Week 6: Analyzing Visual Images and Design in Picturebooks

Where is the text located? Within the image? Separated by borders or white space, Why?
Are the illustrations double page spreads, single page images, collages, overlapping images, or portraits?  Consider the series of images in the picturebook. Do the images change over the course of the book? Do they get bigger, smaller, change?

The text of the picturebook is located underneath most of the images in the book, separated by white space.  Considering that this is a picturebook, the extra white spacing around images and text make the text more accessible to the age ranges to which it is intended.  The framing white spacing also allows more “space” for the reader to interpret the text and images.  The white space also allows for the natural breaks between the four voices.  If the images and text would bleed, this would be indicative of a continuous story/narration; the manner in which Browne segments the four voices is enhanced by the white space and the way that the images are framed.

The illustrations are single-page images.  In addition, the images change over the course of the book; they vary in size: they get bigger, smaller and, at times, bleed.  This variation contributes to the tone of the book, allowing the reader to visually focus on different elements as the four narratives progress.  For example, when the focus of the text is the unemployed man, the corresponding image is of him alone in a close-up; however, when the focus is of his neighborhood, the image pulls back and allows the reader to see the details of his world (e.g. the homeless man, the dirty street, etc.). 

Select an image from Voices In The Park to consider:

What is fore-grounded and in the background?  The foreground of the image is the two young children (the haughty woman’s son and the unemployed man’s daughter) sitting on a park bench and talking.  In the background is an interesting mix of clouds, shadows, and barren trees (on the boy’s side) and sunny blue skies, leafy tress, and flowers (on the girl’s side).  I find this mixture interesting, as they are on the same bench.  I think that this background echos the attitude (home life) of each child.. the lonely boy comes in second to his mother’s beloved dog, and girl, although coming from a less-fortunate home, is happy and loved.

Consider the path your eyes follow as you approach the image. What catches your eye first? Why is that element salient?  The first thing that catches my eye in the image is the divider in the middle of the image: the light post.  This bold color stands out against the paler colors of the image, and it serves as a concrete delineation point between the two vastly different worlds of these two children.

What colors dominate the image? What effect does this have on you as reader?  The dominating colors of the image are pale greens and browns.  To me, this illustrates the expansive nature of the children’s world and how much of those worlds are shaped by their respective parents.  It also indicates how neutral the world can be without the prejudices and judgments that grownups can contribute. 

Consider the use of white (negative) space. Are the illustrations framed or full bleed? How does this position you as a viewer?  There is much white space around the image and the text; the illustration is framed.  For me, this indicates a definitive period in time, a crystallized moment that can change everything going forward (in this case: a breaking of social barriers).

What is the reality value or level of abstraction? Are the images life-like or stick figures?  The images are more life-like than abstract; they have a level of reality to them (despite the characters being gorillas).  The details of the images are very realistic: the clothing details, the depiction of the park elements – the bench, the texture of the walkways, the details of the characters’ homes).  All contribute to a high level of reality. 

Are there any recurring patterns in the images?  There are several thing that seem to be recurring in the images: grass/outside/open spaces dominate most of the images; in addition, there are shadows in almost every image as well (even the ones indoors).  I equate these shadows as all of the influences that shape our attitudes and beliefs of things… the social mores and ideas that follow us around, whether we agree with them or not, hanging over us and coloring our world.

Are there any anomalous elements? Things that stick out, or seem out of place? Are these important to consider?  The only thing that really sticks out to me is the fact the characters are monkeys/gorillas.  The significance of this, in my opinion, is that the neutrality of the monkeys allow any reader to see themselves in the story (rather than pigeon-holing a certain type of person into the story). 

What is the artist trying to get you to look at through leading lines, colors, contrast, gestures, lighting?  I think that the artist wants us to see the different characteristics of the speakers in the story as well as their feelings during their own narratives. For example, when the mother is angry that her dog is being sniffed by Smudge’s dog, the mother’s hat flies off of her head.  Another example of this is when the boy is presenting his narrative: his world is full of dark clouds and shadows; he is lonely and depressed.  In the same situation (at the park) from the little girl’s perspective, the images contain light and green grass; she is jovial and light-hearted.  Different illustration elements portray the same situations with different emotions of the characters. 

Are there any recurring symbols or motifs in the images?  Again, I must point to the shadows which seem to be present in almost every image.  To me, these symbolize the preconceived notions that are instilled in us as children by our caregivers; these ideas follow us and threaten to color every interaction that we have with other people if we are not careful to avoid judging people before we actually get to know them.

