I originally signed up to take a digital rhetoric class because I
felt that as a writer, as a student in the program in Writing &
Rhetoric, and most importantly as a future ELA teacher, I think it's
important to know about digital rhetoric.
Ten years ago our world wasn't as hypermediated (I'm not sure that's a
word, but you get what I mean) as it is today. Green Day sang in their
2004 song "American Idiot" we live in the "information age of
hysteria." They were clearly referring to the internet in that lyric
(the way the internet was circa 2003/2004) Back then, YouTube didn't
even exist. It's hard to believe.
pop punkers Green Day clearly understood a thing or two about the new "net"
Social media changed the face of the internet. It started with sites
like Friendster and Myspace, and eventually those sites got overrun by
Facebook, Twitter, Instagram, Tumblr & Reddit. I would say most
people who go on the net now log into at least one social media site
once an hour, if not more often than that.
The internet is a shadow of the internet it was back some 15 years ago. (Where has the time gone?)
Since the internet is so different than it was 10-15 yrs ago, writers
and educators need to become aware of how to use the "new internet" to
their advantage. My goal in taking this class was to learn a little
something about the history of the net, and how to use the "new"
internet to my advantage, not just in the classroom, but also, in the writing
field.
I think I learned what I hoped to learn in the class. I'm still
confused about why/how video games are a part of digital rhetoric, but
it was interesting to learn a little something about video games and
stuff, because I have met quite a few gamers, and I do hate being
clueless when conversing with them.
When I first signed up for my discussion lead, I chose the week
centered around digital storytelling because that was one of the topics I
found most intriguing. As a writer, I'm always fascinated with/by new
ways to tell my stories/get my stories out there. By learning about
digital storytelling for my final project, I was able to see different
ways/mediums to tell/share stories-- ways that are not only inspirational
for me as a future ELA/Writing teacher, but also, inspirational for
myself as a writer. I was also glad I worked with Camtasia 2 for my
project. Being able to record off sites like YouTube helped me be able
to tell my story without having to hire actors to work on a scene.
Camtasia helped me use the power of music videos to be able to remediate
my story, and create a remix. I had never worked with remixing video
footage, or audio files before, but it was something I enjoyed partaking
in. I also felt that by creating remix of the videos I used, and
remixing audio files of various songs, I was living out what I had
presented on during my discussion lead, which was kind of cool. I read
about this stuff for my discussion lead, but I had never done it myself.
I liked doing it myself, and learning. I had a good time with the
project, and I look forward to finishing it/sharing it.
Aside from the digital storytelling aspect of the class, I think my favorite class week was the one where we discussed memes. Memes are great. But learning about them in school. That's even more awesome.
Overall, I'm really glad I took Digital Rhetoric this semester. I
wish my friends were in the Writing Program so they could have taken
this class with me, since it seemed everyone took the class with their four
best friends. But aside from that minor weekly disturbance, I think it was a good
class, and I'm glad I took it.
In the summer of 2012, Olympic fever was running high. Everyone was rooting for their favorite athlete to win gold. As we watched the winners take gold, and second place champs get silver & bronze, we never expected one of those second place champs to steal the spotlight for a bit. But, like all things unexpected, it happened. And we loved it.
I'm talking about that famous smirk US gymnast McKayla Maroney displayed after she won her silver medal for vault.
She wasn't happy with her achievement, and she let it show. And to all of us who have ever known the disappointment of getting second place, we sympathized BIG TIME.
And then it happened.
Somewhere, some person captured McKayla's thoughts, and gave life to her frozen expression of utter annoyance. And the world freakin' loved it.
It's not that McKayla was annoyed at the second place "victory." No, McKayla had proved herself to be quite the little prissy little princess during her time in London.
And princesses don't get disappointed, or annoyed. They simply are "not impressed" with their score. Not Impressed.
But users of the internet didn't care what the reasoning was behind McKayla's "not impressed" facial expression. It just worked. It was funny. It was perfect. It was priceless. And so it went viral.
