I have revised my initial presentation on the application of Joseph Maxwell's interactive model of research design. It was especially helpful for me to go through Trevor Owen's blog post again, coming to the information with a more nuanced perspective of not only the field of DH, but also a more concise framework regarding my research project. The second time through reading Owen's blog, I found that I paid more attention to his anecdotal information rather than the "scholarly" discussion of the research design. For me, it was easier to conceptualize the model to fit my specific project by considering the information that Owen's put in the parenthesis in each step of the model. For example, rather than focusing on the "goal" I paid more attention to Owen's advice to think "the reason why you're doing the research". I felt as though reading Owen's post a second time allocated me to view the information as more of a conversation, as though it was a friend giving me advice on a previously confusing subject.
Lucy's Original Research Design Model
You'll notice the deviations I've taken from my initial presentation in component of the research model. After our presentations in class, I feel as though I have narrowed down my project to a more specific focus and approach. In addition, the literature I've chosen to focus on is now gathered from not only composition and rhetoric, but also the digital humanities and its discussions concerning race, pedagogy, and curriculum considerations. Much of my current literature review is focused on literacies because I think for me right now it's important to understand my theoretical framework for why my goals matter to me in this project. As someone who hopes to specialize in multimodal composition in life after graduate school, this work and attention to composing in ways beyond written discourse really matters to me. It helps for me to contextualize the conversations concerning this pedagogy and to situate myself and this project within the conversation. From there I move towards looking to historical uses of visual rhetoric and how it has been traditionally marginalized alongside alphabetic literacy. I have also included sources that pertain to race and issues of access as they are especially pertinent to my focus on how this pedagogy can be beneficial to the CLASP population at WSU. As I situate myself within the conversations pertaining to race, access, and literacy within both the world of composition and rhetoric and the digital humanities, my aim is to begin fleshing out more of my methods section and begin playing with Viewshare and R to get a feel for how my data can be manipulated visually and also navigated in ways that make sense to not only me, but also my students.
Thank you so much and I hope you enjoy the 2.0 version of my presentation
Lucy's Research Design Model 2.0
Lucy,
ReplyDeleteI'm truly impressed by how your project has developed in just the last few weeks. I'm delighted to see that CLASP students at WSU will play such a large role in your research and how you're organizing and delivering your content. I think this will go a long way in reining your project in and acquiring the sort of data you will need to get this off the ground beyond ENGLISH 595. In terms of your goals for the project, I might also consider how your focus on first-year writing projects and curricula prepare CLASP students in a variety of disciplines. Perhaps you could ask as much in the survey you plan on conducting? I'm just riffing, though. Thank you so much for sharing your blog entry with us.
Mark
Lucy,
ReplyDeleteExcellent post! It seems that you've really narrowed your framework and goal. Also, I think your emphasis on CLASP students here at WSU, rather than similar students on other campuses, will give you access to great primary research and insight.Your focus on silence, too, will really allow all WSU comp instructors to reevaluate their practices to ensure they're utilizing the best pedagogy possible. After reviewing both design models side by side, I still have a couple questions concerning the "whys" of your project. For instance, why visual rhetoric? How do think visual, as opposed to alphabetic rhetoric, will connect better with CLASP students? Is there a way in which you predict we can translate the successes of visual rhetoric to alphabetic?
Lacy