Social Movements:

Rhetorics of Digital Activism & Movements

COMM 3330-001 | Spring 2021

Tuesday and Thursday 2:20-3:35pm MST

Instructor: Myles Mason

Email: myma9919@colorado.edu

Zoom Info: 935 1015 0836

Office Hours: Wednesdays 11:00am-1:00pm MST by appointment only

To schedule see my Calendly page.

Course Description

Movements matter and contemporary movements are co-constituted through social media. This course is designed to investigate the rhetorical strategies and tactics used by activists in digital spaces, such as Twitter, Facebook, and more. In this class, we embrace the idea that there is no single story of social movements; instead, we will understand that social movements are constituted through networks of overlapping and dissenting discourses, relationships, and affects. It is our job, as critical rhetoricians, to identify, engage, and assess this cacophony of voices in digital spheres. We will engage a wide swathe of scholarship, secondary sources, and primary materials across the political spectrum to take intersectional critiques and practices of social movements on social media. Given the impact of movements such as Black Lives Matter, the 2011 Egyptian Revolution, One Million Moms, and QAnon, this course specifically interrogates the digital activism of contemporary social movements.

As an upper-level course, our class will require a deep engagement with the readings, class discussions, and course concepts. You should anticipate feeling out of your comfort zone at multiple points throughout the semester and be willing to engage with beliefs that might be contrary to your own. This course asks you to respectfully engage with the ideas raised by social movements and your peers, while also challenging yourself to experience what is at the heart of any social movement: a desire for social change for a world imagined otherwise.

Course Objectives

Upon completion of this course, students will have demonstrable knowledge in:

• Identifying rhetorical practices and choices of digital activism and social movements.
• Analyzing the public discourse of social movements—how it emerges, is sustained, and is contested in digitally-networked spaces.
• Critically engaging rhetoric and communication studies in understanding, imagining, and constituting more just, ethical, and sustainable worlds.
• Developing critical research and writing through project-based learning.
• Developing rhetorical knowledge by analyzing and making informed choices about purposes, audiences, and context in your writing and in the curation of digital media.

As a Communication course, we will pursue our CRAFT in each of our assignments and classroom discussion. Our goal is to question how our communication skill can move us beyond a classroom space to participate in public social change.

Required Materials

• Regular access to your student Canvas. Not only will all required readings be provided via Canvas, but you will also submit your assignments via Canvas among other activities. It is imperative you regularly check your canvas for course updates.
• Zoom account. The university provides you access to Zoom via your Colorado.edu email address. Here’s the school’s page about Zoom with pertinent information and helpful links. You must access our class Zoom via your CU account, otherwise you won’t be granted access.
• Recommended, but not required: I highly recommend another book for any research-based course in the humanities. It is also a free ebook through the library.
  • Booth, Wayne C. The Craft of Research. Fourth ed. Chicago [Illinois]: The University of Chicago Press, 2016.

Course Policies

Attendance:

We are meeting remotely via Zoom, which presents its own constraints on participation explained below, however attendance is still expected. Given this course is reserved for later-degree students (third year and beyond), I am not instituting a punitive attendance policy as of now. I hold the right to institute one if attendance becomes an issue. Any policy changes will be made via Canvas announcements and/or during Zoom meeting times.

Understanding social movements in general, but especially within rhetorical inquiry, requires discussion of and collaboration on breaking down the assigned readings to best comprehend the concepts. We cannot discuss or collaborate alone, therefore folks must be in attendance for success in the course.

Our classes will be held at our scheduled class time (Tues/Thurs 2:20-3:35pm MST). If you miss class, it is your responsibility to contact classmates who can update you on course material. I will be happy to explain concepts after you have consulted with a classmate first and reviewed the syllabus. In the event of an emergency, it is up to you to contact me so we can establish how to proceed with missed assignments.

Participation:

Having class via Zoom can be awkward at times and often includes more social affective labor. At the same time, rhetoric is a discussion-based learning paradigm, so we will need to be present and participatory in class meetings. How I am prompting you to participate in each class will vary and evolve over the semester as I fine-tune instruction of this course not only to this specific learning community but to Zoom instruction as well. There will be assignments that prompt participation from certain folks (e.g. reading responses being used to jumpstart discussion for a specific class meeting), but much of our class discussion will be organic, emerging from your thoughts on and questions about the assigned readings.