McKayla started showing up in the most random pictures, standing there in her silver jacket, reflective of her silver "not impressive" win. She traveled all across the internet, inspiring other memes. It was quite the phenomenon. But like all good things that go viral, her fierce five weeks of fame, eventually came to an end. I'm pretty sure was "not impressed" about that.
A man on the moon. McKayla Maroney is not impressed.
Meme's, like McKayla's meme, feed off of recent events. At the time, in 2012, everyone had Olympic fever. The "fierce five" were everywhere. Consumers of internet culture wanted to know every last thing about their whereabouts. As such, we all appreciated McKayla's cynical smirk. But as soon as the Olympics were over, and something else became more relevant, the world's obsession with McKayla's "not impressed" expression faded out, and other meme's took over.
A Few of My Favorite Meme's:
McKayla's "not impressed" meme is the meme that got me to pay better attention to meme's. Prior to seeing her smirking face plastered throughout my twitter and Facebook feeds, I hadn't been the type to pay attention to meme culture, or re-post my own meme's.
And then "not impressed" happened. Suddenly, I wanted in on the action. I wanted to post meme's too, because meme's had this awesome ability to reflect my own thoughts without having to physically type the emotions I was feeling.
Meme's are fun! They're fun to share in social media posts. Personally, what I love about meme's is how they take parts of pop culture and offer a new interpretation through remediation & remix culture.
The "Condescending Wonka" meme's are a perfect example of that. In the "Condescending Wonka" meme's Willy Wonka gets a sarcastic, snarky makeover. The movie is being remixed to create meme's that offer a viral sensation. Internet users love these meme's because they love Willy Wonka. Willy Wonka is a part of pop culture, and the fact he has been re-worked into this condescending, patronizing jerk.... internet users, especially Millennial internet users LOVE it.
The above gif is taken from the original 1971 Willy Wonka movie. See how Wonka's sarcastic comments from the film get re-worked in the "Condescending Wonka" meme below.
I love how the Condescending Wonka memes come in all shapes & sizes.
This one is so solid. I love how he mocks all the users of Instagram.
My personal favorite: (Sorry, Starbucks drinkers, but Starbucks is seriously overrated)
While the "Condescending Wonka" memes typically feature Gene Wilder as Wonka, some people choose not to forget that Johnny Depp also embodied the iconic character in the 2005 remake.
Both the Gene Wilder and Johnny Depp Wonka meme's remix the original movies, by editing an existing material to create a new product (the meme) They also serve as remediation.
Meme's are ideas, behaviors, or styles that spread from person to person within a culture. Meme's are usually spread via social networking, or blogs. While there is a fine line between image macro's and internet meme's, the main difference between a macro and a meme is how viral the image goes. In the case of Condescending Wonka, the image is viewed as a meme because it's been a viral sensation for the past 2 years.
Another meme I LOVE are the LOLCats meme's. I have been guilty of re-posting these meme's within my own social media.
But NEVER-THE-LESS, I've been a big fan of the LOLCats meme's, so even though I've covered a lot of ground in this post, I figure it's necessary for me to share some of my favorites.
There are countless others, but those a few of my faves. LOLcats plays off the internet's obsession with cats. Alternative punk band, The Nearly Deads, used the internet's obsession with cats in their music video for their song "I Said" The lyric video features a bunch of LOLcats, playing off the popularity of the meme.
Check out the video and see for yourself. This band is awesome:
In my opinion, Grumpy Cat is the meme response to LOLcats (which by the way got so popular, you can even buy LOLCats merch.)
Grumpy Cat is another meme the internet loves.
Yup. GC is awesome.
The internet is awesome.
This post has been longer than I expected, so type for me to "meme" out.
21 years ago, in March 1995, Ward Cunningham invented the WikiWikiWeb. The concept was based off of the offline HyperCard Stack System that Cunningham had used in the late 1980s. He came up with the term "wikiwiki" which was later shortened to "wiki" after he was at the Honolulu International Airport, and an airport employee directed him to take a "wiki wiki" shuttlebus.
the Wiki Wiki Shuttle circa the 90s?
the Wiki Wiki Shuttle still exists today!
