L597 - Topics in Library and Information Science:

Content Analysis for the World Wide Web

 

           

Semester:

Fall 2004

Instructor:

Susan Herring

Time:

Tuesday 1-3:45 p.m.

Office:

LI 005 B

Place:

LI 001

Phone:

(812) 856-4919 (voice mail)

Section:

10655

Email:  

herring @ indiana.edu

Instructor's Office Hours: Tuesday 4-5 p.m. and by appointment

Class majordomo list: herring_caweb @ indiana.edu

 

Required Readings:

Most of the readings for this course are available on the Web (live links are included in this syllabus). The others will be on ereserves (http://ereserves.indiana.edu/) or on print reserve in the SLIS library.

 

1. Course Description

Content Analysis is a well-known social science approach to analyzing meaning and structure in written documents; it can also be used to analyze images and sound. The World Wide Web is a multimodal, networked means of document delivery that has become one of the most important sources of information in the world today.

In this course, you will learn about and apply Content Analysis methods, broadly construed, to diverse types of information communicated through HTML documents on the Web, including textual and graphical content, interactivity features, and links.[1] The methods, which are both qualitative and quantitative, can be used to address issues of meaning, design, usability, "stickiness," credibility, persuasion, bias and cultural differences associated with the presentation of information on the Web. In contrast to the prescriptive approach of most human-computer interaction and Web design courses, which evaluate Web sites as "good" or "bad" and seek to create "good" ones, this course is descriptive in focus, providing tools to understand how different site designs and content communicate socially-nuanced meaning.

 

The course is structured around presentation of methods and hands-on Web data analysis. Each student selects a Web site or sites for analysis, according to their interests. For example, students with interests in a particular content domain (e-commerce, online instruction, news, politics, health information, women's issues, performance/exhibition, etc.) or Web genres (blogs, wikis, online dating sites, music downloading sites, personal home pages, etc.) may focus on them in their choice of data for analysis. After each method is presented in class through the readings and lectures, students apply it to their data. The students' findings are then shared with the class through oral presentations, and written up in short reports. At the end of the semester, students write an original research paper describing a Web genre or other collection of sites of their choice. As relatively little research of this type has been carried out so far, it is likely that each student project will create new knowledge about the Web. If it is well done, your research in this course may lead to opportunities for conference presentation or publication.

 

Students are expected to have experience accessing the World Wide Web, including using search engines such as Google. No previous knowledge of Content Analysis or Web design is required. Students do not create Web sites as part of this course; rather, the focus is on creating knowledge about the Web through descriptive empirical research. This knowledge, in turn, may have implications for Web design and/or content development which extend beyond the course.

 

2.   Course Objectives

As a result of completing this course, students should gain:

 

¥   A critical perspective (in the positive sense) on the Web as a communication medium.

¥   Practical skills in applying and interpreting the results of Content Analysis methods.

¥   Nuanced understandings of Web content that can be used to inform decisions about content development, site design, evaluation and use.

 

3.   Student Requirements

 

Readings: Students are expected to read the assigned readings before each scheduled class meeting.

 

Web Site Analysis. Each student will select a Web site (or sites) for the purpose of analysis throughout the course. The sites should contain content that the student finds personally interesting, and/or that relates to their professional goals. These data will be used to train the student in applying Content Analysis methods, and may also be used (supplemented with additional data) for the final research paper.

 

Reports. The results of applying the methods introduced in the course to the selected data will be presented in five oral and five written reports, where the written reports are on the same topics as the oral reports. The oral reports should be brief (5-7 minutes) and may be supported with simple PowerPoint displays and live internet demonstrations. (A good rule of thumb is no more than one PowerPoint slide per minute of presentation time.) The written reports should record the findings presented in the oral reports, incorporating feedback from the class and the instructor, concisely and clearly (3-4 pages, excluding appendices). Guidelines for each report will be distributed in class one week before the scheduled oral report presentation date.