Consider the style or artistic choices? Are the appropriate, and how do they add to the meanings of the picturebook?  The artistic choices of the book contribute to the whimsy of the book; the idea the monkeys/gorillas are acting like “real” people is amusing while contributing to the message of the story.  The images lead to the reader wanting to turn the page to see what these characters will do in their individual stories.  The facial expressions of the characters reflect the meaning of the text.

How are the images framed? Are there thick borders or faded edges?  The images are framed with white (with the exception of the few that bleed).  The images, when related to the well-to-do woman and her son, have clear, clean lines;  when the images relate to the unemployed man and his daughter, the edges are ragged and worn.  These borders emphasize the related individuals stations in life.

Consider the setting of the story. How is this realized in the images? Realistically? Metaphorically?  The setting is realized in the images; the realistic setting of the images (the park, apartment, house, etc.)

Consider size and scale. What is large? Why are certain elements larger than others? Does this add to meanings of power, control?  The images of the haughty woman seem larger than most; to me, this connotes her portrayal to desire control, power, and to maintain her position of being above others.  Compared to the images of the man, boy, and girl, the woman is quite large.  I think that this reinforces her self-importance and of how she feels more important than everyone else. 

Consider the viewers point of view. Do characters directly gaze or address the viewer? Are the characters close up or distanced? How does point of view add to relationships with the characters?  The characters do not directly address the viewer; however, they do (for the most part) address each other.  Aside from the woman, the characters connect with each other: the boy and the girl; the girl and the man… the woman stays, literally, disconnected from everyone; she even stays at a distance from her own son.  I think that this distance reinforces her disconnect from society as a whole and her desire to stay at arm’s length from people.  The man is more connected and shows more love to his child, and the boy desires that connection; he finds it with Sludge.. . if only for a few hours. 

 

Weekly Reading #6

1.  Explain why Voices in The Park is an example of a postmodern picturebook.

Voices In The Park (by Anthony Browne) is an example of a postmodern picture book as it closely follows the characteristics Serafini (2014) lists in Chapter 6 (p. 82).  Browne tells the same story (an afternoon in the park) from four different perspectives, utilizing four different narrators:  a well-heeled, overprotective mother (and dog-owner), an unemployed working-class man, the child of the overprotective mother, and the daughter of the unemployed man.  Each of these characters experience a different “reality” of the same situation (a day at the park), and each of these narrators.  Their stories are interconnected, as the boy of the mother and the girl of the father play together; their two dogs also interact through each perspective.
                   
2. Give examples of how at least three of the picturebook codes listed on pg 78 are used in Voices In The Park.

Codes of Position and size:  In most of the images of the wealthy, haughty mother, she is placed in the forefront.  I believe that her degree of self-importance is highlighted by this placement.  She feels that she is above everything and everybody, and the placement of her as such reinforces that.  Contrasting this, the other three stories integrate the characters into their surroundings; there are other elements to focus on in their images rather that just the character/narrator him/herself.  In the majority of the mother’s images, she is the main focus.

Codes of frame:  many of the images in Browne’s book are framed. Although without definite lines, the pictures do not bleed into the entire page (as many picture books do).  While the images do have clear borders, the edges echo the feeling of each character that Browne has created.  For example, the edges of the images related to the well-off mother and her son are clean and crisp; in contrast, the edges of the pictures relating to the unemployed father and his daughter are less clean.  Those images are ragged and worn on the borders.

 

Codes of Color:  Browne uses color to convey the emotions of each narrator’s perspective.  With regard to the first character, the well-to-do mother, her world is bright and sunny, clean and well-kept.  However, when she panics at the thought of losing her child, the autumn trees seem to echo her fear and blow in the wind.  The second character, the unemployed father, has a less-orderly world; he is unkempt, and his world has a lot more dirty elements in it: a homeless person, dirty sidewalks… the margins of the illustrations of his story are tattered.  The trees are bare, and the sky is grey and overcast.  The third person, the little boy, has a bit more of a colorful world than the man, but not nearly as “ideal” as his mother’s images (although almost as orderly/clean).  He isn’t nearly as happy about being alone as his mother is; in fact, he finds his life rather boring.  The fourth narrator, the little girl (Sludge) has a world full of color and lushness. 

3. Identify and explain the type of "interplay" between the written word and visual images on one of the pages in Voices In The Park.

Browne employs different fonts to enhance the feel of each narrator:  A more formal font is utilized for the haughty mother, while a darker, heavier font is used for the man.  A less formal but lighter font is used for the little boy, while a sloppy almost child-like font is employed for the girl.  These fonts seem to match the personalities of each narrator and enhances the interpretation/understanding of Browne’s characters.