Wiki Wiki means "quick" in Hawaiian. The idea behind WikiWikiWeb pages was that content could be edited quickly by the user's of the site. Initially, Cunningham was going to call his new site Quick Web, but instead settled on WikiWikiWeb. The purpose of WikiWiki Web was to make the exchanging of ideas easy for everyone. Ward Cunningham's WikiWikiWeb can be viewed here: http://c2.com/cgi/wiki?WikiWikiWeb 2014 interview with Ward Cunningham:
So, what is a Wiki?
A wiki is a collaborative website. The content on a wiki site can be edited by visitors to the site. This unique feature of the wiki allows users to easily create and edit web pages collaboratively. Wikis not only an ample source of information/knowledge, but they are also a great tool for collaborative writing/authoring. Wikis also allow for visitors to take part in discussions, and share information among participants in group projects. It is no surprise that Wikis are major components of a Web 2.0 classroom. Wiki in a Web 2.0 classroom A "web 2.0" classroom utilized web 2.0 tools. Web 2.0 tools are characterized by how easy they are to use & their "rapidity of deployment" which makes information sharing, and collaboration possible. Web 2.0 tools require little technical skill. With Web 2.0 tools users are able to focus on the learning task by "seeing through the technology they are using." Web 2.0 tools include blogs, wikis, podcasts, and RSS feeds. They are viewed as "social software" because they encourage users to develop web content collaboratively and open for all to read. Wikis involve learners in their own "construction of knowledge." Wikis allow users to engage in dialogue, share information with one and other.
Wikis are distinguished from other websites due to their unique information sharing & collaborative features. Wikis support computer based collaborative learning. Collaboration occurs through the technology, which expands education & research. Wikis strengthen peer interaction in a class, and group work. Assisting in the sharing & distribution of knowledge among a group of learners, Wikis promote communication among students, cooperative learning, and are said to reduce competition in the classroom. Collaborative learning is strongest when it takes place in a "community of practice." A community of practice is a group of individuals who take part in collective learning in a shared domain. In this scenario learning takes place as a collaborative group process. Wikis are the knowledge platform for a community of practice where the members of the community sharing their knowledge with a group, post interesting informative pieces, work together, and discuss issues. The Constructivist Perspective Constructivism focuses on how learning happens. It centers around the idea that knowledge is constructed as oppose to given. Constructive learning engages students in meaningful learning. Constructive learning is active, manipulative, constructive, reflective, intentional, authentic, challenging, real world, cooperative, collaborative and controversial. An explanation of the above terms: -Active & Manipulative learning gets students with interacting & exploring the learning material. This type of learning provides opportunities for students to see the results of their manipulation -Constructive & reflective learning enables students to integrate new ideas with old knowledge to enable learning through reflection. -Intentional learning provides students opportunities to focus on their learning goals, and monitor their progress -Authentic, challenging, and real world learning provides helps students understand & take the new knowledge they've learned and apply it to new situations. -Cooperative, collaborative and controversial learning provides students the opportunity to connect with one and other to clarify ideas, seek help, discuss problems/solutions. There are many benefits to a constructivist online learning environment, so much so this is the reason Wikis have been introduced into the classroom. Wikis are also known to play a key part in students' reflection process. Reflection is one of critical factors in constructivism, Wikis also serve to enrich the students' learning experience.
Wikis also allow for students to collaboratively build resources In reflective learning, learners are encouraged to reflect on their experiences. Wikis not only permit reflection for the individual, but they also encourage such reflection be done collaboartively. Since wikis are easy to use, they become a valuable classroom resource that promotes collaborative, constructive learning that everyone can partake in. Wikis also promote both peer & teacher discussion, something social constructivists feel is important (social constructivists believe students learn through "social & communal activities'") Wikis promote a strong sense of community, and focus on the community as opposed to the individual learner.
Wikis can also be helpful in narrative analysis. The collaborative essence of a Wiki also allows for teachers & students to work together on a topic whether that be writing an article. A wiki could even be an object of learning.
