Topics Course 295
The connected, mediated and wired self:
Exploring social identity in the information age
Spring 2010
General Information
Instructor:
Melissa Mazmanian
mmazmani@uci.edu
949-824-9284
5074 Donald Bren Hall
Office Hours:
By appointment
Class Time
Wednesday: 2:00 – 4:50
INITIAL MEETING: PCSB 210
All future meetings: DBH 5082
Readings:
All readings available online through webfiles. A direct link is provided from my
website:
http://www.ics.uci.edu/~mmazmani/Site/295_Course_Outline_Readings.html
Grading:
Participation
15%
Midterm: Interview exercise and reflection paper
30%
Session facilitation
15%
Commentaries (5 pts each)
25%
Final: Reflection paper
15%
295: COURSE OVERVIEW
This seminar asks students to explore how they develop, maintain, and assert a sense of
themselves through ongoing interaction. It further questions how the mode of
interaction affects the experience of self and ongoing enactment of micro social
structures. Over the quarter we will investigate a range of theoretical positions
concerning topics such as identity production (through a symbolic interaction or social
lens), identity narratives, structures of social exchange, media theory, self in the
‘information age’, and postmodern perspectives on the role of language in an
increasingly networked and virtualized world. All readings link the individual with the
social and explore the role of social, environmental, and technological context in
developing a sense of self via each other, our manners of communicating, and
technologies of interaction. This course is expected to inspire personal reflection as well
as practical understanding of interaction in a technologically saturated and increasingly
virtual communication sphere.
Structure
This is a seminar not a lecture course. It is based entirely on active class interaction. This
course is not designed to provide a flood of information. Rather, readings have been
selectively chosen to stimulate rich discussion. Students are expected to take the time to
read thoroughly and with a critical perspective. Everyone is expected to come to class
fully prepared to discuss all readings. In spirit of engendering a dynamic environment
students are encouraged to contribute relevant news stories and internet examples to
discussion. Personal reflection and narrative is also encouraged.
As this course asks students to think broadly and link theoretical positions it is
suggested that students approach each reading with the following questions in mind:
i) Put the work in historical and theoretical context.
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What is the author trying to explain?
What is the explanation offered?
What does the author seem most invested in trying to convince the
reader?
- How does the argument apply to a specific observable
phenomenon, in other words, what real-world examples can you
generate that inform or illustrate the explanation offered?
- With whom (or what alternative point of view) might the author
be arguing? Or, how does this explanation differ from other
explanations for the same phenomenon?
ii) Do a close textual reading.
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295: Wired self
Specify portions of the text you would like the class to discuss for close
reading and interpretation.
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Spring, 2010

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Specify portions that are difficult or unclear to you. Take a moment to
think about what is making the section difficult: Ambiguous concepts?
Unclear logic? Style of writing? Highlight for discussion.
Highlight portions of the reading that strike you as particularly
interesting are insightful. Are there passages that you think exemplify
the author's most important insights?
Assignments
There are four assignments for this course: Session facilitation, interview exercise &
reflection paper, commentaries on readings, and a final reflection paper. Each is
explained in full below. Grades will be determined as a culmination of each assignment
plus active class participation. A weighted breakdown is provided on the first page of
the syllabus.
(a) Session facilitation
Students are required to lead and facilitate one class session. The student is expected
to become familiar with the readings and prepare themes and questions for the class
discussion. If desired the student may request to meet with the instructor a few days
before the class session to discuss the relevance of particular points and streams of
thought. During the class session the student will provide a 15-20 minute overview
of the important themes and issues raised by the readings, ending with 3 specific
questions to discuss. The student is then expected to facilitate a discussion for the
remainder of the session. Facilitation includes guiding discussion, eliciting questions,
and providing closing summary remarks in the last 5-10 minutes of class. Students
are expected to share a handout that reviews the major points covered in their
overview. Grades for facilitating a session depend on level of preparation, framing of
overview and summary, and quality of discussion facilitated.