 

Research paper. At the end of the semester, each student will write a 5000-7000 word research paper (excluding references and appendices) analyzing the content of a Web genre or other collection of sites defined by the student. This research may make use of the data already analyzed during the semester, or it may supplement or replace those data with new data (with the instructor's approval). A 500-word written proposal describing the Web genre, sites to be analyzed, methods to be employed, and including a minimum of 3-5 references is due in the 11th week of the semester. At the end of the semester, the results of each student's research will be presented to the class in a formal (conference-style) oral presentation (approx. 15 minutes, depending on how many students are enrolled in the course). The written paper should follow the formal conventions for a publishable-quality research article, including footnotes and citations of scholarly work in APA (American Psychological Association) style. (See course bibliography for examples of APA reference style.)

 

Majordomo List. There will be a majordomo list for this course. Students are expected to check their email at least twice between class meetings, including the morning before class for last-minute announcements and reminders. Interactive participation on the majordomo list is encouraged, although it is not a requirement of the course.


4.   Grading

 

Your grade for the course will be calculated as follows:

 

Oral reports and class participation

25%

Written reports (5 x 7%)

35%

Oral presentation of term paper research

10%

Term paper

30%

Total:

100%

                                                                                                                       

Grading policy:

 

¥     A late written report will be accepted once during the semester, no questions asked, provided it is turned in two days before the next class meeting, to allow me time to grade it. I reserve the right to subtract one-third of a letter grade for each day a report is late beyond the due date or this one-time extension.

 

¥     Oral reports and class participation will be graded with a check mark for each report/class meeting, to indicate that the requirement was met. Class participation means being willing and prepared to speak intelligently in class about the topics under discussion. (Note: this does NOT necessarily mean speaking a lotÑyou may be penalized if you habitually dominate class discussions.) In order to be able to speak intelligently about a topic, you will need to have done the readings for that topic before class. You will also need to be physically present and alert. Participation cannot be made up if you miss a class.

 

¥     The written reports and the term paper will be assigned letter grades (A, A-, B+, B, B-, C+, C, etc.). Generally speaking, an A denotes 'outstanding' work, a B is 'good', and a C is 'average' (but below the level expected for graduate-level work).

 

¥     The written reports will be graded on completeness and accuracy of application of the methods. An 'A' quality written report addresses all the questions in the guidelines and applies the methods accurately and insightfully to the data.

     

¥     The oral presentation of the final research project will be graded primarily on form: how well it is organized, how informative it is, and how clearly and professionally it communicates to the audience (i.e., the rest of the class). An 'A' quality oral report conveys an appropriate amount of information given the time allotted for presentation, is presented in a straightforward and concise manner, and is logically organized (following the schema: identification and motivation of the choice of Web genre, brief background on genre, data selected and methods of analysis, findings, and some interpretation of the findings). Visual displays are strongly encouraged.

 

¥     The final paper will be graded on contentÑmotivation of the choice of Web genre, appropriateness of the data selection procedures, accuracy of the description and application of the methods, plausibility of the interpretationsÑand formÑorganization, clarity and quality of written expression, and appropriate use of scholarly conventions such as citations and footnotes. An 'A' quality term paper motivates the research topic, makes appropriate use of sampling and analytical techniques, and interprets the findings thoughtfully, in addition to being well-organized and clearly and professionally written. Some visual representations (e.g., screen shots) should be included of the content of the analyzed Web sites.

 

Note:  Learning is a collaborative enterprise. However, plagiarism, copyright infringement, and other types of academic dishonesty will NOT be tolerated. As a rule of thumb, when in doubt, cite the source!

 

5.   Tentative Course Schedule

 

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Week 1 (8/31/04):       Introduction to Content Analysis. Selecting Web sites to analyze for this course.

 

Read:  Schneider, S.M., & Foot, K.A. (2004). The Web as an Object of Study. New Media & Society, 6 (1): 114-122. Pre-publication version downloadable from http://people.sunyit.edu/~steve/papers/schneider-foot-webasobject-20030826.pdf

 

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Week 2 (9/7/04):         History and growth of the World Wide Web. Web archives.

 

            1st oral report: Describe your data for the course.