 

4.  Identify the art movement or technique that is being used in Voices In The Park.

 

The art movement that Anthony Brown uses in Voices in the Park is surrealism.  As noted in Wikipedia, surrealism creates “illogical scenes with photographic precision, created strange creatures from everyday objects and developed painting techniques that allowed the unconscious to express itself and/or an idea/concept.” Brown has achieved this in his illustrations.  

 
5. Conduct an Ideological Analysis and Structural Analysis of Voices In The Park. What is the message? Provide evidence from the images to support your opinion. Use the examples on pg 86, 87,89. I do not expect your analysis to be as indepth but I would like for you to make two or three insightful observations about the perspectives and social context conveyed through the books words and images.

Ideological: The two families in this book are quite different in terms of family types. Although the woman takes her young son to the park alone, one can easily imagine that she has a husband who provides, quite well, for her and her son; this portrays a typical traditional family of the time period.  The man and his daughter may come from either a single-parent home, or the mother may be working an afternoon/evening shift.  In either case, it is (considering the time period in which this book was written) not typical to see a father and child out playing at the park.  This conveys the idea that the father and daughter has a non-traditional family.  Although the mother and son portray gender norms, the father and daughter outing goes outside of these norms as the father undertakes a more motherly role.   

Structural: From the perspective of interpersonal metafunction, the characters are mainly positioned in a close range to the reader; the reader is up-close to the mother and the father, being pulled in as a part of their personal stories.  A number of the children’s illustrations are also close-up; however, many of the images involving the children are mid-point to further away, allowing the reader to relax and enjoy the youthful idea of being carefree and at play.  I believe that the close-up of the mother and father intensifies their seriousness about their respective lives: the mother and her reserved world, and the father with his plight to find work.  The compositional metafunction provides an idea of the two adult characters being removed from interaction; they do not stay close to other adults.  In contrast, the children play together (as do the dogs); this contributes to the idea that children are much less reserved and judgmental about other people that adults are. Whereas the mother keeps her distance (even from her own son – note the body position of them on the park bench) due to feeling superior to others – and the father keeps his distance from most (save for his daughter) due to insecurities and a feeling of somewhat hopelessness (he may be in his own world of despair and worry), the children come together and interact with no regard to class or social standing.

Browne uses his images to evoke meanings from readers’ own knowledge, culture, and experiences.  For example, the reader associates wealth and social standing of the woman and young boy from their grand home and their spotless clothing; in contrast, the man and his daughter appear to live in an apartment and are less formally dressed for their outing.

6. Embed a picture of the cover of Voices In The Park in your blog.

 

 

Citation:

Jones, J. (2009, June 10). The surreal brilliance of Anthony Browne's art. theguardian.com. Retrieved June 24, 2014, from http://www.theguardian.com/books/jonathanjonesblog/2009/jun/10/anthony-browne-childrens-laureate

Serafini, F. (2014). Reading the visual: an introduction to teaching multimodal literacy. New York: Teachers Collage Press.

Surrealism. (2014, June 21). Wikipedia. Retrieved June 24, 2014, from http://en.wikipedia.org/wiki/Surrealism

"Voices in the Park". (n.d.). . Retrieved June 24, 2014, from http://video.search.yahoo.com/video/play;_ylt=A2KLqIEZY6lTmEwAxg77w8QF;_ylu=X3oDMTB2YW1mMWVvBHNlYwNzcgRzbGsDdmlkBHZ0aWQDVjE2MQRncG9zAzU-?p=voices+in+the+park&vid=cec1d6583bdec8775283a8b0234f1421&l=5%3A49&turl=http%3A%2F%2Fts2.mm.bing.net%2Fth%3Fid%3DVN.608037326292058305%26pid%3D15.1&rurl=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dohs-7ue_wdM&tit=Voices+in+the+Park+by+Anthony+Browne&c=4&sigr=11a9qkkc4&sigt=114304s3q&age=0&fr=mcafee&tt=b

Image:

Browne, A. (2001).  Voices in the park. DK Publishing.  Retrieved 24 June 2014.   http://www.amazon.com/Voices-Park-DK-Publishing/dp/078948191X



Weekly Reading #5

Chapter 3:
“Perception plays a central role in our understanding of the world. In our engagements with the world around us, our perceptual system, or what we call our senses allow us to gather information that helps us understand our experiences. Perception is a transaction between the qualities of the environments in which we lie and the experiences a person brings to those qualities…” (Serafini, 2014, p. 31).