Per feedback from Fall 2020 students, I am requiring you have your video turned on while in the class zoom. Students remarked that, while sometimes uncomfortable, having video on in the class creates more of a sense of community and less feelings of isolation in remote learning.

We will work together to create an atmosphere of mutual respect and inclusivity. We will not always agree with one another. Some topics may make us uncomfortable or challenge our beliefs. However, we will work to cultivate a communicative repertoire where we speak, listen, and respond with respect, tact, and thoughtfulness. Constructive critique and respectful debate are vital skills and we will strive to engage in these practices. That said, it is also our duty to point out unethical, hateful and offensive discourse to create a more equitable atmosphere.

Email Policy:

In an attempt to make my email inbox less chaotic place to visit, I have a peculiar email policy. The predominant form of communication we will have over the semester will be via Google Hangouts, a messaging (with audio/video call capabilities) app that is free with your access to G-Suite through CU. However, due to certain rules in teaching higher education, there will still need to be some email communications. I have included a handy table here to help you decide how to best contact me for common issues.

Written Work and Due Dates:

Students must word process all written assignments using 12-point font and in MLA style and submit them via Canvas in Word (.docx) format to Canvas by assigned dates and times. Late work will be penalized by a deduction of one full letter grade per day late. 

Grade Appeals:

If you have questions or would like to discuss your grade after your assignment has been assessed, please make an appointment with me via Calendly (and/or contact me via email). Appointments are the best time to discuss grades, I will not discuss grades before or after class. I require you to wait twenty-four hours before scheduling an appointment to discuss a grade.

Course Technology:

Students should check their University of Colorado e-mail accounts once per day for class announcements and information. Students should also check the Canvas website daily to confirm regular reading and homework assignments, to view essay assignments, and to view syllabus updates.

Please note, however, that I will not tolerate the in-class use of technology—laptops, smartphones, etc.—for non-course purposes. This means you will be asked to utilize the technology for specific things in class, which I may ask of people at random (e.g. looking something up) or that are for the entire class (e.g. participation in a Google-based format, like Jamboards).  

The Writing Center:

Students should utilize the CU Writing Center—a campus service offering free one-on-one feedback about academic writing—as a supplement to their learning in this course. They are offering only remote sessions now but may open back up to (socially-distant) in-person sessions. Be warned, however, that the Center books up quickly, often up to one week in advance during peak times (e.g. midterms and finals). Be sure to plan accordingly.   

Mental Health:

I care about the mental health of all of my students. I recognize that sometimes, it is difficult for to keep up with all of our daily responsibilities due to various mental health issues and illnesses. At the same time, each of us has a responsibility to this course and to our participation in University. Thus, please look into the mental health services offered by the university. Even if you do not identify as someone with a mental illness, the office of Counseling and Psychiatric Services (CAPS) provides helpful tools to succeed and stay healthy.

Services: Counseling, Psychiatry, Workshops, Therapy Groups, and other resources on campus and in the community. Workshops are free and helpful for all students!

Office of Victim’s Assistance/Services: OVA provides free and confidential information, consultation, support, advocacy and short-term counseling services to University of Colorado students, faculty, and staff who have experienced a traumatic, disturbing or life disruptive event.

Basic Needs: 

I believe that in order to learn, students need to have their basic needs met: food to eat and a safe place to live. If you're having trouble with either, the campus has some resources for you. If you're facing food insecurity, reach out to food@colorado.edu, and they will work with you to find food resources. If you're having trouble paying rent or facing housing insecurity, you can get in touch with these advocates: Boulder County Housing & Human Services at 303-441-1000 or Off-campus Housing at och@colorado.edu & 303-492-7053. For assistance with landlord-tenant matters, contact Mediation Services at 303-441-4364 & mediation@bouldercolorado.edu.  A Student Emergency Fund has been created to support students experiencing a temporary financial hardship as a result of COVID-19. Other campus resources are available here (including mental health resources and free therapy). Case manager resources are also available to help you find appropriate campus and local resources. A 24/7 Suicide Prevention hotline is available for you: just call 303-492-2277. Please don't hesitate to also approach me if you have trouble negotiating these resources.