 

Read:  Cailliau, R. (1995). A little history of the World Wide Web. http://www.w3.org/History.html

 

Berners-Lee, T. (1996). The World Wide Web: Past, present and future. http://www.w3.org/People/Berners-Lee/1996/ppf.html

 

Lyman, P. & Kahle, B. (1998). Archiving digital cultural artifacts: Organizing an agenda for action. D-Lib Magazine. http://www.dlib.org/dlib/july98/07lyman.html

                       

Arvidson, A., Persson, K., & Mannerheim, J. (2000). The Kulturarw3 project Ð The Royal Swedish Web Archiw3e - An example of "complete" collection of web pages. In Proceedings of the 66th IFLA Council and General Conference. http://www.ifla.org/IV/ifla66/papers/154-157e.htm  

           

            Demonstration: The Wayback Machine

 

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Week 3 (9/14/04):       Principles and procedures of Content Analysis. Methodological issues in analyzing the Web.

 

            1st written report due: Data description

 

Read:  Bauer, M. (2000). Classical content analysis: A review. In M. Bauer & G. Gaskell (eds.), Qualitative Researching with Text, Image and Sound (pp. 131-151). Thousand Oaks, CA: Sage.

                       

Mitra, A., & Cohen, E. (1999). Analyzing the Web: Directions and challenges. In S. Jones (ed.), Doing Internet Research: Critical Issues and Methods for Examining the Net (pp.179-202). Thousand Oaks, CA: Sage.

 

McMillan, S. J. (2000). The microscope and the moving target: the challenge of applying content analysis to the World Wide Web. Journalism and Mass Communication Quarterly, 77(1), 80-98. http://web.utk.edu/~sjmcmill/Research/research.htm

 

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Week 4 (9/21/04):       Genre analysis. Case studies: The personal homepage; the weblog.

 

Read:  Crowston, K., & Williams, M. (2000). Reproduced and emergent genres of communication on the World-Wide Web. The Information Society16(3), 201-216. http://crowston.syr.edu/papers/Webgenres.html

 

Bates, M.J. & Lu, S. (1997). An exploratory profile of personal home pages: Content, design, metaphors. Online and CDROM Review 21 (6), 331-340.

 

Chandler, D. (1998). Personal homepages and the construction of identities on the Web. http://www.aber.ac.uk/media/Documents/short/webident.html

 

Herring, S.C., Scheidt, L.A., Bonus, S., & Wright, E. (2004). Bridging the gap: A genre analysis of weblogs. Proceedings of the 37th Hawai'i International Conference on System Sciences (HICSS-37). Los Alamitos: IEEE Computer Society Press. http://www.blogninja.com/DDGDD04.doc

 

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Week 5 (9/28/04):       Website design: Prescriptive approaches. Explicit and implicit values underlying "good" website design.

 

            2nd oral report: Analyze the genre characteristics of your data

 

Read:  Flanders, V. (2003). Web Pages that Suck. Take the tour, following all links (starting with "general, first impression") http://www.webpagesthatsuck.com/suckframe.htm

            then try the "two minute offense" http://www.fixingyourwebsite.com/twominute.html

 

Nielsen, J. (1999). Ten Good Deeds in Web Design. (Follow links to: The original top-ten mistakes of Web design, The top-ten new mistakes of Web design, The top-ten mistakes of Web project management.) http://www.useit.com/alertbox/991003.html

 

Sullivan, P. (2000). Practicing safe visual rhetoric on the web. http://austen.english.purdue.edu/handa.html

 

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Week 6 (10/5/04):       Assessing credibility of website content.

 

2nd written report due: Genre analysis

 

Read:  Kapoun, Jim. (1998). Teaching undergrads WEB evaluation: A guide for library instruction. College and Research Libraries News (July/August): 522-523. [short]  http://www.ala.org/acrl/undwebev.html

 

Kirk, Elizabeth. (1996). Evaluating information found on the Internet.

http://www.library.jhu.edu/elp/useit/evaluate/

 

Fogg, B.J., et al. (2002). Stanford-Makovsky Web Credibility Study 2002: Investigating what makes Web sites credible today. http://captology.stanford.edu/pdf/Stanford-MakovskyWebCredStudy2002-prelim.pdf

 

Coste, R. (2000). Fighting speech with speech: David Duke, the Anti-Defamation League, online bookstores, and hate filters. Proceedings of the 33rd Hawaii International Conference on System Sciences. Los Alamitos: IEEE Press. http://www.computer.org/proceedings/hicss/0493/04933/04933032.pdf

 

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Week 7 (10/12/04):     Analyzing images on the Web: Representation and bias.