This quote, to me, crystallizes the essence of what we are trying to achieve in this class. Our goals as educators include getting our studetns to see beyond what they have been doing as interpretation to date; to show them that there is a distinct difference between merely looking and actually seeing. Just as we repeatedly have told (and been told) that there is a difference between hearing (i.e. noticing a sound) and listening (paying attention to that sound and interpreting it/responding to it), there is a similarity with regard to noticing/being perceptive to the components of multimodal ensembles. It is our job to get our students to see how their own experiences and perceptions shape their personal conceptions of ideas and how each other individuals may interpret a concept in a myriad of different ways from what they themselves have interpreted a concept. We must help our students realize that all interpretations are constructed via our senses, experiences, and personal traits. Interpretations are also shaped through (and embedded in) historical, political, and social contexts; no concept/interpretation stands alone.

Chapter 4:
“These three metafunctions [the ideational metafunction, the interpersonal metafunction, and the textual metafunction] provide a ‘conceptual framework for representing the social context as the semiotic environment in which people exchange meanings’…” (Serafini, 2014, p. 46).

I chose this quote because, although I was previously aware of some of the context in which meaning takes place, the three metafunctions which make communication work across time and contexts were new to me. While I was aware of the “how” language is used to represent ideas and concepts (the ideational metafunction), the interpersonal metafunction (of how language establishes relationships between the producer and the receiver), while making sense, was not a concept that I had considered.

Obviously a relationship between communicator and communicatee DOES exist; however, I had not been exposed to the details behind it before outside of how information/communication is presented. The third metafunction, textual metafunction, is another concept that, while it is understandable that it exists, it was never fully explored in previous arenas. This framework provided the basis for the multimodal metafunctions, which we present to our students within which utilize verbal and visual cues for interpretation of meaning.

Chapter 5:
“…students need to consider the basic elements of art, design, and visual grammar used to compose visual images and multimodal ensembles to better understand how these entities work. As educators, we need to help students experience the qualities of works of art and other visual images and use these experiences to better understand the features and meaning potentials of multimodal ensembles…” (Serafini, 2014, p. 55)

This quote actually provoked a strong negative reaction; however, it was not with regard to the information that it presented. I strongly agree that, as educators, we need to help our students interpret various facets of visual images to better understand the variety of meaning behind the multimodal ensembles. That said, I found it rather disturbing that the educators are taking on, to some degree, the role of an art teacher: look at the “visual grammar” (the elements of visual art) that contribute to the visual composition. While I understand that there is much more to the elemental makeup of the ensemble than this, I find it interesting that we are taking on the role of teaching students about the artistic composition – an area of education that could have been furthered by the role of the now-defunct art educators (in many school systems).

  2. Image:

3. Content Analysis:

What do you see?
I see several matriarchal families who are living in severe poverty. Their homes are tarp-covered, cave-like dwellings. There is no happiness in these faces. All are serious, including the children. However, despite their obvious poverty, they are neatly dressed in clean garments, worn but clean. They surely struggle to survive, but they have a definite pride as well.

What is the image about?
I found this image on a site that works to provide developing world producers a fair price for the products that they produce (hand-made jewelry, wooden boxes, scarves, and cards). In addition to providing a fair market price, Fairtrade Inspires (the organization) promotes the fair treatment of workers as well as a safe working environment.

This image is a representation of a group of such workers who stand to benefit from those who are more prosperous to help the workers. The women are working to support their families through this trade organization, and the picture serves to illustrate not only that the women are the sole support of their families but also to demonstrate how deplorable the conditions are in which the workers live.

Are there people in the image? What are they doing? How are they presented?
There are people in the image. It appears that they are waiting for someone to come to their aid and to help them in their plight to have a better life for themselves and their children…waiting and hoping that their children can have safe, clean housing and purified drinking water so that they can life long, healthy lives. The people are presented as heavily in need of help through their forlorn faces and tattered housing and clothing.

Can the image be looked at in different ways? Explain how the image might be interpreted from two different socio-cultural perspectives? Which perspective is dominant?
 Although it is quite a stretch to find more than one perspective in this image, I tried: One interpretation could be that the females (gender-based) are in need of help because they are alone with young children who are in need of help (food, clothing, education). Adding to this is the cultural factor: this is in a slum in Dehli, India, one of the poorest nations (nationality).

Looking at the two older gentlemen in the background, a second perspective could be considered: men exploiting the women of their slum to make money to support their families. The men are not looking at the camera, and they seem to be trying to avoid being in the picture. One could interpret this as the women being in a servitude position, being forced into labor by the males in the area.

That said, I believe that the first perception is dominant: women who are in need and are producing whatever that they can to better their families’ circumstances.

How effective is this image as a visual message?
 I feel that this image is very effective in its goal of persuading customers to purchase the products of this village; as a mother, I have difficulty looking at the children in the image as they are dressed in tatters and live in deplorable conditions. I feel for the mothers who surely want something much better for their children.

