viz.

"Mulberry Fields" by Lucille Clifton Image Credit: Poetry Foundation

Some treats for your Monday! Because we all need a little poetry in our lives…

Image Credit:  Screenshot of viz. 

Elizabeth's post earlier this week on visual representations of Twitter reminded me of a blog entry from about a year ago by Emily Bloom, who often highlighted New Media pedagogy in her blog posts, and who contributed a wonderful New Media Pedagogy and Visual Rhetoric page.  You can see Emily's "Visual Tweets" entry reposted after the break, or you can link to the original Visual Tweets post and the comments from September 2009. 

Video Credit:  Twitter and World Simulation      

I’m always impressed (and, I have to say, sometimes a bit bewildered) when I hear of instructors who are especially successful in using online social networking in a classroom setting. For an example of what’s lately leaving me pedagogically awe-struck, take a look at the video, posted above. More, after the jump.

Image Credit: Small Screen Scoop

I know that this post is a bit belated, but my excitement in posting this fabulous interview makes me unable to resist the potentially corny title. (And no, while these actresses are not my actual interview subjects, both of them love musicals as much as I do, and one has even written about the musical episode of Buffy the Vampire Slayer, from which this pictures comes.)

In the spring of 2010 viz. contributor Rachel Schneider interviewed Drs.

Image Credit:  Hulu

Glee’s return last night to television with their new episode “Hell-O” not only served to get my students excited this morning before class, but also demonstrated the utility of using rhetorical concepts to analyze the musical genre.  In this unit of my class my students are considering how kairos informs musical performances.

Image Credit:  A Catalogue of 18th-Century British Mezzotint Satires in North American Collections

I thought I’d step back from the contemporary pop culture discussions today to look into two archives with a more historical emphasis:  the Lewis Walpole Library Digital Collection and A Catalogue of 18th-Century British Mezzotint Satires in North American Collections.  Both of these collections offer extensive resources for instructors in eighteenth-century literature, politics, art, and culture.

Image credit: screen shot of Emergence of Advertising in America database 

On March 26^th  Noel will be leading our workshop on Best Practices for Digital Images here at the DWRL and in preparation for that meeting many of us at viz. are compiling several blog postings on image databases.  This week Rachel posted about Radical Software—a database that provides access to work done in the ‘seventies with the creation of and theorizing about digital and video media.  I’d like to take us back even further to a database dedicated to making available early advertising images from the mid-nineteenth century through to the 1920s.  I found Emergence of Advertising in America, 1850-1920 to be extremely entertaining to browse and can easily imagine integrating it into my classroom practice.

Image Credit:  Screenshot from Radical Software

H/T:  Chris Micklethwait

As Noel prepares to lead a Best Practices for Digital Images workshop here at UT, the rest of us in the Visual Rhetoric group hope to make some of this work public here on viz. for others to use.  One website that presents some interesting work done in the 1970s that theorizes the use and creation of digital/video media is Radical Software.

(Image Credit: Google LitTrips)

As I’ve been previewing Google Earth educational applications on the web, I’ve noticed that while many disciplines (science, geography, history) are using Google Earth to engage students and invite them to create within the software, applications for the English classroom (at least those that are featured and discussed on the web) overwhelmingly take the form of teacher-made presentations.  I imagine that this tendency speaks to an ongoing conservatism about the design of writing assignments, a desire to retain the five-page paper as the product of the literature and writing classroom.