Introduces students to different social media platforms and how they are used by people and organizations. Students will critically examine various social media forms in the context of society. Students will be exposed to the rules of ethical communication, create a basic social media communication plan, and gain basic understanding of social media analytics.
Goals, Topics, and Objectives
To introduce students to digital literacy by demonstrating productive social media use, and establishing a framework for understanding and evaluating the various platforms.
- Description of social media
- Social media and strategic alternatives
- Benefits of social media on individuals and groups
- Purposes of social media platforms, their history, relevance and use as a participatory culture
- Influences of social media communication on individuals, businesses and society
- Social media plan development and data analytics
- The power and political economy of social media
- Ethics in the digital world
- Describe social media.
- Identify various social media and strategic alternatives.
- Examine the collective and individual benefits of social media.
- Differentiate between the various purposes of social media platforms.
- Analyze the different social media platforms as a participatory culture.
- Compare and contrast the history and relevance of current social media communication platforms.
- Evaluate the positive and negative influences of social media communication on individuals, businesses and society.
- Develop a basic social media plan and evaluate the data through social media analytics.
- Discuss and debate the power and political economy of social media.
- Recognize the role of ethics in the digital world.
Note that a grade of C- is not transferable and is not accepted by some programs at HFC.
Assessment and Requirements
Assessment of Academic Achievement determined by instructor, but may include:
- Summary and analysis of Case Studies
- Quizzes
- Written exams
- Discussions
- Essay/Papers
- Collaborative research projects
- Presentations
Outcomes
Credit for Prior College-Level Learning
Provide, in writing, a request to the department. Indicate the rationale for requesting credit and describing the type of college-level learning or course descriptions. Portfolio must contain 3-5 pieces of evidence that illustrates competency in all course learning objectives. Department faculty will evaluate submitted portfolios based on the evaluation rubric. Evaluation rubric and student checklist located in The School of Liberal Arts office. Interview with appropriate departmental faculty to discuss the request and work samples.
Interview, given in department by department faculty. Faculty will interview applicants based on submitted portfolio and will assess against evaluation rubric. Evaluation rubric and student checklist located in The School of Liberal Arts office.