4. Conduct a visual analysis:
How is the image composed? What is in the background? The foreground?
The image is composed with the main focus being on the women and children. In the background, one sees what appears to be a shanty in which the families appear to live. In the foreground, the women and children are the focus.

What are the most important visual elements in this image? How can you tell?
The most important visual elements in this image are the women and children; they are front and center in the image, and they are the focus of the organization’s mission.

How is color used?
The women are dressed in bright saris; this, to me, conveys an image of hope in what is an otherwise grey/dull picture. The children, the homes… the entire background is relatively neutral/dark which allows the focus to be on the women.

Can the image be looked at different ways?
I do not believe so. I believe that, no matter how much one tries to analyze the image, the main message here is the poverty of the women and children.

What meanings are conveyed by design choice?
 With a lack of border or text, the focus remains on the women and children; this conveys that those individuals are the center of attention for this image. Relative in size, the people in the image are the largest elements of the image; this reinforces their importance in the image.

The Three Brain Network

Three Brain Network Recognition Network Items I recognized: pictures, chairs, overcoat, people, door, clothing, hands, woman at door opening it, piano in right back, dining room table   Strategic Network How old are the people in this picture? There are both young and old. Some are middle age (30s to 40s) as well as children (5-7 years old) What historical period and geographical location do you think this picture represents? Why? Late 20s or early 30s... a city (New York?) How might the people be feeling in this picture? The lady looks apprehensive, as if the gentleman with the hat is about to give her bad news... the woman at the door is standing back, as she doesn't want to be part of it (not intrude).. the children are looking up and watching what's happening, as if trying to gauge the situation Affective Network What in particular strikes you about this picture? the way everyone is observing what the man is about to do as well as how the woman is hunched over (the one getting up from chair) as if in surprise Note something about yourself that might have led you to focus on these particular aspects: Perhaps that I have received bad news unexpectedly before, and we have had similar "unexpected visitors" Bottom of Form

Citation:

Create: Your Three Brain Networks: Tools & Activities: Teaching Every Student. (n.d.). Create: Your Three Brain Networks: Tools & Activities: Teaching Every Student. Retrieved June 17, 2014, from http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1

 

Weekly Reading #4

1.      Copy and paste a quote from the reading that causes you to have a strong reaction (agreement, disagreement, confusion...) and explain your reaction.

“In order to create an informed and literate citizenry, readers must be able to navigate, interpret, design, and interrogate the written, visual, and design elements of multimodal ensembles.”

This quote, from page 16, resonated with me, as it was a direct reflection of the teaching principles of the School Library Media program.  In addition to creating a love and desire to become life-long readers, librarians’ goals are to help students develop the ability to discern between different resources, assisting them in becoming active and creative locators, evaluators, and users of information from various media sources; these sources include varied media content (both digital media and print forms).  School library media specialists (SLMS or “librarians”) focus on developing literacy media skills to contribute to and enhance lifelong learning. 

In addition to these skills, the SLMS assists students in becoming both independent learners as well as learners as part of a group; developing a social responsibility, where students not only seek information from diverse sources but also respect the principle of equitable access to information (and the related intellectual property rights) is an important facet of the SLMS.  The SLMS supports collaborative learning as well the acknowledgement of each individual/group.

The reading echoed all of these facets of the SLMS’s role in education.

2. Why should educators care about multimodal texts?

One of the strongest arguments for educators caring about multimodal texts is that such texts (or “ensembles,” as the Serafini (2014) calls them) is that children, even before they begin to learn to walk and talk, are surrounded with visual images (via picturebooks, television, etc).  These images have the potential to greatly influence many decisions that our students make, and educators need to help them understand the power that such images and multimodal ensembles have on them.  Although strategies for making sense of written text are deeply embedded in a standard curriculum (e.g. predicting, summarizing), such strategies fall short in helping students develop and understanding of the ubiquitous multimodal ensembles that they encounter on a regular basis. 

As the text notes, having print-based decoding skills “will not be enough for the literate demands of our students’ future” (Serafini, 2014, p. 4).

3. How is your definition of literacy different or similar to the definition of literacy presented in the book? Or how did the reading change or expand your definition of literacy?

 
My definition of literacy was similar to what was presented in the book due to the scope of my School Library Media background; my concept as to the facets of literacy/media were aligned with what the author provided.  That said, I did find that the reading expanded my definition of literacy to encompass  additional multisensory elements that I had not fully considered prior to reading.  While I was aware of the need to look at sources within their context (e.g. what was happening at the time the source was created, purpose, social impact), the production of such multimodal sources is an idea that was expanded upon.  As a SLMS, my focus is to receive and evaluate; the text expanded the concept to include the outgoing communication of these texts as well.