In 2007, when Parker & Chao published this article, the use of wikis in the classroom was just starting to be on the rise. Colleges were only just looking into the value of wikis to promote learning. The wiki can be used in all types of education including composition, literature, philosophy, online education, design engineering, symbolic logic and math. There are many educational aspects of the Wiki: -Students can use a wiki for research projects/ the wiki can serve as a documentation of their work -Students can create summaries of their thoughts from assigned readings, thus creating a collaborative annotated bibliography -publishing course resources handouts/syllabi. By having such material on the wiki students can comment/edit directly on the Wiki -Teachers can use wikis as a place where students can share reflections/thoughts on a class. -Wikis can be used to map concepts. They're also helpful for brainstorming & editing a Wiki topic. -Wikis are a great presentation tool. They are also a good place to directly comment/revise -group authoring Wikis can also be used for classroom activities such as distributing information, "collaborative artifact creation," discussion and review. Wikis are also good for 'project based learning', collaborative story writing, and interdisciplinary/intercultural learning. They are also a tool for elearning, icebreakers There are 4 diff forms of an educational wiki -single user wiki This type of wiki allows for an individual to collect & edit his or her own thoughts -lab book wiki. This type of wiki allows students to keep notes online. -collaborative writing wiki. This type of wiki is used by a team for joint writing. this is typically most common & seen in the videos below, -knowledge base wiki. This type of wiki provides a knowledge deposit for a group
WikiSpaces is a popular Wiki site for educators
a classroom wiki with wikispaces
how a wiki works in a classroom Wikis can also be used for Writing Assignments Wikis work well for writing assignments as students can use a wiki for reflection, reviewing publication, observing written results. A wiki can also stimulate writing, if a student is having difficulty. Wikis promote close reading, revision/editing. They also focus on writing as a process and ease students into writing for a wider audience
Innovative ways to use wikis in composition -class project that is utlizing referece or encyclopedia format -a project that does not require individual authoring -a class/group project that requires students to locate websites related to a topic & then annotate them -a handbook/textbook A student could create their own grammar book that would be compiled by the class. Rick, Guzdial, Carroll, Holloway-Attaway and Walker examined 2 English Comp classes that were taught by the same instructor. One class used CoWeb, a wiki based tool,while the other class used a threaded online discussion format. CoWeb outperformed the discussion thread format. Wiki publishing tools help students become authors, who collaborative publishing creates authentic writing activities for students. Wikis can lead to collaborative creative writing in a class. With online classes on the rise, wikis can be great tool in an online class. They can be used to expand discussion groups, and exchange ideas with other classmates. They can be used for projects, etc. They can also be used to "facilitate online learning groups" Wikis can also be used as an icebreaker for online groupwork. Wikis enhance social interaction. They can be used to collaborate class notes to create projects such as a wiki textbook. However, there are some downfalls in using a wiki in an online class. For example: -all content is modifiable by any user -all content is public -wiki is forever evolving Wikis are also extremely popular in ESL classrooms. Other Uses Wikis can also be used outside the classroom. Career Centers use wiki pages a place to organize content for job postings. They can also serve as a place where college /university students can voice their opinions about things on campus, like a giant message board.
Chao shows how wikis were used for student project development in a software engineering course. Wikis were used for the software development activities, which included: -project planning: -Requirements management: -project tracking: -test case management:
Wikis are generally successful across disciplines, however in math, computer science, and engineering it was found to have little use/value. Notari states that collaboration is only successful if students have guidance.
The Wiki v. The Blog
Wikis *are designed for collaborative learning by everyone *organize information by topic *information is editable, so it stays constantly current, evolves, and expands *Wikis are easier to browse
Blogs *authored by one person. *blogs organize information in reverse chronological order, creating more of a historical record. *Blogs rarely change once they are posted. *The reverse chronological order makes blogs difficult to find all the postings on a particular topic/browse through postings on that topic. Discussion Questions: 1. Has anyone ever used a wiki in their class (whether you were a student who used a wiki, or a teacher who used a wiki) What wiki service did you use? Did you find it helpful?
2. Has anyone used Wiki on their own? 3. Parker & Chao paint the Wiki as "all good," but are there downfalls to using a Wiki?
