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
----------------
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
----------------
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
----------------
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
----------------
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
----------------
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
----------------
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
----------------
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/
----------------
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
----------------
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/
----------------
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
----------------
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.
----------------
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.
----------------
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.
----------------
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
----------------
Week 15 (12/8/04): Oral presentations of
term paper research.
----------------
Week 16 (12/15/04): Written term paper due by 5 p.m.
on Tuesday, December 15.
----------------
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
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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
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http://www.internettg.org/newsletter/dec98/banner_blindness.html
Berelson,
B. (1952). Content Analysis in Communication Research. Glencoe, IL: Free Press.
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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
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N. (1997). Rhetorics of the Web: Hyperreading and critical literacy. In Page
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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
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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
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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
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Christensen,
H. (2000). Sites for depression on the web: A comparison of consumer,
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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.
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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.