While looking at Chapter two, we learn visual structures can either be narrative or conceptual. Chapter three digs deeper into the conceptual category. We start with classificational processes. Classificational processes relate participants to each other in terms of a ‘kind of’ relaxation, a taxonomy: at least one set of participants will play the role of Subordinates with respect to at least one other participant, the Superordinate (p.79).
When looking at the processes in a breakdown similar to Green’s model, some issues that could occur would include:
Unstructured analytical processes- parts may be shown but the way the parts fit together to make a whole are not explained.
Temporal analytical processes- a set of participants is ordered linearly on a timeline and interpreted as the set of successive stages of a temporally unfolding process.
Exhaustive and inclusive analytical processes- a participant is depicted as made up of a number of parts and the structure is interpreted as showing all the parts from which the whole is made up.
Conjoined and compound exhaustive structures- possessive attributes are either connected, by a line lacking a feature of directionality, or disengaged by a layout of the Possessive Attributes which separates them, yet clearly shows how they fit together.
Topographical and topological processes- they are read as accurately representing the physical spatial relations and the relative location of the Possessive Attributes.
Dimensional and quantitative topography- scale based on the quantity or frequency of aggregates of participants that are taken to be identical.
Spatio-temporal analytical structures- two-dimensional charts create a conjunction between a set of such analytical structures and a timeline, for the sake of comparative analysis along an ordered timescale.
Since most important issues associated with new technologies and their associated practices and literacies are largely "hidden". It makes sense for Green to use a visual model to represent his ideas of the three dimensions of literacy. Taxonomies and flowcharts clearly provide two different kinds of knowledge. The one represents the world in terms of a hierarchical order. Its main concern is the ranking of phenomena from the perspective of a single unifying term, be it that of the origin of things, the most generalizing generalization, or that of the highest power. The other describes the world in terms of an actively pursued process with a clear beginning and an end (p.84).
The Jenkins video was pretty interesting and I think I've started to visually structure Jenkins “New Digital Literacies” in my classroom with blogs and smart phone use. I’ve created a five week blog project that students will respond to a specific topic. The smart phone use comes into play with an activity I present at the end of class called “One last word”. I read a fashion related quote to the class and direct the students to search the author of the quote and what their interpretation is.
If I remember correctly, I believe the only time I laid out information in a relational conceptual representation to clarify meaning was with colleagues and understanding what role and responsibility everyone had.
References:
Jenkins, Henry. "TEDxNYED - Henry Jenkins - 03/06/10." Online video clip. Youtube. Uploaded on April 13th, 2010. Retrieved from https://www.youtube.com/watch?v=AFCLKa0XRlw. January 29th, 2015.
Kress, Gunther & van Leeuwen, Theo (2006). Reading Images: The Grammar of Visual Design. New York: Routledge.
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