4. How can visual literacy support the development of the kinds of reading and writing we want children to learn through schooling?

Visual literacy, as Serafini (2002) points out, is both “a social and cognitive process, not simply a discrete set of skills that are accumulated by individuals to apply as needed” (p. 23).  Students need to be flexible to interpret images and multimodal ensembles in their (the ensembles) proper contexts.  Visual literacy is about the process of generating interpretations; this allows the student to continually develop and practice skills sets and apply those skill sets across a myriad of modes (photographs, videos, diagrams, and the written word).  The development of these skills will support students literary development going forward into a future that has ever-developing technologies, thus providing a flexibility to adapt to evolving digital media.

 
5. Find an online resource that addresses issues of visual literacy in education link to it or embed it your blog posting and provide a brief explanation of how it relates to this week's reading. 

Visual Literacy

This video is a great compliment to this week’s reading. It notes that there are visual images surrounding us every day; in addition, it notes how visual literacy can be applied to every discipline.  The video goes on to explain how images affect our interpretation and our definitions of the images presented.

6. Find an images that relates to the ideas presented in this week's reading.

 

 

 

Citation

Library media content standards and objectives for West Virginia schools (2520.17). (n.d.). Retrieved June 12, 2014, from http://wvde.state.wv.us/policies/p2520.17.pdf

Serafini, F. (2014). Reading the visual: an introduction to teaching multimodal literacy. New York: Teachers Collage Press.

 

Image

“Literature lives: Literacy research hub.” (n.d.) Australian Catholic University Retrieved 2 June 2014, from http://www.acu.edu.au/about_acu/faculties,_institutes_and_centres/education_and_arts/schools/new_south_wales/projects/literacy_research_hub



Illuminated Text

 

 

Weekly Reading #3

1.  Copy and paste a quote from each reading that causes you to have a strong reaction (agreement, disagreement, confusion...) and explain your reaction:

 "I think that underlying this interest in assessment is the recognition of its importance in connecting new media assignments to broader curricular goals.  As with print assignments, when we grade students' work we are assessing their success in achieving goals that we value and that, ideally, are made explicit to our students. How we evaluate and grade student work is - or should be - connected to everything else in the course, from the assignments themselves to the readings, the class activities, and the software we use.."

 After reading this article about the issues involving the assessment of writing in the new media, the issue of how to update assessments to accurately reflect the cohesive nature of a multimodal text into an accurate evaluation became clear.  Previous evaluation methods of work, based in the pre-digital media age, applies "traditional" assessment methods to new writing skills; this, obviously, will not provide an accurate reflection of the students' work, if educators don't develop their assessment methods to identify the new values that are emerging from the new media. 

 

Adapting familiar (read: standard/old) methods to the new media assignments is needed; while it's not beneficial to throw out the entire base of current assessment, we do have to be aware of our own tendencies to revert back to the "familiar" of the pre-technology standards.  Given the myriad of technology available to students (websites, images, audio, etc.), it can be difficult to assess how well a project fits an assignment; to accommodate this, it is suggested that a more flexible evaluation method be in place to accommodate the varied nature of new media.

 

Educators need to develop updated rubrics to include elements that assess how the new media enhances or contributes to the development of the projects (e.g. how does a certain color and/or transition further a thought or concept). 

 

 

2.  Have you ever asked students to create a multimodal text? Have you ever created a multimodal text for a school-related assignment?  Describe the assignment.  What were the learning goals?  How was it assessed?  Do you feel that the assignment improved you or your students' comprehension of the content? Why? Why not?

 

I have had elementary students (5th grade) create a multimodal text in a group assignment where they researched a place that they would want to go for vacation.  After researching (in both "traditional" books as well as online), I had them make short PowerPoint presentation to present to their peers.  The learning goals in this project included introduction to how to locate and evaluate information as well as how to incorporate that information into a cohesive, logical format.  At this learning level, the assessment was focused more on participation and location/evaluation of information; however, the project gave me the opportunity to see the positive effect that new media had on my students' enthusiasm, as they were able to personalize the projects with embellishments.  I would say that it developed my students' comprehension as it activated a deeper level of understanding about the topics; not only were they able to read the information, they were also able to "experience" the data with images and with audio, allowing for multi-level learning.  It also seemed to deepen the sense of ownership of the projects.