 

3rd oral report: Analyze the design and credibility of your data

 

Read:  Bell, P. (2001). Content analysis of visual images. In T. van Leeuwen & C. Jewitt (eds.), Handbook of Visual Analysis (pp.10-34). London: Sage.

 

Herring, S.C., Martinson, A., & Scheckler, R. (2002). Designing for community: The effects of gender representation in videos on a Web site. Proceedings of the 35th HawaiÕi International Conference on System Sciences (HICSS-35). Los Alamitos: IEEE Press. http://www.hicss.hawaii.edu/HICSS_35/HICSSpapers/PDFdocuments/DDPTC07.pdf

 

Rajagopal, I. with Bojin, N. (2002). Digital representation: Racism on the World Wide Web. First Monday 7(10). http://www.firstmonday.dk/issues/issue7_10/rajagopal/

 

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Week 8 (10/19/04):     Analyzing images on the Web: Iconography and salience.

 

            3rd written report due: Design and credibility

 

Read:  van Leeuwen, T. (2001). Semiotics and iconography. In T. van Leeuwen & C. Jewitt (eds.), Handbook of Visual Analysis (pp.92-118). London: Sage.

 

Schmidt-Isler, S. (2000). The language of digital genres. A semiotic investigation of style and iconology on the World Wide Web. Proceedings of the 33rd Hawaii International Conference on System Sciences. Los Alamitos: IEEE Press. http://www.computer.org/proceedings/hicss/0493/04933/04933012.pdf

 

Benway, J.P. & Lane, D. (1998). Banner Blindness: Web Searchers Often Miss "Obvious" Links. Internetworking, 1 (3). http://www.internettg.org/newsletter/dec98/banner_blindness.html

 

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Week 9 (10/26/04):     Analyzing text:  Prescriptive approaches.

 

            4th oral report: Analyze the images in your data

 

Read:  Killian, C. (2001). Effective web writing. http://www.webtechniques.com/archives/2001/02/kilian/

 

Morkes, J. & Nielsen, J. (1997). Concise, SCANNABLE, and Objective: How to Write for the Web. http://www.useit.com/papers/webwriting/writing.html

 

Mahoney, D. (2002). How to write a better weblog. A List Apart, 138 (2 February). http://www.alistapart.com/articles/writebetter/

 

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Week 10 (11/2/04):     Analyzing text:  Critical and descriptive approaches.

 

            4th written report due: Image analysis

 

Read:  Fowler, R. (1991). 'Analytical tools: Critical linguistics' and 'Terms of abuse and of endearment.' Language in the News: Discourse and Ideology in the Press (pp. 66-90; 110-119). London: Routledge.

 

Warnick, B  (2002). Parody with a Purpose: Online Political Parody in the 2000 Presidential Campaign . Ch. 3, Critical Literacy in a Digital Era: Technology, Rhetoric, and the Public Interest. Mahwah, NJ: Lawrence Erlbaum

 

Argamon, S., Koppel, M., Fine, J., Shimoni, A.R. (2003). Gender, Genre, and Writing Style in Formal Written Texts.  Text, 23 (3). http://www.cs.biu.ac.il/~koppel/papers/male-female-text-final.pdf

 

Try the Gender Genie at http://www.bookblog.net/gender/genie.html

 

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Week 11 (11/9/04):     Culture and 'culturability'.