(b) Commentaries
Students will prepare five (out of a possible eight) commentaries on class readings.
These papers are due at the beginning of class and intended to invoke thoughtful
consideration of the materials read (approx 2 pages, 1.5 space). Students are
encouraged to explore how themes from a previous week are explored in the current
readings, explore how the theoretical perspective has concrete implications in a
specific real world scenario, and reflect on how the readings inform their research
interests and endeavors. Insight into how the theoretical perspectives presented in
the readings might inform how the student understands and interprets data from
their individual research, or imagines his or herself conducting research is also
encouraged. A summary of the reading, or simple compare and contrast between
readings, is not acceptable. Papers will be graded based on evidence of deep
reflection and application of the readings.
(c) Interview exercise and reflection (midterm)
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Students are expected to conduct six interviews with PhD students in a different
department (or university) from their own. Interviews will all consist of the same
interview protocol (provided by the instructor with input from the class). Two
interviews will be conducted face-to-face, two over the phone, and two via email. It
is expected that students will not know the interviewee prior to the interview, as the
process of setting up the interview is key to exploring norms and behavioral patterns
via different modes of communication.
Interviews are to be transcribed (not verbatim) and turned in on 4/28.
Two weeks after the interview completion students are expected to submit a
reflection paper on the interview exercise (approx 10 pages, 1.5 space, due 5/12).
The paper is an opportunity to think about all aspects of the interview exercise. The
student should reflect on how they presented his/herself to the interviewee; how the
medium of interaction affected the interchange; if they felt that the medium affected
the interviewee’s willingness to be forthcoming, or forthcoming about different
topics; how much the interviewer inserted themselves into the exchange; and the
interviewers emotional state and sense of connection to the interviewee after each
interview.
(d) Reflection paper (final)
An individual final reflection paper is to be submitted one week after the end of the
course (5-7 pages, 1.5 space; due June 9). This paper provides an opportunity for
students to reflect on their ideas about research and experiences with the entire
course content and activities. This paper should include a thoughtful analysis of
how course content informed the student’s understanding of the kind of researcher,
citizen, and person they strive to be. Students who expect to engage in research that
resonates with the themes of this course are encouraged to reflect on how course
material and discussions have influenced their understanding of the process and
content of research engaged in, and about, a world of information and
communication saturation. The paper will be graded based on evidence of
thoughtfulness, personal reflection, and integration of course materials with
individual perspectives.
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295: COURSE SCHEDULE
3/31
Introduction to course
4/6
MAKE UP CLASS – 3:30 to 6:00pm
Origins of symbolic interaction
Dewey, J., The Philosophy of John Dewey, Volume 2, Chicago, The University of Chicago Press, 1973:
Section VIII, Chapter 37, The Lost Individual and Chapter 38, Toward a New Individualism: pp.
598-620
Mead, G. H., Mind, Self, & Society: From the standpoint of a social behaviorist, Chicago: The
University of Chicago Press, 1934: Part III, The Self: pp 135-226 (Read: Section 18: pp. 135 – 144,
Section 20: pp. 152 – 164, Sections 22 & 23: pp. 173 – 186, and Section 29: pp. 222 – 226)
Berger P and Luckman, T, The Social Construction of Reality: A treatise in the sociology of knowledge,
New York: Anchor Books, 1967: Introduction and Chapter 1, The Foundations of Knowledge in
Everyday Life: pp 1-34
4/7
NO CLASS
4/14
NO CLASS
4/21
Identity as lived and narrated - NITHYA
Holland, D., Lachicotte, W. Jr., Skinner, D., Cain, C., Identity and Agency in Cultural Worlds,
Cambridge, MA: Harvard University Press, 1998: Chapter 2, A Practice Theory of Self and
Identity, and Chapter 3, Figured Worlds: pp 19-65
Snow, D. A., & Anderson, L. 1987. Identity Work Among the Homeless: The Verbal Construction
and Avowal of Personal Identities. The American Journal of Sociology, 92(6): 1336-1371
Fine, G. A., 1996. Occupational Rhetoric as Resources in Restaurant Kitchens. Administrative
Science Quarterly, 41(1): 90-115
4/28
Micro sociology of interaction - JUDY
Goffman, E, Interaction Ritual, New York: Anchor Books, 1967: Alienation from Interaction: pp
113-137.
