Created by, Nancy Harris, James Madison University, VA Let’s be careful out there – From Snyder Book on Reserve and N. Harris March 16, 2007

Free Choice Assignments > Two kinds of assignments — Required assignments – these are the ones I assign each week and which have no options (about 180 points by the end of the semester) — Free choice assignments – these are ongoing and allow you to explore speakers and other events of interest to you. (up to a maximum of 50 points). — Assignment grade will be the number of points out of 200 (maximum of 100%) Copyright © 2003 Pearson Education, Inc. Slide 1-2

Free Choice options > Speakers and other events from the directory. — Please see me if you think an event or speaker would be pertinent. It should be about some issue where the speaker is taking a side OR it could be a debate with speakers representing different sides OR it could be a learning experience which fits into problem solving (personal or community). > Readings — Fluency book – Web research chapters with a specific set of questions…in the library by Friday. — Other books will be put on reserve this week. Copyright © 2003 Pearson Education, Inc. Slide 1-3

Stories - > Whose perspective did you take? — Parent — Employer/grad school — New Friend — Stalker > How do you feel about what is on the web about you? > Turn papers in. Copyright © 2003 Pearson Education, Inc. Slide 1-4

Your paper > Who did you feel was “responsible” for your safety on the web? Copyright © 2003 Pearson Education, Inc. Slide 1-5

Activity > In pairs, read each other’s paper. > Answer the following: — Was the conclusion clearly stated? Why? — What types of reasons did the author use? — How strong were those reasons in making the claim? — How could the paper have been made stronger? -- Make sure that the author and critic agree. — Jot down your notes on the paper for what would make it stronger. Copyright © 2003 Pearson Education, Inc. Slide 1-6

Copyright © 2003 Pearson Education, Inc. Slide 1-7 Netiquette > We use the Internet and all of its associated features in an ever expanding way. > It is the human communication factor that limits us in some of our uses of internet, e- mail, chat rooms, IM, etc.

Goals > In close reading, my goal was to make you a more skeptical reader, one who seeks to uncover the truth in an author’s words. > In the web unit, my goal is to make you a more skeptical consumer of information and service on the web. > In the problem solving unit, my goal it to provide you with an increasing arsenal of tools to help you solve problems of various kinds. Copyright © 2003 Pearson Education, Inc. Slide 1-8

Copyright © 2003 Pearson Education, Inc. Slide 1-9 Let’s be careful > See links to some JMU information on protecting your computer. > > Some common sense approaches

Let’s be respectful > Some practical “fair use” considerations > tml tml > — Module 7 – citation and fair use Copyright © 2003 Pearson Education, Inc. Slide 1-10

Copyright © 2003 Pearson Education, Inc. Slide 1-11 Let’s talk > pros — Fast — Cheap – sending cost — Leaves a “paper trail” > Cons?

Copyright © 2003 Pearson Education, Inc. Slide > Some problems with — conveying emotion — emphasis — conversational pace — ambiguity — flame-a-thons — magnitude of — over reliance on — assumption that everyone uses consistently

> Phishing and other attempts to get information — See samples. > Viruses and other nasties Copyright © 2003 Pearson Education, Inc. Slide 1-13

Copyright © 2003 Pearson Education, Inc. Slide 1-14 Emotion > Interesting obit in DNR. — — If that is the only means you have….but use it wisely. > Emoticons help (and we are all getting familiar with their use.) smiley for joking, sad, surprise. > But be careful, because your emotions can easily be mis-interpreted. > Face to face communication involves not just words, but pacing, inflexion, and body language.

Copyright © 2003 Pearson Education, Inc. Slide 1-15 Emphasis > How do you emphasize without SHOUTING! > Careful with bold/italics since these may not be interpreted correctly by recipient or the particular tool that they use. > Your words must also convey emphasis. > Don’t bury an important point in a huge paragraph of babble.

Copyright © 2003 Pearson Education, Inc. Slide 1-16 Pace > In conversation, both parties can regulate the pace of the conversation. > Pauses give the listener a chance to think. > You lose this pacing in written communication. > Discussion boards and IM can lead to weird intertwining of conversations.

Copyright © 2003 Pearson Education, Inc. Slide 1-17 Ambiguity > It is easy to write one thing and have another misinterpret it’s meaning. > English is full of ambiguity. > SNL bit – “You can’t put too much water in a nuclear reactor”

Copyright © 2003 Pearson Education, Inc. Slide 1-18 Flame-a-thons > When an issue becomes emotional, leave the e- mail out of it. > It is easy to get sucked into “tantrums”. is quick. It’s easy. And it is fast and irrevocable. > And then it begins to escalate.

Copyright © 2003 Pearson Education, Inc. Slide 1-19 Related topics > petitions. > “viruses” or chain letters.