4.What are some benefits of using a Wiki in a class? 5 Which would you prefer using? A wiki or a blog? 6. I was really surprised the WikiWiki shuttle bus still exists at Honolulu International Airport. Do you think when people go to the airport there, they know that bus inspired the term, or do you think they think about the term? (I know I would!) To answer the "blog post" question, I would use the wiki or portfolios in my class to have students do collaborative writing assignments. I really liked the suggestion Parker & Chao suggested of making a group storybook, so I would probably do something like that with my class.
Eyman's 3 Theories of Practice for Digital Rhetoric: A Study
Digital Rhetoric can be put into practice in 3 ways.
1. Through pedagogy (teaching)
2. Publication (about
and instantiating the scholarship of digital rhetoric) 3. Through production of multimodal, new media, and other digitized texts.
Eyman explores these 3 types of practice throughout the chapter.
Two important things to know about Douglas Eyman in order to have a better understanding of certain parts of the chapter. 1. A little background on Eyman: Eyman was first inspired to look into the teaching of Digital Rhetoric, after taking a graduate Digital Rhetoric class at Michigan State University. Upon completion of the Digital Rhetoric class, he began work on an article about teaching digital rhetoric for the group digiRhet.org. The group (digiRhet.org) was formed from the digital rhetoric course taught at MSU by Danielle DeVoss. Eyman's article, Teaching Digital Rhetoric: Community, Critical Engagement & Application was featured in the Spring of 2006 issue of Pedagogy. The article he wrote focused on 3 key elements, which Eyman believed were foundational in the teaching of Digital Rhetoric. The 3 key elements are as follows: - an understanding and developing a sense of community both online & in the classroom - a critical engagement with the technologies of production - delivery and a method for developing facility with the applications that support the production of digital texts 2. Eyman was also editor and publisher of the online peer reviewed academic journal in writing studies, Kairos. Kairos is one of the few academic journals to publish work that "falls outside the traditional print scholarly article." (Eyman, 124) It is for the reason, (and Eyman's time spent as publisher and editor of the journal) that he chooses to draw from Kairos for many of his examples throughout chapter 4.
About the Chapter:
Chapter 4 is divided into 3 main sections, highlighting each of the 3 theories of practice. The first section focuses on 3 college courses that utilized Digital Rhetoric.
The first course Eyman looked into was Sarah Arroyo's Digital Rhetoric class. Sarah Arroyo taught a graduate Digital Rhetoric class at California State University: Long Beach during the Spring '09 semester. Arroyo chose to examine Digital Rhetoric through a cultural studies lens. In Arroyos
syllabus, she claims that "digital writing performs and analyzes and critiques.
Instead of only critiquing digital culture, were now able to critique the culture
within the medium." (Eyman, 114) Over the course of the semester, Arroyo had her students examine a set of theoretical theories as put forth by Roland Barthes, Giorgio Agamben, and Greg Ulmer by making short digital movies or web based multimedia projects. Arroyo's class did not include readings on classical rhetoric, but rather focused on contemporary rhetorical theory combined with readings on social networking, YouTube, and new media. Arroyo also readily used Ning ( Ning ) to allow her students to "easily set up a shared social networking site where participants can upload text in the form of blog posts, images and video. Ning also includes built in integration with Facebook, Twitter, and YouTube (Eyman, 115)
By having a social networking aspect of her course,
Arroyo follows the "digiRhet recommendation of providing ways for students to
experience and not just critique online community as a key feature of digi
rhetoric practice. Arroyo also requires students engaged with each other via
online discussions." (Eyman, 115)
Arroyo's course places an importance on producing digital texts, and having the writing papers accompany the digital text. This is another part of her course that goes in line with the "digiRhet
recommendation" Eyman outlined at the beginning of the chapter.
The second course Eyman looked into was Byron Hawk's Digital Rhetoric class.
