works of Raoul Walsh, whose career spans from silent films (such as The Thief of Bagdad and The Big Parade) all the way into the 1950s (represented here by Band of Outsiders, Pursued, and Distant Drums). The festival decided, wisely, not to focus on the Walsh films which are perhaps best known to retro house audiences — his films of the late 1930s and early 1940s with Humphrey Bogart (They Drive By Night, High Sierra), James Cagney (White Heat, The Roaring Twenties), and Errol Flynn (They Died with Their Boots On, Gentleman Jim), but rather to focus primarily on the transition from silent to sound cinema. As a result, I got to see The Big Trail, for example, an epic western which made effective use of deep focus photography to cram every frame with action and details, and was filmed (and shown) in an early wide screen process, Grandeur,  Me and My Gal with a wet-behind-the-ears Spencer Tracy and Sailor’s Luck which managed to perfectly merge the screwball and anarchistic comedy traditions. Another highlight from the festival for me was Frank Borzage’s Man’s Castle, also with Spencer Tracy, a dark and twisted romance set amongst the homeless camping out in Central Park during the early depression.  Kristin Thompson wrote a typically thoughtful and detailed account of her experiences at this year’s festival.

The film festival has become a favorite academic junket, drawing together many of the world’s leading film historians, who enjoy hanging out together, watching obscure yet interesting movies, having long conversations over plates of pasta, and grabbing a quick Gellato on the way back to the hotel, before starting the process all over again the following morning.

Bologna has been gaining in recent years on the other great Italian retrospective festival, Pordenone, which is held each year in October, and which showcases almost exclusively works from the early and silent film periods. Bologna has a more diverse program, including silent and sound films from around the world, and has the virtue of falling during the summer, when American academics can get away for a more extended period. So, this year, I had a chance to catch up with old graduate school instructors (Donald Crafton, Kristin Thompson, Susan Olmer, Richard Abel) and classmates (Charlie Keil, Leslie Midkiff-Debauche, Matthew Bernstein, David Pratt) as well as more recent friends who I see in Los Angeles (Janet Bergstrom, Virginia Wright-Wexman, John Huntington).

While in Bologna, I had a chance to sit down in person with Wu Ming 1 (and for part of the meal, Wu Ming 3b). I had interviewed Wu Ming 1 and his collaborators for my blog some years ago, where he spoke with me about his interests in “multitudinous authorship, crossmedia storytelling, world making, identity games, RPG guerrilla warfare, old/new media collision, copyleft-oriented practices, media hoaxes and so on).” This creative collective has written some top-selling novels, such as Q and 54, but they have also spearheaded the Luther Blissert cultural movement, which has conducted any number of pranks and hoaxes to shake up the media establishment in his country. Wu Ming 1 wrote the introduction for the Italian language edition of Convergence Culture, and we’ve remained in close contact ever since. We had a great discussion, comparing the ways American and Italian activists have responded to the economic crisis, debating my current interests in fan activism, pondering the reasons why social media has played out differently in America and Europe, sharing Wu Ming’s new transmedia projects, and above all, assessing current struggles over intellectual property. We were also joined at this meal by Giovanni Boccia Artieri, an expert on social media, who is on the Faculty of Sociology at the University Carlo Bo of Urbino.

Artieri was instrumental in getting me invited to speak at his university during the festival. Wu Ming 1 attended and has shared these notes and audio files of the presentation. This photograph, taken during the talk, gives a hint at the very very baroque environment in which my remarks were delivered.

Afterwards, I was taken to lunch by Veronica Innocenti, who has written extensively about television seriality,  and some of her faculty colleagues.  Meanwhile, Cynthia had some of the American film studies crowd for a day trip to nearby Ravenna, a town overflowing with sixth century churches, which include intricate mosaic work.

Here, you see Cynthia with Virginia Wright-Wexman, Susan Olmer, Donald Crafton, and John Huntington, taken by their tour guide on this exposition.

Bologna, itself, is a delightful place to visit, characterized by long arcade-like walkways and narrow winding streets, often full of bikes and motorcycles.

I was much taken by this fountain, near the center of the city, which seems racy even by European standards, whether we are looking at the ways the women are shown fondling their own breasts (part of the mother’s milk fixation observed earlier)

Or the proud display of certain elements of the male anatomy.

Somehow, the juxtaposition of the two leaves this fountain a particularly charged space in my memories of European waterworks. I would say that this guy’s “having a party in his pants”, if he was wearing any.

I mean no great insult to Italian food, which is everything you imagine it to be, and then some. We dove deep into one great plate of pasta after another across our various legs in Italy, and I think my number one take away from the trip is Prosciutto and Melon, which goes down really well in the sweltering heat we had been experiencing since Budapest. But, by this point in the trip, we had been in Europe for going on two months, having one exotic meal after another. And, I found myself more and more being drawn towards American fast food places, like the McDonalds depicted here. McDonalds functions as the unofficial American Club across Europe — a place you can go where you recognize pretty much everything on the menu and where you know precisely what you are going to get, where you can — usually — get ice in your drinks, where people around you are speaking English, and where you can strike up a conversations with anyone at any table and likely get some fresh news from home, assuming your sense of home is North America between the Atlantic and the Pacific.

My graduate mentor, David Bordwell, was scheduled to participate in a panel near the close of the film festival, having a public conversation with Dave Kehr, who currently writes a column on dvd releases for the New York Times, who maintains maintains the  blog Reports from the Lost Continent of Cinephilia, and who recently published a book of his film reviews from the Chicago Reader, When Movies Mattered: Reviews from a Transformative Decade. The panel was supposedly about the current state of Cinephilia, though our discussion ranged pretty broadly across historic and contemporary film cultures. As the title of Kehr’s works suggest, he thinks that something vital has been lost in contemporary audiences’ relationship to cinema, reporting dwindling attendance at retrospective screenings in New York City, and expressing concern that fewer and fewer classic works are making the transition across each new media platform. My own response was, characteristically, a bit more optimistic, so the exchange was a lively one, which I enjoyed very much. It was also fun for me to be speaking some place where I seemed to be better known as the author of What Made Pistachio Nuts?: Early Sound Comedy and The Vaudeville Aesthetic than for Textual Poachers or Convergence Culture, and it was fun to use my extensive knowledge of other forms of media fan culture to tweak some of the pretensions of the art house crowd.

COMING SOON: THE CRADLE OF CIVILIZATION