In class on Tuesday we discussed how defining an outcome, like being quizzed, prior to completing a task, like viewing a video, changes how we complete that task. To that end, I want to give you all some notes on how you should approach the task of reading for this class. (Here and throughout the semester I will be using “read” to refer not just to the act of reading texts, but also to exploring the videos and other multimedia objects you will be assigned this semester.)
For this class, you should read like you are preparing to write a research paper. That is, when you read for this class, you should not simply be looking at words, you should be preparing yourself for a number of activities, most notably writing blogs, participating in class discussions, and building a research foundation for your later projects.
That means you should take notes. Your notes can be as simple as an outline of the object in question, but even notes this basic will help you recall the content and be a useful tool for you to reference when you complete the activities listed above. If basic outlining doesn’t work for you, consider making a mind map. More complex note-taking could also include highlighting or otherwise marking important quotations and passages, as well as the other authors or works mentioned in the reading that might be useful sources for further research.
As you read, pay attention to key terms and concepts the author uses to organize his or her ideas. Marking where these terms are defined in the text, making sure you understand these definitions, and seeing if the terminology was borrowed from another source are all important ways for you to process what you read for later use. For example, the Jenkins reading relies on the key terms “collective intelligence” and “convergence,” among others; these terms have a history, and they can be used by you to connect our readings to each other (“how does collective intellignece affect other activities that Jenkins doesn’t mention?”) or organize your own work or analyses (“convergence is evident in…”). In general, think about the terms you encounter as theoretical frameworks that you can test out in other situations.
Look for ideas, themes, or topics that intrigue you or capture your imagination. Keeping track of what interests you will help guide you in choosing topics for your projects; remember, your work will always be best when it interests you. Conversely, look for ideas you disagree with. When you find something that doesn’t seem right to you, make a note of it and see if you can puzzle out why you disagree. Not everything we read will be right—in the sense that it can be reasonably defended from evidence—so you should be reading critically to make sure that you don’t gloss over material that seems fishy or otherwise unfounded. In both our readings and class discussions, when you encounter an idea that you disagree with, consider your argument against the author’s position and how you might try to convince that author of the strength of your position if you were to discuss your objection with them.
Finally, think about how the reading connects to what you already know—about your field, about a technology. Remember that you are coming to this material with a wealth of knowledge and experience. Don’t be afraid to draw on that experience, making connections between the subject matter of the course and what you already know.
image credit: Chapendra