In thinking about the devaluing of multimodal literacies, I kept returning to my personal experiences with several students and some educators in the last few years.
When I describe my unusual goal (to start a mobile art school, using computer technology) I frequently get a reaction of awe and wonder. Through further conversation, it is revealed that being a person who has delved into the traditional arts, I am suddenly a mystical being, imbued special super-powers, that those who perceive themselves as lacking creativity find hard to comprehend. Most think it is nice that I want to bring art back to the schools that have been ravaged by the teach-to-the-test, No Child Left Behind automaton educational systems. It is nice, but the majority, especially who have come out of those systems recently, couldn’t provide a reason beyond what I passionately provide for them. I have an aching notion that creativity in general is undervalued in the American culture, and by proximity, anything that hints at engagement using creative thought and expression is eyed with equal suspicion. It is too often equated with amusement, and those who claim common sense as a trait, would quickly tell us that we should focus on math and science. Visuals are frequently not taken seriously, in part because they are often relegated to the realm of the artist. “Artsy-Fartsy” is a derogatory turn of phrase we hear people say and not, “Mathsy-Schmathsy”. Because multimodal literacies entail preconceived notions for many people, emphasis on and respect for the visual aspects are one of many challenges to overcome. While academia seems to be deep in conversation about visual literacy, the public has (in my experience) given it little thought. If the public remains uninformed, who will champion the cause at local PTA meetings?
For this reason I chose to analyze the 10th Dimension artifact I purposed for the cannon. It demonstrates the power using visuals to deepen the understanding of a complex idea related to a subject matter that a broad public audience may accept as valuable. It points readers to a book—a source still commonly trusted as reliable in most cases. Its existence as an advertisement also speaks to the power of multimodal literacy to those interested in its value to business. While it utilizes many multimodal elements, its use of visual minimalism immediately makes its complex subject matter more accessible. The page it’s embedded in is a clean white, the interface is simple. The lack of visual clutter communicates that, while the subject matter is complex, the presentation is of the ideas will not be. The interface aids in communicating concepts that are intricate in a way that is appealing without being overwhelming. The navigation is present, but not in-your-face demanding. Its thesis is stated in the center panel, as well as, a brief explanation of how to access the navigation.
The navigation menu is located on and clearly labeled, making it easy for those interacting with it to find and use. All of the layers in the interface are polished, but here is the first page readers encounter.
The video also uses line driven illustration, rather than flashy 3D graphics to deepen the “this is easy” feel and avoids visual overload.
Rather than presenting a complex written expression of physics, it invites readers to imagine and learn through visual elements and audio explanation. It is a far more approachable for the layperson who has an interest in physics than what we typically expect.
Works Cited:
Jones-Kavalier, Barbara R., and Suzanne L. Flannigan. “Connecting the Digital Dots: Literacy of the 21st Century.” Educause Quarterly. 29.2 (2006) 30 Jan. 2009 <http://connect.educause.edu/Library/EDUCAUSE+Quarterly/ConnectingtheDigitalDotsL/39969>.
Morgan Spalter, Ann, and van Dam Andires. “Digital Visual Literacy” Theory Into Practice 47.2 (2008 ) 93-101
*sigh* Please excuse the extra space in my 2nd citation. Apparently, I am stuck with a smiley face if I want to put 2008 in parenthesis.
omg, 8) creates a smiley?? lol.
yup. i see. what a nasty nasty thing. but it does say something about mathy-schmatsy in the realm of blogging, doesn’t it?
(intentional wink)
Susan,
I see what you meant in your reflective post about excitement, need to pursue this topic, and feeling not quite sure what all to say about such a huge issue. I was with you on the analysis until the abrupt ending, but we talked about this, so I’m only initially surprised.
So… I think what might help your argument here (and, later, for the pitch proposal) is using some outside source as the framework. iow, did you find anything in your research regarding creativity, or more focused: simplicity in user interfaces? (as that seems to be your main thread here).
Your analysis also reminds me of all the tutorials that are going up on YouTube (and iTunes U for that matter) that use visuals and animation to convey complex scientific or mathematical issues.
Which leads me to another question: What is the connection between your desire to renew creativity in classrooms, through digital media, and the mathsy-schmathsy issue you brought up (esp since you’ve chosen to analyze a very sciency piece of new media)? Is this a pitch in some ways to the need for *creative* digital literacies as entrance to (or in support of) informational, functional literacies?
What’s the larger research question here for you? (I know; you’re worried about it being too large — but I’m thinking here in relation to what pitch you might make to your classmates; what commonalities do you see between their analyses and yours?)