University and CMCI Policies

CMCI Statement on Diversity, Equity, and Inclusion:

A Commitment and Invitation from Our College: CMCI strives to be a community whose excellence depends on diversity, equity, and inclusion. We aim to understand and challenge systems of privilege and disadvantage in higher education, such as those based on class, race, ethnicity, gender, sexuality, and dis/ability. We seek to reach across social and political divides and to make space for voices historically underrepresented in higher education and marginalized in society. In other words, diversity is not just a future reality for which we try to prepare students. It is a priority we want to put into practice here, now, and together, in order to foster places of learning where all members can thrive. Our question for you is, how are we doing? Please contact the CMCI diversity team (email Lisa Flores or visit the CMCI Diversity, Inclusion, and Equity Staff page)…

• if you need support or other resources but don’t know where to turn
• if any aspect of your educational experience with CMCI does not reflect the commitment expressed here, or if you want to share a positive instance of this commitment in action
• if you have any questions, concerns, or ideas related to diversity

• We want to hear from you so that we can do better, and to support you however we can!

Sexual Misconduct, Discrimination, Harassment &/or Related Retaliation

The University of Colorado Boulder (CU Boulder) is committed to fostering an inclusive and welcoming learning, working, and living environment. CU Boulder will not tolerate acts of sexual misconduct (harassment, exploitation, and assault), intimate partner violence (dating or domestic violence), stalking, or protected-class discrimination or harassment by members of our community. Individuals who believe they have been subject to misconduct or retaliatory actions for reporting a concern should contact the Office of Institutional Equity and Compliance (OIEC) at 303-492-2127 or cureport@colorado.edu. Information about the OIEC, university policies, anonymous reporting, and the campus resources can be found on the OIEC website.

Please know that faculty and instructors have a responsibility to inform OIEC when made aware of incidents of sexual misconduct, dating and domestic violence, stalking, discrimination, harassment and/or related retaliation, to ensure that individuals impacted receive information about options for reporting and support resources.

Accessibility & Accommodation for Disabilities:

If you qualify for accommodations because of a disability, please submit your accommodation letter from Disability Services to your faculty member in a timely manner so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities in the academic environment. Information on requesting accommodations is located on the Disability Services website. Contact Disability Services at 303-492-8671 or dsinfo@colorado.edu for further assistance. If you have a temporary medical condition or injury, see Temporary Medical Conditions under the Students tab on the Disability Services website.

Religious Observances:

Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, you should notify me in advance via email one week prior to the observance. See the campus policy regarding religious observances for full details.

Student Code of Conduct and Classroom Behavior:

Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and gender expression, age, ability, and nationality. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.

Keep in mind, the school has amended the student code of conduct to reflect our ongoing COVID reality. See the updated code here.

Preferred Student Names and Pronouns:

CU Boulder recognizes that students' legal information doesn't always align with how they identify. Students may update their preferred names and pronouns via the student portal; those preferred names and pronouns are listed on instructors' class rosters. In the absence of such updates, the name that appears on the class roster is the student's legal name.

Honor Code:

All students enrolled in a University of Colorado Boulder course are responsible for knowing and adhering to the Honor Code. Violations of the policy may include: plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access to academic materials, clicker fraud, submitting the same or similar work in more than one course without permission from all course instructors involved, and aiding academic dishonesty. All incidents of academic misconduct will be reported to the Honor Code (honor@colorado.edu; 303-492-5550). Students found responsible for violating the academic integrity policy will be subject to nonacademic sanctions from the Honor Code as well as academic sanctions from the faculty member. Additional information regarding the Honor Code academic integrity policy can be found at the Honor Code Office website.

Centers of Interest & Additional Resources:

• Center for Communication & Democratic Engagement (CDE), https://www.colorado.edu/center/cde/
• Center for Native American & Indigenous Studies (CNAIS), https://www.colorado.edu/cnais/
• Counseling & Psychiatric Services (CAPS), C4C N352, http://www.colorado.edu/health/counseling
• Environmental Center (E-Center), UMC 355 http://www.colorado.edu/ecenter/
• Center for Inclusion & Social Change (CISC), C4C N450, https://www.colorado.edu/cisc/
• Office of Victims Assistance (OVA), Confidential reporting for community members who have experienced or witnessed harmful incidents. C4C S440, call us at 303-492-8855

A final reminder/promise

We all belong here.

As Communication scholars, we believe that:

• How we communicate creates the communities in which we live
• Ethical dialogue, debate, and deliberation are cornerstones of public life
• Our teaching, research, and service are stronger when we embrace difference and practice inclusivity
• A threat to one part of our community is a threat to the whole

Diversity and inclusivity are core community values of the Department of Communication at CU Boulder. We are aware that these values have been tested, threatening the safety of many members of our community. Because the Department of Communication operates in the service of a just and sustainable world, we hereby affirm our commitment to empathetic understanding, a sense of belonging, and civic engagement on and off campus.