 

I have also created multimodal texts for my own school-related assignments.  During my MAT program, I had the opportunity to create a presentation of data in my Action Research Project, which was the final project of the program.  The evaluation of my ARP presentation was peer-based, and it included feedback with regard to both content and digital elements.  

 

Another multimodal project that I recently completed was entitled "Equestrianism" (for EDUC 6809). The learning goals for this project were to develop a topic of personal interest to include design (with minimal words - 5 or less - and with images) to develop our readers' understanding of that topic via new media.  The assessment of this project focused on the "readability" and graphics employed to enhance understanding.  I believe that the graphics that I utilized improved the comprehension of the content, as there were nuances of the topic (e.g. varied equestrian events, complicated field courses) that most people aren't familiar with.  In addition, I was able to include digital enhancements that personalized the project, allowing my audience to get to know me a bit better and allowing me to be more personally connected to my work (allowing for a deeper interest to develop in myself as well).  

 

 3.  METAPHOR:

 

" A metaphor is a  figure of speech that describes a subject by asserting that it is, on some point of comparison, the same as another otherwise unrelated object. It is, put simply a figure of speech that compares two unlike things without using like or as..." (Wikipedia, 2014)

 

 



 

This metaphor example employs a potato to stand in for a person on a couch;  this  substitution of two unrelated things allows the viewer to see that a person is laying like a potato on a couch... resulting in a "couch potato."   This is a pretty clever metaphor for a cable company (they are encouraging their customers to be "couch potatoes" and enjoy Comcast's services). 

 

4.   METONYMY:

 

"Metonymy is a figure of speech in which a thing or concept is called not by its own name but rather by the name of something associated in meaning with that thing or concept..." (Wikipedia, 2014)

 

 

 

"The Golden Arches" is an excellent example of metonymy.  The concept of metonymy is where one image/symbol/etc. is used to connote the meaning of the associated item. In this case, when a person sees the golden "M," the idea of McDonald's immediately comes to mind.   

 



5.  How does this reading help you think about the use of multimodal text to support writing and content area instruction in school?

 

There are many facets of the reading that I will employ with my classroom.  The ideas on how to use multimodal text to broaden and deepen student comprehension.  The readings also called to the forefront the need to develop assessment methods that take the diverse new media facets into account, as well as the caution to not fall into the trap of assigning a multimodal project yet reverting to merely assessing only the written portion of that project.  In addition, I appreciate the highlight of ways to use (and how *not* to use) project enhancements, how we must be aware of how each element enhances and contributes to the meaning of the project.

 

Week #3, Assignment #4 - Understanding Metonymy and Metaphor

• What is metaphor? A metaphor is a literary device in which one word is replacing another. The words “like” and “as.”  A metaphor has its roots in comparison; it is an expression that shows a similarity between two things on some aspects where one word is substituted for an aspect of another.  An example of this from the reading is a perfume advertisement.  An image is connected to a scent which “gives shape to a fantasy world…”  In one particular case, the “sexy allure” of an image is reflected to the musky scent of a certain perfume; this connects the two within the mind of the consumer.

• What is metonymy? A metonymy is based upon the association of a word with a concept;  a single characteristic (word, phrase, image, etc.) is used to represent a complex concept, denoting one of its properties or something associated with that concept.  An example given in the readings is of the image of the White House signifying the entire executive branch of the U.S. government; it is the evocation of a part for the whole.

• In my original Multimodal Presentation, I did not include an example of a metaphor; this is something that I addressed in my revised presentation; however, with regard to metonymy, I used several images to evoke a familiarity. For example, with regard to the concept of “sports,” I included an images that contained various pieces of sports equipment; I wanted to evoke the familiarity of well-known sports from the beginning of my presentation. Another instance of metonymy that I included is with regard to the “Competition” slide; the vision of a rider, in front of an audience, wearing a medal on her neck evokes the idea of her having won a competition.  I feel that that was another success application of the literary device of metonymy.  One example that may not have been the best use of metonymy was the image for “rules.”  I included a dressage course; however, the image may have not clearly show what rules were needed for successfully completing the riding course.

Multimodal Presentation... Revised!!!

Mutlimodal Presentation - Revised

And... as a video:

Weekly Reading #2: Digital Media's Impact on Reading and Writing

1.  After completing the readings, I find that my stance on the effects of digital media with regard to young people's abilities to read and write are confirmed.  I can see both sides of the argument:  I do feel that an excessive amount of digital media can be harmful to the extent that it doesn't help develop the breadth of knowledge required that "real world" applications in employment may require (e.g. a 20-page investor's report or a graph-filled, in-depth study for management as to why a certain program should be implemented).  Those types of real-world writing assignments are required of upper-level management positions, and by not addressing the skills that such endeavors require, I believe that we are shorting our students for future employment and income potential.  As the Pew Research Center states, "the digital age presents a paradox...good writing is a critical skill to achieving success" (Lenhart et al, 2008).