Hawk's class was an advanced undergraduate class. Like, Arroyo he used the readings of Greg Ulmer, and used Ning. He chose to study digital rhetoric through a rhetoric lens. His course mainly focused on the internet's impact on writing, since his course was more revolved around digital composition. According to Hawk's syllabus, "the understanding of digital writing is always in the process and understood through the process of participation & production." (Eyman, 116) Hawk had his students examine other social networks, aside from Ning, and keep vlogs. Like in Arroyo's class, Hawk's students were required to do 2 projects, though the main difference between Arroyo's two projects, and Hawk's two projects were that Arroyo required a paper accompanied with both projects, while Hawk only required a paper to be accompanied for one project. The second was completely multimodal.
The third course Eyman looked into was his own course (I'm not sure where this was taught)
Eyman's class differed from Arroyo's & Hawk's in that his class focused exclusively on production, and not on theories of critiques of Digital Rhetoric. Most of the coursework in Eyman's class revolved around completing a series of coding & designing activities. His focus on rhetoric is only during "site critiques" ( Eyman, 118 ) and class discussions.
In Eyman's class, he does use a text by Jesse James Garrett. Garrett's text presents a web design and development process that uses 5 planes. Eyman uses Garrett's 5 planes to classical rhetoric, where each plane has a purpose. The strategy plane focuses on audience and "product objectives," the scope plane addresses "functional specifications" (Eyman, 118) which is invention, the structure & skeleton plane which focus on interface design are arrangement and so on.
Eyman views his course not so much a study of Digital Rhetoric, as opposed to a class that uses digital rhetoric to create special kinds of digital texts.
After going over the 3 classes that put Digital Rhetoric into practice, Eyman shifts gears, and focuses on his second theory of practice: digital rhetoric scholarship.
Digital Rhetoric in Practice: Digital Rhetoric Scholarship
When studying
Digital Rhetoric, it's important to not just focus on research on Digital Rhetoric, but rather, as scholars
we need to highlight "the publication of scholarly work that is presented as
digital text, utilizing digital rhetoric to craft the research itself within the framework of
new media." (Eyman, 119)
Eyman provides a selection of works (from Kairos) that he feels demonstrate scholarly use of digital rhetoric, beginning with Jim Zappen's work.
Jim Zappen's, 2005 article "Toward a Digital Rhetoric" focuses on 4 main areas, which are:
-re-configuring rhetorical traditions for digital text
-defining the characteristics of new media
-developing digital identities
-forming online communities
Zappen sees the work of rhetoric as "taking up rhetorics of technology as well as taking technological invention, process, and text as an object of study." (Eyman, 119)
Zappen then uses Laura Gurak's examination "rhetorical proofs at work in two online debates that focus on then-new technologies and their effects on users." (Eyman, 120) Although, Gurak's analysis is more on the function of ethos in the online debate, her analysis also provides an "investigation of the character of the discourse within the context of digital media and a consideration of the rhetorical moves deployed by the technology makers and markers." (Eyman, 120) For Zappen, Gurak's work defines the characteristics of new media. Gurak says that "speed, reach, anonymity, and interactivity are the key elements of digital communication." On the other hand, Ian Bogost claims speed, reach, anonymity simply characterize the aggregate effects of networked computers.
Zappen sites
Sherry Turkle’s 1995 piece, Life on the Screen: Identity in the Age of the Internet as a focal point for his focus on identity, and he focuses on social
networking researchers for looking at ways to build community.
Eyman continues
to talk about the importance of community building, as he examines two
articles.
In one of the
articles, Christian Pentzold, studies how authors of Wikipedia “articulate
community by examing online discussions among editors.” (Eyman, 121) Pentzold states that "the Wikipedia community sees itself as an ethos action community that follows
a specific ethic that has developed through shared practice.” (Eyman, 121) While Wikipedia authors
aren’t using rhetorical theories and methods, they’re getting a rhetorical
conclusion.
Giuseppe Getto,
Ellen Cushman, and Shreelina Ghosh "approach the question of new media from a
new media composition perspective." (Eyman, 121) Their approach is "rooted in rhetorical
understandings of community and identity." (Eyman, 121) For Getto, Cushman & Ghosh, it was about gathering data & examining a community which they participated in rather than taking data from communities they weren't a part of.
