EMU’s First-year Writing Program invites you to join us in Ypsilanti on Friday, March 23, for the 2018 Winter Colloquium. Dr. Melanie Yergeau will present at 10:30 a.m., “Black Mirror Meets the Classroom: Neurodiversity and Social Robots.” After lunch, at 1 p.m., she will lead a writing pedagogy workshop, “Disability, Access, and Multimodal Pedagogies.” For more information, contact Derek Mueller, Dir. of the First-year Writing Program, at email@example.com, or Rachel Gramer, Associate Dir. of the First-year Writing Program, at firstname.lastname@example.org.
George, Diana. “From Analysis to Design: Visual Communication in the Teaching of Writing.” CCC 54.1 (2002): 11-39.
James Paul. What Video Games Have to Teach Us About Learning and
Literacy. New York: Palgrave Macmillan, 2003.
Janice. "Composition Studies: Dappled Discipline." Rhetoric
Review 3.1 (1984): 20-28.
In Literacy in the New Media Age, Gunther Kress settles into a gradual
progression from long-held presumptions about alphabetic literacy to an
increasingly hybridized and "multimodal" literacy based on the screen. The
screen’s proclivity for combining images and text has profound consequences,
Kress argues, for the temporal/sequential logics of letter, word and clause as
units of meaning. Kress contends that syntactic complexity is compromised
as the frenetic reading pathways of the screen condition readers and writers to
mixed-mode framings that, in turn, impact how they read and write.
Contrary to my expectations, Kress is none too sour on this trend; in fact, his
movement through dense sociolinguistic explanations of literacy, genre and
punctuation as framing are impressively nuanced. Yet, very little of the
first two-thirds of the book is explicit about the ways in which new writing
technologies are entangled in the shifts he describes, and in this sense, I find
Kress to be frustrating in how patiently he advances his back-analysis on
traditional alphabetic literacy (replicated in formal Western schooling)–while
the matter at hand–screens as a site of particular kinds of changed
writing activity–hovers as a given. This book is far more about
"Literacy" than about "the New Media Age;" it inches toward actual discussions
of interfaces, and finally, near the end of chapter eight, offers a screen-shot
of a web page with eleven (by Kress’s count) "entry-points" for reading.
Kress’s point with the screenshot: "’reading’ is now a distinctively different
activity to what it was in the era of the traditional page" (138).
I’m just eight pages into Gunther Kress’ Literacy in the New Media Age.
I’ve read the chunk before the preface (what is this thing, a superpreface, an
antepreface, pre-preface?): "The Futures of Literacy: Modes, Logics and
Affordances." This much is clear: image and text function according to
distinctive logics. With text, word follows word. It’s sequentiality
involves a distinctive commitment, both for writers and readers, to paths
and naming. Text inheres time, whereas image inheres space, Kress tells
us. Image involves a kind of commitment to location, and while Kress hints at
the importance of perceptual paths for readers of images, that point doesn’t get
extended early on. Next, Kress discusses media and affordances; these few
lines are a sample of what he’s got going here:
1. Multimodality is made easy, usual, ‘natural,’ by these technologies. (5)
2. The new technologies have changed unidirectionality into bidirectionality.
(6) (i.e. with the email, you can send and receive)
3. Writing is becoming ‘assembling according to designs’ in ways which are
overt, and much more far-reaching, than they were previously. (6)
4. The affordances and the organisations of the screen are coming to (re)shape
the organisation of the page. (6)
5. It is possible to see writing becoming subordinated to the logic of the
visual in many or all of its uses. (7)