We believe communication can bring communities together—or can push us further apart. We strive to resist climates of fear, hostility, and suspicion. We, therefore, are committed to ensuring the safety of all faculty, staff, and students who feel particularly vulnerable based on (but not limited to) race, color, national origin, pregnancy, sex, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy.

Assignments

Class total: 3000 points

Zoom In-Class Engagement.......................................................................................... 200 pts

Participation Reflections (2 @ 50pts each)................................................................ 100 pts

Reading Quiz (3 @ 100 points each)........................................................................... 300 pts

Reading Presentation / Conceptual Application....................................................... 200 pts

Portfolio and Critical Reflection................................................................................... 500 pts

Semester-Long Group Project...................................................................................... 1700 pts

            Groupmate Selection....................................................................... 100 pts

            Movement Rationale....................................................................... 300 pts

            Social Media Artifact (2 @ 200 points each).............................. 400 pts

            Critical Evaluation of Movement.................................................. 400 pts

            Group Presentation......................................................................... 500 pts

Assignment Descriptions

Zoom In-Class Engagement (200 pts):

Engaged students are agents in their own education. For this class, “engagement” requires a combination of preparation and participation. This class will thrive from our collective engagement with the course materials and the collaborative discussions and knowledge that we will share throughout the semester. Come to Zoom class meetings ready to engage in a variety of ways: by bringing your notes, comments, or questions on the content of the assigned reading or materials; by participating on presentation days to engage with the content; by encouraging or providing avenues for your peers to contribute, etc. Engagement points cannot be made-up, you must be present for our scheduled Zoom meetings. I will strive to provide ample opportunities for you to share your preparation, research, and knowledge with us.

Participation Reflections (2 @ 50 pts each):

In order to foster rigorous, respectful, and generative conversation in Zoom-class, you will be asked to reflect on your participation periodically throughout the semester. On indicated days, you will submit a brief (one paragraph) reflection on your participation so far where you should honestly assess the quality of your engagement in class. You will also assign yourself a numeric participation grade on a scale of 1-50, where 50 = excellent quality of participation and 1 = very poor, unsatisfactory participation.

I will respond to your reflections with my own observations about your participation and my own numeric grade; the numeric grade I assign will be the one that counts toward your final participation grade, but your self-assessment will factor into my decision. The participation reflections will also be factored into my decision regarding your final participation grade.

Reading Quizzes (3 @ 100 pts each):

There will be three reading quizzes throughout the semester. The quizzes will be comprised of knowledge that has been garnered from the readings, Zoom in-class discussions, and any applicable presentations from your classmates. As such, you should keep your own readings notes (track the main argument, identify the author’s method, list/define key concepts, so forth) as well as add to your notes based off of Zoom-class happenings.

The style of the quizzes will vary (sometimes multiple choice, short answer, true/false). I tend to solicit in-class feedback (via Q&A, polls, or other means) after each quiz to better tailor the subsequent quizzes to each class section. Each quiz is also untimed, but you only get one submission. I do not use any proctoring software; in other words, beyond Canvas tracking your time on/in the quiz webpage, you will not be tracked or monitored during the quizzes. The quizzes open four days before the due date and must be completed by the due date.

Each quiz will be completed on Canvas, which means they are open note. Quizzes are to be taken independently and respect the University Honor Code (above). You cannot make up a quiz. Once the deadline has passed, the quiz is unavailable. You are strongly encouraged to submit your quizzes early. If you wait until the last minute and you encounter technical difficulties, you will not receive credit for your quiz. Be sure to save your work. If time runs out and you have not saved your response, nothing will be recorded, and you will receive a zero. Please contact me via Hangouts in advance if you have any questions about how to submit quizzes on Canvas.

Reading Presentation / Conceptual Application (200 pts):

These responses are comprised of two parts: 1) a written response to an assigned reading and 2) starting the class discussion of the day for your selected reading. This assignment is aimed at helping you more deeply explore course concepts from the class readings.

The paper should be 2-3 pages, following aforementioned conventions for written assignments, and focus on one reading’s concepts; or you will be applying a course concept to one of the class’ case studies. The concept should be clearly identified along with its rhetorical import before demonstrating how to analyze an artifact of your choosing through the concept. Readings marked with (*) in the schedule can be responded to; I will also circulate a sign-up sheet post-add/drop. There can be no more than 2 respondents per day. This paper will be due to Canvas before the class meeting of your presentation.