 

5th oral report: Analyze the text in your data

 

Read:  Barber, W. & Badre, A. (1998). Culturability: The merging of culture and usability. Proceedings of the 4th Conference on Human Factors and the Web, June. http://www.cc.gatech.edu/gvu/people/albert.badre/abstracts.html

 

Duncker, E., Theng, Y-L. & Mohd-Nasir, N. (2000). Cultural usability in digital libraries. ASIS Bulletin 26(4). http://www.asis.org/Bulletin/May-00/duncker__et_ al.html

 

Robbins, S.S., & Stylianou, A. C. (2001). A study of cultural differences in global corporate Web sites. Journal of Computer Information Systems, 42, 3-9.

 

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Week 12 (11/16/04):   Interactivity.

 

5th written report due: Textual analysis

 

Read:  Ha, L., & James, E.L. (1998). Interactivity reexamined: A baseline analysis of early business web sites. Journal of Broadcasting and Electronic Media, 42(4), 457-474.

 

Massey, B.L., & Levy, M.R. (1999). Interactivity, online journalism, and English-language web newspapers in Asia. Journalism & Mass Communication Quarterly 76(1), 138-151.

 

McGovern, G. (2002). The myth of interactivity on the Internet. http://www.gerrymcgovern.com/nt/2002/nt_2002_03_18_interactivity.htm

 

                        O'Sullivan, P. (1999). 'Personal Broadcasting': Theoretical implications of the

Web. http://www.ilstu.edu/~posull/PersBroad.htm

 

            Demonstration:  Webcams.

 

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Week 13 (11/23/04):   Hypertextuality and linking. Mapping the Web.

 

Read:  Kirschenbaum, M. (2000). Hypertext. In T. Swiss (Ed.), Unspun: Key Concepts for Understanding the World Wide Web (pp.120-137). NY and London: New York University Press.

 

Foot, K. A., Schneider, S. M., Dougherty, M., Xenos, M., & Larsen, E.  (2003). Analyzing Linking Practices: Candidate Sites in the 2002 U.S. Electoral Web Sphere. Journal of Computer-Mediated Communication, 8(4). http://www.ascusc.org/jcmc/vol8/issue4/foot.html

 

Park, H. W., & Thelwall, M. (2003). Hyperlink Analyses of the World Wide Web: A Review. Journal of Computer-Mediated Communication, 8 (4). http://www.ascusc.org/jcmc/vol8/issue4/park.html

 

Herring, S.C., Kouper,, I., Paolillo, J., et al. (2005). Conversations in the blogosphere: An analysis "from the bottom up." Proceedings of the 38th Hawai'i International Conference on System Sciences (HICSS-38).

 

            Demonstration: Atlases of cyberspaces.

 

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Week 14 (12/1/04):     Web communities.

 

Read:  Dean, J. (2000). Community. In T. Swiss (Ed.), Unspun: Key Concepts for Understanding the World Wide Web (pp.4-16). NY and London: New York University Press.

 

Blanchard, A. (2004). Blogs as Virtual Communities: Identifying a Sense of Community in the Julie/Julia Project. In: Into the Blogosphere: Rhetoric, Community, and Culture of Weblogs, L. Gurak, S. Antonijevic, L. Johnson, C. Ratliff, and J. Reyman (Eds.). http://blog.lib.umn.edu/blogosphere

 

            Flake, G.W., Lawrence, S., Giles, C.L., & Coetzee, F.M. (2002). Self-Organization and Identification of Web Communities. IEEE Computer, 35(3), 66Ð71. Dowloadable from http://www.neci.nec.com/~lawrence/pub-web.html

 

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Week 15 (12/8/04):     Oral presentations of term paper research.  

 

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Week 16 (12/15/04):   Written term paper due by 5 p.m. on Tuesday, December 15.

 

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Bibliography (includes references you can use for your term paper)

 

Alloro, G., Casilli, C., Taningher, M., & Ugolini, D. (1998). Electronic biomedical journals: How they appear and what they offer. European Journal of Cancer, 34 (3): 290-295.