Copyright © 2003 Pearson Education, Inc. Slide 1-20 Some common sense netiquette for dealing with e- mail > Determine the audience and purpose of your e- mail. > Make sure is an appropriate conveyance for your question or comment. > Deal with one topic at a time. > Put the topic subject in the subject line of the . > If you want a response, say so. If you want a response by a specific date/time, say so.

Copyright © 2003 Pearson Education, Inc. Slide 1-21 > Include context – Don’t just send an isolated e- mail with an answer. “Yes” coming 3 days after the original will be met with another asking what the question is. > Book talks about automated reply. Careful here. Make it generic like you might do on a phone away message. > Make sure it is okay to forward an . Don’t just assume you can. And if something is confidential – make sure you state it.

Copyright © 2003 Pearson Education, Inc. Slide 1-22 Target your distributions > Blanket may not be appropriate. > You should make sure the recipient will appreciate what you are sending.

Copyright © 2003 Pearson Education, Inc. Slide 1-23 Reread every before sending > Check for spelling, grammar. > Make sure the tone is correct for who is receiving it. > Make sure that the information is correct. > Make sure you are addressing the issue or the question.

Copyright © 2003 Pearson Education, Inc. Slide 1-24 Anger > In general, don’t respond to an angry with another . Pick up the phone. > If you must respond with , de-escalate your response. (This is a technique in customer service). Don’t let their anger make you angry. > Wait….there may be a follow-up.

Copyright © 2003 Pearson Education, Inc. Slide > Preventing problems — Don’t respond to an unless you are sure of its source and legitimacy. — Don’t open an attachment unless you have virus scanned it. — Don’t open an attachment unless you are sure of the source. — viruses often use very generic language that could be sent to anyone. If it is from a friend, consider how that individual usually “speaks”. You can always check it out with them. — Don’t arbitrarily open links without either verifying the source or the site. In general if it is a legitimate business, go directly to their site via the web.

Copyright © 2003 Pearson Education, Inc. Slide 1-26 Keeping your data safe > Never give out your password. > Make your password something not easily guessed. > If you are asked for a password, never give it out. — Most people here will ask you to log in if they need access to your machine, e-campus, etc. — If you must give out a password, change it immediately after it is used.

Copyright © 2003 Pearson Education, Inc. Slide 1-27 Avoid giving out too much information > Don’t just provide information because someone is asking for it. > Ask how is it being used? Why do you need it?

Copyright © 2003 Pearson Education, Inc. Slide 1-28 Related topics > petitions. > “viruses” or chain letters.

Copyright © 2003 Pearson Education, Inc. Slide 1-29 Some common sense netiquette for dealing with e- mail > Determine the audience and purpose of your e- mail. > Make sure is an appropriate conveyance for your question or comment. > Deal with one topic at a time. > Put the topic subject in the subject line of the . > If you want a response, say so. If you want a response by a specific date/time, say so.

Copyright © 2003 Pearson Education, Inc. Slide 1-30 > Include context – Don’t just send an isolated e- mail with an answer. “Yes” coming 3 days after the original will be met with another asking what the question is. > Book talks about automated reply. Careful here. Make it generic like you might do on a phone away message. > Make sure it is okay to forward an . Don’t just assume you can. And if something is confidential – make sure you state it.

Copyright © 2003 Pearson Education, Inc. Slide 1-31 Target your distributions > Blanket may not be appropriate. > You want to make sure the recipient will appreciate what you are sending.

Copyright © 2003 Pearson Education, Inc. Slide 1-32 Reread every before sending > Check for spelling, grammar. > Make sure the tone is correct for who is receiving it. > Make sure that the information is correct. > Make sure you are addressing the issue or the question.

Copyright © 2003 Pearson Education, Inc. Slide 1-33 Anger > In general, don’t respond to an angry with another . Pick up the phone. > If you must respond with , de-escalate your response. (This is a technique in customer service). Don’t let their anger make you angry. > Wait….there may be a followup.

Copyright © 2003 Pearson Education, Inc. Slide > Preventing problems — Don’t respond to an unless you are sure of its source and legitimacy. — Don’t open an attachment unless you have virus scanned it. — Don’t open an attachment unless you are sure of the source. — viruses often use very generic language that could be sent to anyone. If it is from a friend, consider how that individual usually “speaks”. You can always check it out with them. — Don’t arbitrarily open links without either verifying the source or the site. In general if it is a legitimate business, go directly to their site via the web.

Copyright © 2003 Pearson Education, Inc. Slide 1-35 Keeping your data safe > Never give out your password. > Make your password something not easily guessed. > If you are asked for a password, never give it out. — Most people here will ask you to log in if they need access to your machine, e-campus, etc. — If you must give out a password, change it immediately after it is used.

Copyright © 2003 Pearson Education, Inc. Slide 1-36 Avoid giving out too much information > Don’t just provide information because someone is asking for it. > Ask how is it being used? Why do you need it?