Lucy's Research Design Model 2.0

Lucy's Research Design Model 2.0

Goals

Research Question

Literature Review

Literature Review Continued

Validity

Access Assumptions:

• Material Access
• Knowledge
• Hardware
• Social implications
• Student population
• Race
• Economic
• Education

Biases:

• I'm not a "digital native" or "digital immigrant"...how does my attitude towards technology differ from my students? How does it shape my pedagogy?
• Knowing the emoji's. Does my knowledge and use of emoji's play into my pedagogical application of the visual rhetoric? Does this hegemony silence my CLASP students? What about the other students?
• How might my comp/rhet understandings of literacy frame my application of the data? Can literacies be interdiscplinary?
• Is technology literacy a comp/rhet/dh literacy only? How does that shape my research?

Digital Humanities

• Bjork, Olin. "Digital Humanities and the First-Year Writing Course." Digital Humanities Pedagogy: Practices, Principles and Politics. Ed. Brett D. Hirsch. Cambridge: OpenBook, 2012. 97-119. Print.
• Brier, Stephen. "Where's the Pedagogy? The Role of Teaching and Learning in the Digital Humanities." Debates in the Digital Humanities. Ed. Matthew K.. Gold. Minneapolis: Univ Of Minnesota, 2012. 390-401. Print.
• Kuhn, Virginia, and Vicki Callahan. "Nomadic Archives: Remix and the Drift to Praxis." Digital Humanities Pedagogy: Practices, Principles and Politics. Ed. Brett D. Hirsch. Cambridge: OpenBook, 2012. 291-308. Print.
• Mahony, Simon, and Elena Pierazzo. "Teaching Skills or Teaching Methodology?" Digital Humanities Pedagogy: Practices, Principles and Politics. Ed. Brett D. Hirsch. Cambridge: OpenBook, 2012. 215-25. Print.
• McPherson, Tara. "Why Are the Digital Humanities so White? or Thinking the Histories of Race and Computation." Debates in the Digital Humanities. Ed. Matthew K.. Gold. Minneapolis: Univ Of Minnesota, 2012. 139-60. Print.
• Spiro, Lisa. "Opening up Digital Humanities Education." Digital Humanities Pedagogy: Practices, Principles and Politics. Ed. Brett D. Hirsch. Cambridge: OpenBook, 2012. 331-63. Print.

Can incorporating visual rhetoric such as Emjoi's within the composition classroom help to expand CLASP student's rhetorical practice in composing both written and multimodal projects?

• To extend composition pedagogy to be more inclusive of visual rhetorical practice.
• To create multimodal projects in the composition classroom that create a vertical framework for visual communicative practice to be interpreted alongside written discourse, as opposed to after it
• To highlight rhetorical practices of CLASP students that have often been silenced in a Western rhetorical framework

Rhetoric and Composition

• Abbott, Don Paul. “Bartolome de Las Casas and Jose de Acosta: The Other as Audience.” Rhetoric in the New World: Rhetorical Theory and Practice in Colonial Spanish America. Columbia: U of South Carolina, 1996. 60-78. Print
• Banks, Adam J. Race, Rhetoric, and Technology: Searching for Higher Ground. Mahwah, NJ: Lawrence Erlbaum, 2006. Print.
• Luke, Carmen. “Cyber-schooling and Technological Change: Multiliteracies for New Times” Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge, 2000. Print.
• Prensky, Marc. “Digital Natives. Digital Immigrants”. The Digital Divide: Arguments for and Against Facebook, Google, Texting, and the Age of Social Networking. New York: Jeremy P. Tarcher. Penguin, 2011. Print.
• Quispe-Agnoli, Rocio. "Spanish Scripts Colonize the Image: Inca Visual Rhetorics.” Rhetorics of the Americas: 3114 BCE to 2012 CE. Ed. Damian Baca and Victor Villanueva. New York: Palgrave Macmillan, 2010. 41-67. Print
• Reed, T. V. Digitized Lives. Culture, Power and Social Change in the Internet Era. London: Routledge, 2014. Print.
• Selber, Stuart A. Multiliteracies for a Digital Age. Carbondale: Southern Illinois UP, 2004. Print.
• Shipka, Jody. Toward a Composition Made Whole. Pittsburgh, PA: U of Pittsburgh, 2011. Print.
• Yancey, Kathleen B. “Made Not Only in Words: Composition in a New Key.” Cross Talk in Comp Theory: A Reader. Eds. Victor Villanueva and Kristin L. Arola. Urbana: NCTE, 2011. 791-826. Print

Methods

Conceptual Framework

Qualitative Study

• Current knowledge of SMS spaces from all students in composition and rhetoric (not just CLASP students)-- Survey
• To follow, survey the ways in which students use emoji's to communicate
• Using the data, note the rhetorical practice of CLASP students
• Project "R" to showcase data
• Viewshare to interpret data and present survey material

• Literacy
• Multiliteracies
• Non-alphabetic literacy
• Technology literacy
• Composition and Rhetoric
• Multimodal composition theory
• Non-Western rhetorical practice
• Visual Rhetoric
• Digital Humanities
• End-user (Pedagogy)
• Access
• Material
• Knowledge
• Pedagogy
• Synthesis of DH and Rhet/Comp
• DH tools-->Rhet Comp application