Tag Archives: multimodal

MindMap: 18 Feb.

Mind Map: http://popplet.com/app/#/1571354

Spinuzzi: Traffic Systems (image from NobleEd.com)

Spinuzzi: Traffic Systems (image from NobleEd.com)

This last week’s introduction to Spinuzzi created all sorts of unifying connections to the Popplet! And yet…

The trouble is, I have been thinking that now is the time to integrate a 3-D element.  I had been considering creating a separate Popplet to link in, the bottom layer as theory (which works rhetorically as well as visually, as it would provide the foundational support to all that connects on the application layer), the superimposed layer as application or operationalized theory — an act of dispersion, perhaps? My hesitation to integrate this layering thus far is that producing such layering on a 2-D map will inevitably create a loss — and, I think, a significant one at that, given the way we’ve been conceptualizing networks. Placing all the network connections and elements on a single plain does have its merits — for example, the rhetorical implications of equality of elements and influence. However, that also creates a dilemma — we risk falling into Foucault‘s trap of the History of Ideas’ linearities. Unlike wire-frame software programs like AutoCAD, our Popplet space does have its visualizing limitations. It’s great to show the breadth of our connectivity of ideas, but not the depth.

This became especially clear to me as I was trying to show visible and overt connectivity through our little gray lines (which cannot be optimized through coloration) between the theorists — for which I’ve tried to create labeling mechanisms via color. Also, the space cannot truly capture the layering of these connections, such as an image of the body’s circulatory system here:

PC World Screen Capture from Zygote Body program

PC World Screen Capture from Zygote Body program

Before breakthroughs in computer imaging, we might render this complex system using page overlays. (Remember those books with clear plastic pages that created layers upon layers of details, from sailing ships to the human body?) However, technology makes it easier to convey knowledge  multimodally…sometimes. Foucault emphasizes the importance of the seen/not seen when it comes to discourse analysis, as does Spinuzzi, Biesecker, Miller, and Bazerman. So even while I’m creating a Popplet to demonstrate knowledge network nodes and connectivity, the rhetorical situation that IS the Popplet space is defining the WAYS I am able to render this.

My sense of this space strongly reminds me of this week’s readings about CHAT, especially Telling #4 of Jody Shipka & Bill Chewning’s article, “Live Composition: Four Variations of a Telling.” (Select “press ‘7’ for variation four.) But that’s another blog post.

In the meantime, during my Popplet / Blog planning, I came across the following resource — certainly worth a read, all things considered:

Maria Perpetua Socorro U. Liwanag and Steve Dresbach. “Reading Multimodally: Designing and Developing Multimedia Literacy Projects through an Understanding of Eye Movement Miscue Analysis (EMMA).”


Synthesis Post: What did I learn from the Annotated Bibliography?

synthesis image

Michael Babwahsingh: “Putting Visual Thinking to Work”

First of all, let me say that after reading classmates’ bibliography posts, I’m convinced I must read this publication in its entirety. For this post, however, I chose to focus on readings reviewed by Maury and Summer.

I selected Maury’s post as she worked with an article that centered on rhetorical concerns of assessment models. Maury’s reference to the actual steps used to create the assessment rubric by Van Kooten and her students was – I think – particularly helpful in terms of referring back to using “existing systems” (print media networks), reminding me of some of the How Stuff Works articles describing WiFi. Such rubric building processes may suggest not only the “shortcomings” (Maury’s notes) of previous creations meant for another type of genre, but may also be worth examining in order to peer into how this new genre reveals a situational as well as theoretical gap. I’m reminded here of Foucault’s emphasis on the value of examining disruptions as a way to “disconnect the unquestioned continuities by which we organize, in advance, the discourse that we are to analyze” (Foucault 25). In the case of this article, those “unquestioned continuities” are the traditional rubrics of text assessment.

Summer’s entry focused on an article highlighting the “Language of Evaluation” and the “Language of Instruction.”

Her post reminds me further that the culture – might we say genre culture? – that guides and informs the logic and vocabulary of its discourse is often invisibly bound by the threads of its origins in text (again I’m reminded of Foucault’s archaeology as an analysis tool, which is proving useful time and again). Summer’s observation that the assignments described in the article represent “a network unto themselves between different kinds of technologies, students and teachers” etc. as well as a “network of shared skills” through collaborative work is particularly useful to me as I begin to think about how to explore the MOOC structure of my OoS. It reminds me that the concept of network can serve us well on multiple levels: visualization, logic and rhetoric, mechanical and organic structures. The web of possibilities is taking shape!

Spider Web Fractal by RavenMadArtwork

Spider Web Fractal by RavenMadArtwork