New media reading strategy

This dissertation addresses the need for a strategy that will help readers new to new media texts interpret such texts. While scholars in multimodal and new media theory posit rubrics that offer ways to understand how designers use the materialities and media found in overtly designed, new media texts (see, e.g,, Wysocki, 2004a), these strategies do not account for how readers have to make meaning from those texts. In this dissertation, I discuss how these theories, such as Lev Manovich’s (2001) five principles for determining the new media potential of texts and Gunther Kress and Theo van Leeuwen’s (2001) four strata of designing multimodal texts, are inadequate to the job of helping readers understand new media from a rhetorical perspective. I also explore how literary theory, specifically Wolfgang Iser’s (1978) description of acts of interpretation, can help audiences understand why readers are often unable to interpret the multiple, unexpected modes of communication used in new media texts. Rhetorical theory, explored in a discussion of Sonja Foss’s (2004) units of analysis, is helpful in bringing the reader into a situated context with a new media text, although these units of analysis, like Iser’s process, suggests that a reader has some prior experience interpreting a text-as-artifact. Because of this assumption of knowledge put forth by all of the theories explored within, I argue that none alone is useful to help readers engage with and interpret new media texts. However, I argue that a heuristic which combines elements from each of these theories, as well as additional ones, is more useful for readers who are new to interpreting the multiple modes of communication that are often used in unconventional ways in new media texts. I describe that heuristic in the final chapter and discuss how it can be useful to a range of texts besides those labelled new media.

Moving Beyond Hastiness and Superficiality: Being an Ethical Technical Communicator via Digital Communication Technologies in Health Care

This thesis examines digital technologies used by technical communicators in healthcare settings. I show that technical communicators, who function as users, advocators and evaluators, need a useable framework for ethical engagement with digital technologies, which integrally affect the physician-patient relationship. Therefore, I apply rhetorical methodology by producing useable knowledge and phenomenological methodology by examining lived experiences of technical communicators. Substantiation comes from theories spanning technical communication, philosophy, and composition studies. Evidence also emerges from qualitative interviews with communication professionals working in healthcare; my concerns arise from personal experiences with electronic recordkeeping in the exam room. This thesis anticipates challenging the presumed theory-practice divide while encouraging greater disciplinary reciprocity. Because technical communication infuses theory into productive capacity, this thesis presents the tripartite summons of the ethical technical communicator: to exercise critically-reflective action that safeguards the physician-patient relationship by ways of using digital technologies, advocating for audiences, and evaluating digital technologies.

ENVISIONING QUEER THROUGH DIGITAL MEDIA: DEVELOPING A COMMUNITY-BASED WORKSHOP IN MEDIA ANALYSIS FOR LGBTQIA+ YOUTH

This project consists of a proposed curriculum for a semester-long, community-based workshop for LGBTQIA+ (lesbian, gay, bisexual, trans*, queer or questioning, intersex, asexual or ally, "+" indicating other identifications that deviate from heterosexual) youth ages 16-18. The workshop focuses on an exploration of LGBTQIA+ identity and community through discussion and collaborative rhetorical analysis of visual and social media. Informed by queer theory and history, studies on youth work, and visual media studies and incorporating rhetorical criticism as well as liberatory pedagogy and community literacy practices, the participation-based design of the workshop seeks to involve participants in selection of media texts, active analytical viewership, and multimodal response. The workshop is designed to engage participants in reflection on questions of individual and collective responsibility and agency as members and allies of various communities. The goal of the workshop is to strengthen participants' abilities to analyze the complex ways in which television, film, and social media influence their own and others’ perceptions of issues surrounding queer identities. As part of the reflective process, participants are challenged to consider how they can in turn actively and collaboratively respond to and potentially help to shape these perceptions. My project report details the theoretical framework, pedagogical rationale, methods of text selection and critical analysis, and guidelines for conduct that inform and structure the workshop.

Living with Differences: From Everyday Fundamentalisms to Invitational Communication

This project examines fundamentalism understood as an everyday way of living poorly with difference. It demonstrates that the fundamentalist is not reducible to stereotypes of the terrorist, extremist, irrational madman, or religious zealot. All of these characterizations--common in mainstream media--depict the fundamentalist as them, and rarely, if ever, as us. Rather, this project understands fundamentalism in terms of fundamental interpretive constructs that constrain our ways of being-with others, skew our interpretive and responsive possibilities, distort our perceptions of difference, and affirm our poor treatment of others. Following Martin Heidegger's conception of the hermeneutic structure of existence, this dissertation calls attention to the ways in which such fundamentalisms filter our interpretation. Yet the hermeneutic character of existence also highlights the incompleteness of any particular frame of interpretation and indicates the possibility of alternative interpretive responses. The project turns to a feminist theological hermeneutic in order to indicate more hopeful and liberating ways of living with difference, ways that point beyond everyday fundamentalism toward invitational communication. Through new readings of familiar biblical narratives, this dissertation revisits the fundamentalisms that trigger these narratives in order to draw out an alternative feminist theological hermeneutic, or what is termed here an invitational hermeneutic. Each story offers unique ways of making sense of being-with and sharing the world with others of difference that redress the impoverished and fundamentalist forms of self-preserving care and understanding. By examining the well-loved stories of the Good Samaritan, Ruth and Naomi, Queen Esther, and the Apostle Paul and Lydia, the dissertation identifies interpretive and responsive possibilities that together issue an alternative hermeneutical invitation: to understand difference compassionately, to engage strangers and family members alike with rehabilitative care and concernful reticence, and to extend graceful hospitality to others. In these ways, the dissertation indicates possibilities beyond the horizon of fundamentalism, invitational possibilities of living and communicating with difference.