Goffman, E, Relations in Public, New York: Harper Torchbooks, 1972: Chapter 4, Remedial
Interchanges: pp 95 – 138 (excludes part VI)
Zerubavel, E, Hidden Rhythms: Schedules and Calendars in Social Life, Chicago, University of
Chicago Press, 1981: Chapter 1, Temporal Regularity: pp 1- 30 and Chapter 5, Private Time and
Public Time: pp 138 - 166
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5/5
Media theory - MARK
Ong, W. J., Orality and Literacy: The Technologizing of the Word, London: Routledge. 2002 (1982):
Chapter 4, Writing restructures consciousness & Chapter 5, Print, Space and Closure: pp 77-135
McLuhan, M., Understanding Media: The Extensions of Man, Critical Edition, Editor, Thomas
Gordon. Corte Madre, CA: Ginko Press, 2003 (1964): Introductions, Chapter 1-4: pp 4-70
5/12
Perspectives on social identity and media theory
Meyrowitz, J. No Sense of Place: The impact of electronic media on social behavior. New York: Oxford
University Press, 1985: Introduction and Part 1: Media as Change Mechanisms: pp 13 – 67
Thompson, J. B., Social Theory and the Media, in (Eds.) Crowley, D. & Mitchell, D Communication
Theory Today, Stanford, CA: Stanford University Press, 1994: Chapter 2: pp 27 - 49
Ingold, T., The Perception of the Environment: Essays in livelihood, dwelling and skill. London:
Routledge, 2000. Chapter 14, Stop, look and listen! Vision, hearing and the human movement: pp
243-287
5/19
‘High’ modernity and identity - JED
Giddens, A., Modernity and Self Identity: Self and society in the late modern age. Stanford, CA:
Stanford University Press, 1991: Introduction, Chapter 1, The Contours of High Modernity,
Chapter 2, The Self: Ontological Security and Existential Anxiety and Chapter 3, The Trajectory of
the Self: pp 1 - 108
Tomlinson, J., The Culture of Speed, The Coming of Immediacy. London: Sage Publications, 2007:
Introduction, The Cultural Significance of Speed: pp 1 – 13 and Chapter 5, Media: 94 - 123
5/26
Saturated self – ELLIE
Gergen, K., Cell Phone Technology and the Challenge of Absent Presence in (Eds.) Katz, J. E. &
Aakhus, M., Perpetual Contact, Cambridge, UK: Cambridge University Press, 2002. Chapter 14: pp
227 – 241
Gergen, K., Technology and the Self: From the Essential to the Sublime in (Eds.) Grodin and
Lindlof, Constructing the Self in a Mediated World, Sage, 1996.
Gergen, K., 1999. The Self in the Age of Information. The Washington Quarterly, 23(1): pp 201 - 214
Lightman, A., The World is Too Much With Me, in (Eds.) Lightman, A, Sarewitz, D., & Dresser,
C., Living with the Genie, Essays on Technology and the Quest for Human Mastery, Washington, D.C.:
Island Press, 2003: Chapter 16 287 - 304
6/2
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Information and language in a ‘postmodern’ age - JUSTIN
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Poster, M., The Mode of Information: Poststructuralism and social context. Chicago, IL: University of
Chicago Press, 1990. Introduction, Words without Things: pp 1 – 20 and Chapter 4, Derrida and
Electronic Writing: The subject of the computer: pp 99 - 128
Baudrillard, J., Selected Writings. Editor, Mark Poster. Stanford, CA: Stanford University Press.
Introduction (Mark Poster): pp 1 – 12 and Chapter 7, Simulacra and Simulations: pp 169 – 187
6/9
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No class: Final reflection paper due by midnight
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Spring, 2010