Another area of "continual development in digital rhetoric research" (Eyman, 122) is research that focuses on methods & methodologies. In Towards a Mediological Method; A Framework for Critically Engaging Dimensions of a Medium, Melinda Turnley uses Regis Debray's development of mediology as "an interdisciplinary method to develop a framework specific to new media production from a writing studies perspective." (Eyman 122) Using the framework she developed, Turnley shows how her framework "can be applied as a generative rubric for the assessment of digital texts and performances." (Eyman, 122)
Eyman then goes on to review 4 webtexts that were published in Kairos between 2004 and 2011.
The first webtext he looks into is Ellen Cushman's, Composing New Media, which focuses on "the requirement of interaction" In this webtext, the user can move elements, click on them, use the mouse to go over them in order to achieve various effects. Users are presented with a "new screen of interactive possibility in response to their actions." (Eyman, 125) Users are "required to play with the interface in order to access enough of the overall design and to begin to understand the argument is about design choices and about both the constraints and affordances of interactivity itself." Cushman offers an explanatory text that addresses the goals & the argument of the webtext but users will not be able to find that text unless users find themselves through interacting with the design. This text is all about interactivity.
The next webtext
Eyman looks into is titled Resituating and ReMediating the Canons.
This webtext
looks into re-imagining "the canons of classical rhetoric through a cultural
historical activity theory lensand then provides examples of how such a
revision would be enacted in the production of digital texts." (Eyman, 125) The authors
structure this by "providing a series of jointly authored data nodes that are
arranged around a central core argument." The data nodes centered around the argument use different media while focusing on different topics and ideas, The authors main argument here is that "a new set of canons is needed to resituate rhetoric in complex sociohistoric worlds and to realize not simply a consistent multimodality, but a deep orientation to to mediated activity and agency.'"(Eyman, 126)
In Wunderkammer, Cornell and the Visual Canon of Arrangement Susan Delagrange "presents a digital wunderkammer (a box of curios that has doors and drawers containing smaller objects) that the user opens to examine each of the elements of the argument." (Eyman, 126) This work focuses on arrangement in digital rhetoric. Delagrange's approach to arrangement is carried out by mapping in re mapping
In the Importance of Undergraduate Multimedia: An argument in Seven Acts the webtext, built in Adobe Flash player uses text, audio, video and animation in a series of seven vignettes each drawing on a different media metaphor. The seven vignettes take part in a tower configuration of a PC, flash drive, MacOS Interface, dj turntables, comic book, antique camera, and a super 8 projector
Each piece re-imagines the medium/platform. For example, the comic book features an animated computer screen in one panel and a movie in another. "Each act has it's own visual & audio aesthetic" (Eyman, 127) Each act is persuasive & uses remediation.
The argument is about the importance of teaching multimedia production in undergrad curriculum in rhetoric, but also it looks at remediation.
Digital Rhetoric in Practice: Parodies & Remixes
The final practice Eyman examines is Digital Rhetoric as it is "employed in the production of a range of digital texts, websites, remixes, multimodal composition, and games." (Eyman, 128) Eyman, again, reviews texts beginning with Warnick.
In her book, Rhetoric Online, Warnick focuses on two examples that use parody as a "rhetorical trope" to engage in "political speech & media activism." (Eyman 128) The first one is "This Land is Your Land" as seen here:
This parody pokes fun at the 2004 Bush/Kerry Presidential Campaign
The second parody "The Drugs I Need" critiques the pharmaceutical industry. The rhetorical appeal of these parodies is in their intertextuality. The parody's draw on the messages that are being conveyed. By getting users attention, the creators of the videos can influence viewers thinking.
Video of "The Drugs I Need"
Losh, in her text, Virtualpolitik examines political speech, though she is "more concerned with the deployment of digital rhetoric as a means of power & control on the part of governments & bureaucracies." 129 Losh also sees the "rhetorical construct" in parodies, though she focuses more on the processes that make the parody possible.
In Ian Bogost's Persuasive Games, Bogost "argues for a new digital rhetoric approach he refers to as "procedural rhetoric" because the internal logic of processes within the digital texts supports the persuasive activites of those texts." (Eyman, 129)
In the Mix
Next, Eyman goes onto look at a series of examples that require "specific engagement with digital rhetoric methods." (Eyman, 130 )
The first example he looks into is spam poetry.
