Category Archives: Relfecivewriting:Conceptexperience#5

Reflective Writing For Concept Experience #5

Part I:

From the moment I read the article about Facebook controlling people’s emotions like that through their own manipulation of Facebook data and metadata with their so called already given consumer “consent”, I immediately thought about my own research and how the NSA was gathering all sorts data from the American people, essentially undetected as first without the American people knowing. And as I was creating the multimedia project, I have noticed that I took an almost exact same approach to this multimedia project as I did with the research that I have been doing  thus far. I usually first tend to highlight and explain the main core points that are being stated with links and further explanations. And then I move on to other topics that help to bolster the explanation of the main theme of multimedia project/research that I’m conducting, and I may even use links or videos to illustrate this. The five most important decisions that I took in terms of my specific choices of links, images and the other digital tools and media are as followed. First, is the material that I’m about to use relevant to my topic. Second, is the material that I’m about to choice relevant to me getting the point across to the readers. Third, how can I incorporate this into my already written literature to make it seem to flow nicely with the literature already present. Fourth, did I make this all available and easy to understand for the reader, of what I’m truly trying to say here. Fifth, did I sell this off nicely to the reader, would the reader be satisfied if he or she had read this, what would be their first reactions. Note that all of these steps work like the increments on the gears of a bike, in order to move forward each step has to be completed or revised in order for the next to began. I choose to make the links where I made them because I thought to me and to the readers, that they would make sense and help elaborate more on the issue being discussed, and also help raise the standings of the literature that is being presented to the readers. I selected the images that I used from various websites but mainly from Google images itself, and I decided to put them where I thought the subject was about to change and the reader needed a break and take a look at some images, because one image can say way more than one word can. One think that I did outside the box I think is giving a link about the Facebook data research scientist, Adam Kramer himself.

Part II:

The design of my final inquiry project I think will be much larger then this multimedia project but have some of the key attributes to it as stated in Part I of this reflective writing. The inquiry project will be very detail-orientated about discussing the research question, and at the end present a question that is left up to the reader to decide what the answer should be to that particular question. The tools that I will use are scholarly articles (specifically quotes), videos discussing the issue(s) that are being presented, and helpful links to specify and make the reading easier on the reader. All these tools will help refine the major claim my research it trying to argue. This will probably reside on the internet next to the many analyzes and dissections about security versus privacy issues, the NSA, and also under Amendment given rights. What is unique about this research is that it can encompass so much yet stay within the guidelines of the course requirements about being a new media topic. What will be unique in this inquiry project assignment besides the images, links, and published videos, will be the many important quotes given by real everyday people, the quotes given by scholarly articles, and most importantly the many unexpected connections, made in my inquiry project that most wouldn’t even dream that there was a connection until now.

**Here are just some pieces of writing I might model into my inquiry project after, link#1, link#2, and link#3 (just to name a few).**