Revolution Lullabye

March 7, 2009

Selfe, Toward New Media Texts

Selfe, Cynthia L. “Toward New Media Texts: Taking Up the Challenge of Visual Literacy.” In Writing New Media. Eds. Anne Frances Wysocki, et al. Logan, Utah: Utah State UP, 2004. 67-110.

A good first step in incorporating and teaching new media texts in composition classrooms is through focusing on visual literacy in print and digital texts. Composition teachers, because many are not formally trained in the applications associated with many digital new media texts (Dreamweaver, desktop publishing, photo editing), feel like they don’t have the expertise to teach and guide students in composing new media texts. The assignments Selfe offers connect visual and alphabetic literacies (which composition teachers are more comfortable with), use rhetorical approaches, not entirely Web-based, and position the teacher and the students as co-learners. Though teachers will probably feel outside their comfort zone at first, Selfe argues for the importance of bridging to visual literacies and to begin to question the privileging alphabetic texts in our society and in the structuring of our writing programs and pedagogies.

Quotable Quotes

“By adding a focus on visual literacy to our existing focus on alphabetic literacy, we may not only learn to pay more serious attention to the ways in which students are now ordering and making sense of the world through the production and consumption of visual images, but we may also extend the usefulness of composition studies in a changing world.” (72)

Notable Notes

faculty feel like they lack the necessary skills to teach new media literacies, to help students compose with it – the faculty has an illiteracy that they have to come to terms with, will “force us to acknowledge gaps in our own literacy sets” (72)

change “author” to “composer/designer” and the reader to “reader/viewer”

assignments include a visual essay, visual argument, visual exhibition, and a text re-design and re-vision for the Web

composition studies needs to continue to be relevant to our students, so we have an obligation to learn about them and use them (new media literacies) in our classrooms as we ask our students to compose


January 19, 2009

Swarts, “Mobility and Composition”

Swarts, Jason. “Mobility and Composition: The Architecture of Coherence in Non-places.” Technical Communication Quarterly 16.3 279-309.

This study, which looks at how veternarian students use their PDAs to find information and solve problems in the hospital, asks how mobile technologies like PDAs have challenged traditional notions of genre and interpretation and offers suggestions about how these technologies can be better designed to capitalize on the constraints and possibilites inherent in them. Swarts makes a distinction between places (actual physical locations) and non-places (virtual, transit reality), arguing that genres “point to and belong to places,” making it difficult for mobile technologies, situated in non-places, to translate them easily or usefully. The students using the PDAs in the study used elements of the technology, such as the search function, to find information quickly, but by doing so, they bypassed the content that could have given them a contextual grounding of the information, which would be useful in making their medical decisions. Swarts argues that when people design information for PDAs and mobile technologies, it should be in fundamental information units instead of traditional text (from Barthes), provide some contextual information (like publication, date, and audience), and allow for descriptive connective bookmarks between chunks of information to allow the user (who carries the burden for the interpreatation of the information) to create a “meaningful configuration of information” that can be saved and accessed again (306).

Quotable Quotes

“Place implies agents that are stationary and that are working in a stable environment. Non-place implies movement and action across environments” (281).

“Genres point to and belong to places. They embody routine work practices and habits of mind that are supported by surrounding props…The same genres also regularize activities by reinforcing habits of mind shared by those who inhabit a workplace. This ability to regulate and regularize…” (281).

“Mobile technologies accelerate the production of non-place” (282).

Notable Notes

Two kinds of movement in symbol-analytic work: distribution and coordination. “Distribution implies the movement of information outward, across space and time, and through different representational and technological forms. By contrast, coordination is movement toward consolidation, toward synchronization, toward control. The effort behind coordination is one that we often delegate to technologies that comprise the architecture of our work places” (279) Bahktin?

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