Projects & Productions

Course Assignments/Evaluation and Due Dates

This is a collaborative course–encouraging experimentation, intellectual curiosity, and creative making. We will explore new media literacies and culture through critical engagements with course texts – and through ‘hands-on’ creative production and design.

  • Attendance and Participation

Attendance in class is mandatory and your participation grade is determined by your engagement with readings, your active collaboration in groups, and your in-class exploration of tools and ideas. If you will not be present, please notify me (and a group member, if applicable) ahead of class. See more on absences below.

  • Course Portfolio (50% – breakdown below) – Complete by November 9
Production 1 Website Powerup 5% Set-up by September 17, with ongoing updates.
Production 2 New Literacies Reflection (Critical Essay) 5% Posted to your website by September 24.
Production 3 Serious Comics & (Dual Language) Graphic Texts 10% Posted to your website by October 1.
Production 4 Media Production 5% Posted to your website by October 8.
Production 5 Connecting Inquiry-based Learning with Multiliteracies (Wikimedia) 5% Linked to on your website and completed on the wiki platform by October 22.
Production 6 Creating and Sharing Stories in/of Education (Wikimedia/Transmedia) 10% Linked to on your website and completed on the wiki platform by October 29.
Production 7 Making Games (Twineworks) 5% Posted to your website by November 9.

The course portfolio consists of 7 ‘productions’ (things you do/engage with, connected to the ideas we explore via readings and resources). The productions, described in more detail on the course website, will be hosted on your personal website unless noted otherwise (e.g., wiki). Taken together, these productions make up your course portfolio, and feature the work and play you will engage in throughout the course. The productions are meant to be relatively low-risk opportunities for you to learn to work with new tools, play with/critically consider ideas, and experiment with different new media technologies. Please email me when each production is completed/posted to your website so ongoing feedback can be provided.

  • Final Group Project Proposal(5%) Due October 24th

A brief proposal of your final group project (max 3-4 people per group). In the proposal you must address the following things:

1) Identify the creative challenge you will engage: what will you make and do? What inquiry questions or issues or creative goals are you addressing through this project (with a brief rationale connecting with course themes, and why this project matters to you)

2) What media will you will use to produce your project (what are you going to create? What media tools will you use or integrate)? What modes of inquiry (resources? interviews? etc.)?

3) Production Plan: Brief sketch or script indicating how you will get this project done (brief group action-plan, next steps, individual contributions to the project, a work schedule/timeline for completion).

The due date for the proposal is October 24th, allowing you time to engage with a range of new media tools and digital technologies. However, your group can complete and submit the proposal earlier. Please email me with your completed proposal when it is complete. Examples will be provided early on in the course. See description of final group project below.

  • Final Group Project (45%) – Due December 10

For this final project, the primary goal is to creatively and critically experiment with multliteracies and new media in a project that is educationally focused and/or based on a group-directed inquiry topic that is significant and that matters to you. The media project should connect with inquiry, or a subject of interest or critical concern today (in or outside of schools) and result in a media product of some kind (e.g., documentary film; a video or multimedia work of another genre/form, an interactive multimedia iBook, a digital game, multimodal graphic narrative, (e)zine, digital mapping project, etc.). Examples will be provided early in the course.

The aim of the project is not only to promote fluency with new media and new literacies, but to situate you in the roles of creative/critical makers, and to explore/consider how people learn through self-directed inquiry and creative production using new media. By ‘doing’ these creative challenges and enacting related media competences, you will emerge with a more nuanced grasp of how to theorize, apply and extend new media literacies in your own practice and lives.

This is a self/group-directed media project. You will select the topics/issues of inquiry, modes of inquiry and research, and the media tools of creation and publication. Do something that has value to you, that is meaningful to you (or to your community), or make something you always wanted to make (e.g. a digital game, documentary film, multimodal digital book, etc.).

  • Works in Progress’ Group Presentation – Presentations on December 3

In your groups, you will present snapshots or samples of your Multiliteracies Project and tell the story of your project. Think of this as a tour of your media project – to show your peers what questions/research topics you engaged, what you learned, and what you designed and created. You will briefly reflect upon what and how you learned through this process and briefly connect that experience to course themes, theories, and readings.

The purpose of this presentation is to share your work and get constructive feedback from peers to improve/modify the project. You are presenting a ‘work-in-progress,’ and feedback from your audience and course director can be used to improve or revise your project.

Each group presentation should only be 5 minutes (given our class size this fall – normally they longer). Sorry!


The grading scheme for the course conforms to the 9-point grading system used in undergraduate programs at York (e.g., A+ = 9, A = 8, B+ – 7, C+ = 5, etc.). Assignments will bear either a letter grade designation or a corresponding number grade (e.g. A+ = 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.). If you have questions about grading that are course-specific, please speak with me. (For a full description of York grading system see the York University Undergraduate Calendar)

Group Work:
While group projects will be given one grade for all members, a brief summary of tasks each member completed will also be required. If work was distributed inequitably, individual grades will be subject to revision.

Assignment Submission/Lateness: Proper academic performance depends on students doing their work not only well, but on time. Accordingly, assignments for this course must be received on the due date specified for the assignment. Assignments are to be handed in on your course portfolio/website (with an accompanying email to notify me), unless otherwise stated in class. Should you need to submit an assignment late, or require an extension, let me know with a week’s notice or more, if possible, so we can work together if you need support.


Technology Requirement: This course requires that you bring your own device i.e. laptop, tablet or a smartphone (although a smartphone might be more challenging to work with) to access the digital media tools explored in class. If this creates a barrier for you to fully engage in the course,  please speak with me as soon as possible.

Absences: This course involves both theoretical and hands-on work with concepts and tools surrounding new media literacies. It is important that you attend every class, as you will often be working in groups and trying out different tools in class. If you cannot attend class, please email me and, if possible, inform a member of your group (preferably before class). An attendance sheet will be distributed each class, which you will sign to indicate you are present. If you know you will be absent for a class, please let me know as soon as possible so we can work together to ensure you can make up what you will miss.


All students are expected to familiarize themselves with the following information, available on the Senate Committee on Academic Standards, Curriculum & Pedagogy webpage (see Reports, Initiatives, Documents) –

  • Senate Policy on Academic Honesty and the Academic Integrity Website
  • Ethics Review Process for research involving human participants
  • Course requirement accommodation for students with disabilities, including physical, medical, systemic, learning and psychiatric disabilities
  • Student Conduct Standards
  • Religious Observance Accommodation