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Présentation
This course does not require any specific background in the topic area. However, students should be comfortable reading academic articles. In particular, students should be comfortable distinguishing what the authors find versus how they explain their findings. While we will be reading academic articles using quantitative methods, students are not expected to know how to read the tables and graphs. Instead, they should be comfortable skimming the text to see the major findings from the study, i.e., is the relationship positive or negative?
Learning Outcomes:
In terms of overall knowledge of the topic:
- Different theories and debates about digital media’s roles in citizens’ participation
- Develop an appreciation for how digital media’s effects differ for different populations (youth)
- Understand differences and similarities in the roles of digital media in citizens’ participation in different political systems
- Develop a vocabulary to discuss the various ways that citizens can participate in politics online
In terms of acquired skills:
- Summarize and critically assess a scientific text or piece of research
- Develop writing skills with a process in place to receive immediate and constructive feedback to improve writing during the course
- Develop knowledge about how to properly cite or paraphrase materials using an academic citation style (e.g., APA)
- Present a reasoned opinion (i.e., cite evidence from the reading) about the strengths and weaknesses of a particular study
- Develop and deliver a professional presentation of an academic study
Description:
Digital media have transformed how citizens participate in civic and political life. Digital media offer access to vast amounts of political information (including misinformation), which could motivate participation. Social media further revolutionized political life by empowering networks and offering new forms of political participation. This course will offer a survey of the scholarship about how digital media relates to political participation (broadly defined) using a cross-national perspective. For each topic, the instructor will present results related to Canada, France, the United States, and the United Kingdom. The assigned and supplementary readings cover research conducted in Argentina, Brazil, Chile, China (Hong Kong), Germany, Italy, Kenya, Nigeria, South Africa, Taiwan, the United States, and the United Kingdom as well as a study using data from 48 countries. We examine how digital media relate to protest, political consumerism, and online political participation, particularly online political expression. We conclude with a discussion of new lines of research about social media platform differences and misinformation.
Session 1: Digital effects on participation over time and countries (Feb. 6, 4 PM-6 PM)
This class will provide an overview of the entire course as well as present examples of reaction papers and class presentations. We will also do an activity to learn about APA citation.
No assigned or supplementary readings.
Session 2: Digital media and protest (Feb. 7, 10 AM-1 PM)
This class will involve a one-hour lecture about digital/social media and protest followed by class time to complete a practice reaction paper. Class time will be used to read the article below and then draft a reaction paper. The instructor will be available to answer questions and provide assistance. In addition, the students can practice submitting to the online system. Students are not required to submit this practice submission; however, if they do they will receive feedback before beginning the real submission.
Kirkizh, N., & Koltsova, O. (2021). Online news and protest participation in a political context: Evidence from self-reported cross-sectional data. Social Media and Society, 7(1), 1-10. https://doi.org/10.1177/2056305120984456
Session 3: Digital media and political consumerism (Feb. 20, 4 PM-6 PM)
Assigned:
Kelm, O., & Dohle, M. (2018). Information, communication and political consumerism: How(online) information and (online) communication influence boycotts and buycotts. New Media & Society, 20(4), 1523–1542. https://doi.org/10.1177/1461444817699842
Supplementary:
Cheng, Z., Zhang, B., & Gil de Zúñiga, H. (2022). Antecedents of political consumerism: Modeling online, social media and WhatsApp news use effects through political expression and political discussion. The International Journal of Press/Politics, 1-22. https://doi.org/10.1177/19401612221075
Session 4: Online political participation (Feb. 21, 10 AM-1 PM)
Assigned:
Rueß, C., Hoffmann, C.P., Boulianne, S., & Heger, K. (2021). Online political participation – The evolution of a concept. Information, Communication & Society, 1-18. https://doi.org/10.1080/1369118X.2021.2013919
Supplementary:
Chan, M., Chen, H-T., & Lee, F.L.F. (2021). Cross-cutting discussion on social media and online political participation: A cross-national examination of information seeking and social accountability explanations. Social Media & Society, 1-13. http://doi.org/10.1177/20563051211035697
Section 5: Online political expression (Feb. 27, 4 PM-6 PM)
Assigned:
Lane, D. S., Do, K., & Molina-Rogers, N. (2022). What is political expression on social media anyway? A systematic review. Journal of Information Technology & Politics, 19(3), 331-345. https://doi.org/10.1080/19331681.2021.1985031
Supplementary:
Rossini, P. (2022). Beyond incivility: Understanding patterns of uncivil and intolerant discourse in online political talk. Communication Research, 49(3), 399–425. https://doi.org/10.1177/0093650220921314
Session 6: Social media (platforms) and participation (Feb. 28, 10 AM-1 PM)
Assigned:
Valeriani, A., & Vaccari, C. (2018) Political talk on mobile instant messaging services: A comparative analysis of Germany, Italy, and the UK. Information, Communication & Society, 21(11), 1715-1731. https://doi.org/10.1080/1369118X.2017.1350730
Supplementary:
Mitchelstein, E., Boczkowski, P., & Giuliano, C. (2021). Platform matters: Political opinion expression on social media. Weizenbaum Journal of the Digital Society, 1(1), 1-26. https://doi.org/10.34669/wi.wjds/1.1.5
Session 7: Misinformation on social media and participation (Mar. 7, 10 AM-1 PM)
Assigned:
Valenzuela, S., Halpern, D., Katz, J. E., & Miranda, J. P. (2019). The paradox of participation ver
Modalités
The course is taught through frontal lectures. The classes will include the following: 60-90 minutes interactive lecture, 30-60 minute discussion of the assigned readings, and 30-minute student presentation(s) of supplementary readings (some classes may involve more than one presentation). The order of these three components will differ from one class to the next. Most times, the class will begin with a discussion of the assigned reading. However, sometimes, the lecture will occur first and other times the student presentation(s) will occur first. Students are encouraged to participate and ask questions throughout the entire class. Students are expected to attend all the lectures and to read and be prepared to discuss the readings.
Course assessment:
- Participation in class discussions (10 %)
- Class presentation of one of the supplementary readings (30 %)
- Four reaction papers (4 x 15% = 60%)
NB: All the exercises will be explained in detail in the syllabus.