Gang,
It is only Monday and this week's NYTimes has already been brimming with stories we need to talk about. After each of the articles, I am listing the name of the person who will guide us through the issues and intricacies of the piece. But please do not believe that means that you aren't on the hook for the other articles.
Austrian Law Student Faces Down Facebook – NYTimes.com
Jacky, Jessica B.
Disruptions: Facebook Users Ask, 'Where's Our Cut?' – NYTimes.com
Justin, Jessica L.
Europe Moves to Protect Online Privacy – NYTimes.com
Kelsi, Ben
Facebook Is Using You – NYTimes.com
Andrea, Jen
And here is an interesting story from NPR. Pay special attention to the amount of advertising that Facebook would have to sell to justify its valuation.
Will Facebook's Shares Be Worth The Price? : NPR
Wiillam
And here is a tip for you when reading an article for this class (or I would argue for any class). Focus on the implications of the article. Don't worry about recounting the details of the article — we can all read the article to get the facts. What is much more important is what the facts mean. That is what a critical reader does — and you all should be critical readers. Also focus on how this article applies to what you are doing. Ask yourself "What about me? Why is this article important to me? How can it inform and improve the project that I am working on?" Do that with everything you read. Take notes. And then you have a solid background to work on when it comes time to produce.
Remember our 6 hours outside of class promise. We will spend 6 hours outside of class working on these projects.
1.5 = Reading
1.5 = Thinking
1.5 = Researching
1.5 = Writing.
I am going to hold you to that.