That said, I also realize the critical role that digital technology plays in reading and writing.  For one, digital media allows for a greater range of abilities to be addressed.  The student who may not be the most proficient reader may find that the shorter text (enhanced with images) helps develop greater understanding. The student who struggles with thought development while writing may greatly benefit from being able to convey idea via the addition of video, links, etc.  The NCTE article echoes this by suggesting educators offer a variety of levels of reading difficulty for those who aren't proficient readers.  This concept parallels the Pew Research Center's study results that indicate student's greater success (read: enjoyment) at writing when given the opportunity to write creatively (which would include the incorporation of varied digital media forms).

I think that, although digital media may have negatively impacted certain aspects of reading and writing, it also provide benefits previously unrealized.

2.  The readings have furthered my idea that traditional methods, while beneficial, need to be expanded upon to incorporate digital media. I realize that I tend to be a traditionalist with regard to incorporating digital media; however, I have seen first-hand in the past few years of teaching just how beneficial the incorporation of digital media methods have benefited my students both through reaching varied ability levels as well as through encouraging student engagement. 

Currently, from what I've witnessed in the classrooms that I have been a part of, many educators (while seemingly willing to incorporate digital media into their instruction) don't incorporate as much as they could. Of course there are many factors which impact this:  limited time, technical difficulties, lack of knowledge of just *how* to incorporate digital media, but I think that if the teachers had the tools readily accessible (and reliable) then they would include more varied instruction utilizing digital media.

3.  I agree that, as educators, we have to challenge ourselves and expand our curriculum to broaden what we include as "acceptable" writing products as well as what we consider "acceptable" reading mediums.  In "Writing Now," the NCTE suggests that not only do we broaden our concept of the "process model" of writing (following the fluid nature of the writing model) but that we also incorporate more "real-world" contexts.  Thankfully, I have seen "real-world" applications in math, science, and ELA classes; however, I can see many ways to increase this through the incorporation of more digital media.  As the NCTE further notes, "digital technologies influence the processes, circulation, and evaluation of writing... students need to learn how to work effectively with them." It is the role of educators to provide these learning opportunities (whether we are comfortable with the mediums or not).  (2008)

I also agree with the NCTE stance that we need to incorporate more summative writing assessments (not relying so heavily on formative scoring) so that we have more opportunity to facilitate the process as well as the role of digital media in those processes.  Our goal is to help students understand, evaluate, and think critically; as digital media can be such a powerful tool in developing these skills, I would hope that more educators would take a less biased view with regard to its inclusion and incorporate more into their classrooms.

REFERENCES:

Adolescent Literacy. (2007). Retrieved June 1, 2014, from http://www.ncte.org/library/NCTEfiles/Resources/Magazine/Chron0907AdLitBrief.pdf

Can Texting Help With Spelling? | Scholastic.com. (n.d.). Scholastic Teachers. Retrieved May 31, 2014, from http://www.scholastic.com/teachers/article/can-texting-help-spelling

Lenhart, A., Arfeh, S., Smith, A., & Macgill, A. (2008, April 28). Writing, Technology and Teens. Pew Research Centers Internet American Life Project RSS. Retrieved May 31, 2014, from http://www.pewinternet.org/2008/04/24/writing-technology-and-teens/

Reading and writing across the curriculum. (2011, March 1). Retrieved June 1, 2014, from http://www.ncte.org/library/nctefiles/resources/journals/cc/0203-mar2011/cc0203policy.pdf

Writing now. (2008). Retrieved May 31, 2014, from http://www.ncte.org/library/NCTEFiles/Resources/Magazine/Chron0908Policy_Writing_Now.pdf

Writing outside of school. (2009). Retrieved May 31, 2014, from http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0191-sep09/Chron0191BriefWriting.pdf



VIDEO:

I think that this video/presentation by Stephanie Sandifer really captures how digital media can enhance the reading and writing experience, allowing for authentic, relevant, and meaningful learner-centered instruction.  It furthers my idea that we can marry both traditional avenues with digital media to create a better learning experience for our students.  We don't need to abandon one for the other, but we can use digital media to enhance and expand the total learning process:

Reading, Writing, and Wikis


IMAGE:

The following image echoes this marriage of "old" and "new" as it incorporates the writing process while demonstrating various digital media programs that support each step in the process:

 

Used with permission.  http://poetry.rapgenius.com/Common-core-standards-initiative-students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-and-language-annotated#note-2331095