 

Argamon, S., Koppel, M., Fine, J., & Shimoni, A.R. (2003). Gender, Genre, and Writing Style in Formal Written Texts. Text, 23 (3). http://www.cs.biu.ac.il/~koppel/papers/male-female-text-final.pdf

 

Arms, W., Adkins, R., Ammen, C., & Hayes, A. (2001). Collecting and Preserving the Web: The MINERVA Prototype. RLG DigiNews, 5 (2). http://www.rlg.org/preserv/diginews/diginews5-2.html

 

Arnold, J., & Miller, H. (1999). Gender and web home pages. http://ess.ntu.ac.uk/miller/cyberpsych/cal99.htm

 

Arnold, J., & Miller, H. (2000). Same old gender plot? Women academics' identities on the web. http://ess.ntu.ac.uk/miller/cyberpsych/gendplot.htm

 

Arvidson, A., Persson, K., & Mannerheim, J. (2000). The Kulturarw3 project - The Royal Swedish Web Archiw3e - An example of "complete" collection of web pages. In Proceedings of the 66th IFLA Council and General Conference, Jerusalem, Israel, August 13-18, 2000.

 http://www.ifla.org/IV/ifla66/papers/154-157e.htm

 

Barber, W., & Badre, A. (1998). Culturability: The merging of culture and usability. Proceedings of the 4th Conference on Human Factors and the Web, June. http://www.cc.gatech.edu/gvu/people/albert.badre/abstracts.html

 

Bates, M.J., & Lu, S. (1997). An exploratory profile of personal home pages: Content, design, metaphors. Online and CDROM Review, 21 (6): 331-340.

 

Bauer, C., & Scharl, A. (2000). Quantitative evaluation of web site content and structure. Internet Research: Electronic Networking Applications and Policy, 10: 31-43.

 

Bauer, M. (2000). Classical content analysis: A review. In M. Bauer & G. Gaskell (eds.), Qualitative Researching with Text, Image and Sound (pp. 131-151). Thousand Oaks, CA: Sage.

 

Bell, A. (1993). Telling stories. In D. Graddol & O. Boyd-Barrett (eds.), Media Texts: Authors and Readers (pp. 100-118). Clevedon: Multilingual Matters Ltd.

 

Bell, A. (1998). The discourse structure of news stories. In A. Bell & P. Garrett (eds.), Approaches to Media Discourse (pp. 64-104). Oxford: Blackwell.

 

Bell, P. (2001). Content analysis of visual images. In T. van Leeuwen & C. Jewitt (eds.), Handbook of Visual Analysis (pp. 10-34). London: Sage.

 

Benoit, W. J., & Benoit, P. J. (2000). The Virtual Campaign: Presidential Primary Websites in Campaign 2000. American Communication Journal, 3 (3). http://acjournal.org/holdings/vol3/Iss3/curtain.html#4

 

Benway, J.P. & Lane, D. (1998). Banner Blindness: Web Searchers Often Miss "Obvious" Links. Internetworking, 1 (3).

http://www.internettg.org/newsletter/dec98/banner_blindness.html

 

Berelson, B. (1952). Content Analysis in Communication Research. Glencoe, IL: Free Press.

 

Berners-Lee, T. (1996). The World Wide Web: Past, present and future. http://www.w3.org/People/Berners-Lee/1996/ppf.html

 

Berners-Lee, T. (2000). Weaving the Web. The past, present and future of the World Wide Web by its inventor. London: Orion Business Books.

 

Blanchard, A. (2004). Blogs as Virtual Communities: Identifying a Sense of Community in the Julie/Julia Project. In: Into the Blogosphere: Rhetoric, Community, and Culture of Weblogs, L. Gurak, S. Antonijevic, L. Johnson, C. Ratliff, and J. Reyman (Eds.). http://blog.lib.umn.edu/blogosphere

 

Bretan, I.; Dewe, J.; Hallberg, A.; Wolkert, N.; & Karlgren, J. (1997). Web-specific genre visualization. Proc. of the 30th Hawaii International Conference on System Science, Jan.

 

Bucy, E., Lang, A., Potter, R. & Grabe, M.E. (1999). Formal features of cyberspace: Relationships between web page complexity and site traffic. Journal of the American Society for Information Science, 50: 1246-1256.