Spam poetry was a phenomenon that came about with the existence of the site spam-poetry.com around 2003. While, the website no longer exists, but spam poetry is alive and well. Spampoetry.org spampoetry.org still exists, and apparently still takes submissions.
Check out this YouTube video of a guy reading spam poetry aloud:
Author Johnathan Lethem offered stories on his site to "appropriate, remix, and adapt." (Eyman, 130)
Micah Ian Wright's Propaganda Remix Project takes classic wartime propaganda posters and replaces them with new slogans.
The blogger "Canis Lupus" did a parody mix of Jack Valenti's "Moral Imperative Speech" at Duke. He changed Valenti's anti piracy message into a pro fair use speech.
Peter Gabriel promotes remixing of his own and others artists' work at Real World Remixed
Then there was the anonymous artist who created the mashup of 50 Cent's smash hit "In Da Club" & "Yakkety Sax" This is considered a mashup and not a remix because the two audio files were layered one on top of each other and not edited for content. While, I could not find the original audio for the mashup (the video was deleted) I did find this Sim video that features the mashup, while featuring a nice remediation of the Sims.
Alanis Morissette did a parody video of the 2005 song "My Humps" Without changing the lyrics, she created a ballad out of a pop, which seeks to provide lyrical commentary.
Alanis Morrissette "My Humps" parody video:
Johan Soderberg did a video that took clips from Bush's speeches & Tony Blair's speeches. He combined their speeches to create a remix of Lionel Richie & song "Endless Love"
Another popular form of video remixes are anime music videos. These are videos in which clips from anime cartoons are edited together to create a video to a song a remixer has chosen.
Here is an example of a REALLY GOOD Anime Music Video:
Israel's DJ Kutiman used multimodal composition, appopriation and remix to create his thru-you project. In his thru-you project, Kutiman took clips from several 100 videos posted to YouTube, extracted the audio and remixed the content into an album full of songs. He also cut the video together, and provided access to the original authors.
Here is an example of Kutiman's work:
The story of Sean Tevis.
Sean Tevis ran for Kansas State Representative in 2008. He drew national attention
to his campaign when he drew a cartoon that was an homage to web comic XKCD to
explain why he was running for office. XKCD is a
popular webcomic that first launched in Sept 2005 among those who are internet
savvy Its available under the creative commons attribution non commercial 2.5
license.
Basically, Tevis's comic (which drew on parody memes of the film "300") was so impressive, readers of XKCD noticed it and started circulating it through blog & agreggator sites. The link got more & more circulated. Ultimately, Tevis comic went viral, which got him noticed by mainstream media which led him led him to getting TV/print interviews and a lot of notoriety.
Sean's Comic:
Tevis's "use of the comic format, intertextual references, and knowledge of how to leverage aggretator sites and blogs for circulation" (Eyman, 133 ) qualifies this as an example of digital rhetoric in use He even went so far as to place a message in HTML code on his campaign website that featured the comic. Tevis used all his persuasive resources to appeal to the public to support his candidacy. Unfortunately, he lost.
Final Thoughts
1. Supposing you were a student in Sarah Arroyo's class, do you think that acting out the theories of the would help you better understand the theories? Has anyone ever done anything like that in a class you've taken?
2. Has anyone ever used Ning? How do you think using a site like Ning provides for a more enriching experiencing then say, using the discussion forum on the SBU website? Would you use Ning in your classroom?
3. Do you think the 4 webtexts Eyman describes would actually help students with rhetorical processes in a writing class?
4. Do you think Parodies play a role in effecting outcomes of elections or forms of activism?
5. The book states the Alanis Morrrissette's remix of "My Humps" focused on the lyrics of the song more. I disagree. But what are your thoughts on that?
6. Do you think that "going viral" is a way to achieve success in running for political office?
Works Cited:
Eyman, Douglas. Digital Rhetoric. San Francisco: Creative Commons, 2015. Print.