The presentation will consist of you giving an overview of the reading you chose before diving into the specific concept and artifact you chose before soliciting discussion from the class. You will only be allotted 10 minutes to present. You are welcome to structure these however you’d please. Effective presentations will 1) give folks a succinct understanding of the selected reading, 2) give an overview of the concept you chose, 3) adequate context about your artifact, and 4) your initial analysis of the artifact. Presentations will operate as our “introduction” into the concepts for that day.

Portfolio and Critical Reflection (500 points):

This portfolio will consist of revised versions of three (3) assignments of your choosing from the semester (cannot be an assignment worth less than 200 points) as well as a critical reflection essay (4-5 pages) about those assignments. Naturally, your selection will include a majority of group assignments, and your critical reflection will also ask you to reflect on your membership in the group.

The three (3) assignments can be chosen from the following: reading presentation/concept application, movement rationale, social media artifact 1, social media artifact 2, and critical evaluation of the movement. The versions you include must be revised based on feedback I gave for the original submissions; in other words, you’re not just resubmitting the same version of the assignment.

The critical reflection essay (4-5 pages) will prompt you to think about the construction, submission, and revision of the selected assignments as well as your role as a group member throughout the semester. In this essay, you will also recount the revisions you made to the original assignments. Finally, you will be asked to consider your growth as a social movements expert throughout the semester.

Semester-Long Group Project (1700 points in total):

Early in the semester you will be asked to select a group of classmates to work with throughout the semester to analyze (or create) a digital social movement. The assignments within this project (explained below) will shift between “traditional” academic assignments and more “creative” assignments that will allow you to see multiple facets of a social movement.

Group Selection (100 points): You will submit a document that lists your group’s members. Groups must be five or fewer ( folks, meaning there will be roughly 6 groups in the class. That’s literally the assignment.

Movement Rationale (300 points): In this short essay (2-3 pages), your group will select a social movement to analyze (or create), offer a background on the exigence and beginnings of the movement, and offer a rationale for why it should be studied in a Communication/Rhetoric class.

Social Media Artifacts (2 @ 200 points each): Twice during the semester your group will be responsible for creating two social media posts for the selected movement. You will have free reign, but it must go beyond just 140 characters. I suggest brainstorming as a group and running an option or two by me before the deadline. Each submission will also include a 1 page reflection that situates the created artifact within the broader movement.

Critical Evaluation of the Movement (400 points): This essay (4-5 pages) will ask your group to critically evaluate your group’s movement using the concepts and ideas from our course. This essay is asking you to think as a group of Social Movement scholars co-authoring a paper about a specific movement.

Group Presentation (500 pts): The last week of classes is reserved for your group to present your semester-long projects to the broader class. You will offer an overview of the movement you selected, why it was chosen, as well as the assignments you generated over the semester.

**detailed assignment sheets will be provided via Canvas**

Grading Philosophy and Breakdown:

For all assignments, detailed requirements will be available on Canvas. I adhere to University level grading, upholding the standard that ‘C’ means ‘competent’ and ‘complete.’ A ‘C’ is not punishment; it is an indication that you have performed at a satisfactory level. At the semester’s end, your final grade in this course (posted on Canvas) is the grade that I will submit. In other words, if you have earned an 89%, I will post an 89%, not a 90%. Keep this in mind as the semester begins.

General grade descriptions:

• A: The work exceeds the minimum requirements in many significant ways. An ‘A’ is reserved for excellent and exemplary performances. “This is exceptional!”
• B: The work exceeds the minimum requirements in some way and is above and beyond the basic requirements of the assignment. “Wow, good job.”
• C: The work meets the minimum requirements for acceptable completion of the assignment. “You did it.”
• D: The work falls short of minimum requirements in some ways. “Oops, you missed this.”
• F: The work fails to meet requirements in many ways. *Sharp inhale*

Tip for success in this class:

Stay on top of the reading and assignments for this course. Learning about social movements is necessarily reading-intense, keep on top of your reading as well as keep notes on those readings. Record all due dates in a planner at the beginning of the semester. Give yourself enough time to complete assignments and expect to stay busy throughout this course. As a general rule, you should plan to spend 2-3 hours outside class each week per credit hour in a course at CU. Of course, this number changes based on different learning ability and capacities. On average, you will need to spend approximately 8-10 hours outside of class each week for this course.

Course Schedule

Readings are to be completed before the class session.