 

Burbules, N. (1997). Rhetorics of the Web: Hyperreading and critical literacy. In Page to Screen: Taking Literacy Into the Electronic Era, Ilana Snyder, ed. New South Wales: Allen and Unwin. http://faculty.ed.uiuc.edu/burbules/ncb/papers/rhetorics.html

 

Burbules, N., & Callister, T.A. Jr. (Forthcoming). Who lives here? Access to and credibility within cyberspace. To appear in C. Bigum, C. Lanshear, et al. (eds.), Digital Rhetorics: New Technologies, Literacy, and Learning - Current Practices and New Directions. Canberra: Department of Employment, Education, Training, and Youth Affairs/Brisbane, Queensland University of Technology. http://faculty.ed.uiuc.edu/burbules/ncb/papers/who_lives_here.html

 

Bush, V. (1945). As we may think. Atlantic Monthly (July).

 

Cailliau, R. (1995). A little history of the World Wide Web. http://www.w3.org/History.html

 

Chandler, D. (1998). Personal homepages and the construction of identities on the Web. http://www.aber.ac.uk/~dgc/webident.html.

 

Cheung, C. (2000). A home on the Web: Presentations of self on personal homepages. In D. Gauntlett (Ed.), Web.Studies: Rewiring Media Studies for the Digital Age (pp. 43-51). London: Arnold.

 

Choong, Y. Y., & Salvendy, G. (1999). Implications for design of computer interfaces for Chinese users in mainland China. International Journal of Human-Computer Interaction, 11: 29-46.

 

Christensen, H. (2000). Sites for depression on the web: A comparison of consumer, professional and commercial sites. Australian and New Zealand Journal of Public Health, 24 (4), 396-400.

 

Clyde, L. A. (1996). The library as information provider: The home page. The Electronic Library, 14 (6), December, 549-558.

 

Codognet, P. (n.d.). The semiotics of the Web. http://pauillac.inria.fr/~codognet/web.html

 

Cook, G. (1992). The Discourse of Advertising. London: Routledge.

 

Coste, R. (2000). Fighting speech with speech: David Duke, the Anti-Defamation League, online bookstores, and hate filters. Proceedings of the 33rd Hawaii International Conference on System Sciences. Los Alamitos: IEEE Press. http://www.computer.org/proceedings/hicss/0493/04933/04933032.pdf

 

Crowston, K., & Williams, M. (1999). The effects of linking on genres of Web documents. Proceedings of the 32nd Hawaii International Conference on Systems Sciences. Los Alamitos: IEEE Press.

 

Crowston, K., & Williams, M. (2000). Reproduced and emergent genres of communication on the World-Wide Web. The Information Society, 16 (3): 201-216. http://crowston.syr.edu/papers/Webgenres.html

 

Cubitt, S. (2000). Multimedia. In T. Swiss (Ed.), Unspun: Key Concepts for Understanding the World Wide Web (pp. 162-186). NY and London: New York University Press.

 

D'Alessio, D. (1997). Use of the World Wide Web in the 1996 U.S. Election. Electoral Studies, 16 (4): 489-500. 

 

D'Alessio, D. (2000). Adoption of the World Wide Web by American Political Candidates, 1996-1998. Journal of Broadcasting and Electronic Media, 44 (4): 556-568. 

 

Dean, J. (2000). Community. In T. Swiss (Ed.), Unspun: Key Concepts for Understanding the World Wide Web (pp. 4-16). NY and London: New York University Press.

 

December, J. (1998). Web interactivity examples. http://www.december.com/present/webint.html

 

Dillon, A., & Gushrowski, B.A. (2000). Genre and the Web: Is the personal home page the first uniquely digital genre? Journal of The American Society for Information Science, 51 (2): 202-205.

 

Dšring, N. (2002). Personal home pages on the Web: A review of research. Journal of Computer-Mediated Communication, 7 (3). http://www.ascusc.org/jcmc/vol7/issue3/doering.html

 

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Last updated August 16, 2004



[1] This course does not address reciprocally interactive text-based computer-mediated communication (CMC) such as takes place in webboards, chat spaces, or via e-mail, instant messaging (IM), or short messaging service on mobile phones (SMS). Methods for analyzing content of that type are taught in L665: Computer-Mediated Discourse Analysis.