All posts by dwarr018

Research Journal: Project Progress (Extra #6)

Dr. Rodrigo,

As I put the finishing touches on my research report, I took into account what you said about discussing limitations, that we should explain how we might solve our problems the next time around instead of simply listing them. I added a little bit to the conclusions section of my report; I’d discussed possible solutions with some of my limitations but not all of them.

Additionally, I should have considered this for my presentation. Simply saying what went wrong likely gives little confidence that I’ll do well with similar endeavors in the future.

Queer Performances in Online Places: The Use of Gay Cat on ATRL

gaycat
Fig. 1 Here we see Gay Cat as he appears in his original form.

Introduction
ATRL is a forum-based website for pop-music and pop-culture obsessives that began as a fan site for MTV’s now-defunct music-video-countdown show, TRL (hence its name, which is an abbreviation for “Absolute Total Request Live”). Members of the ATRL community make extensive use of small visual compositions called smileys in their forum posts. These figures, similar to emojis in form, represent a variety of characteristics and moods that might not be easily conveyed in textual form – or could be but are less entertaining and poignant when expressed through linguistic means. (You can find the original forms of ATRL’s smileys and their codes here.)

The use of visual compositions like emoticons, emojis, and smileys in textual communication has led to a persistent uproar among scholars and the popular press about degrading language standards (Baron and Ling, 2011, p. 48; Garrison, et al., 2011, p. 113). However, emojis stretch linguistic traditions and “[open] a gateway to a non-discursive language of new possibility” (Lebduska, 2014). A specific smiley on ATRL called Gay Cat proves this point, and with this project, I ask, how do members of the ATRL community use Gay Cat? Though the smiley makes use of stereotypical visual cues of gayness and queerness, I argue that Gay Cat allows for those in the ATRL community to subvert negative connotations with queer identification as an asset and not as a deficit or as a neutral identification, and to claim, manipulate, and subvert queer identities.

Continue reading Queer Performances in Online Places: The Use of Gay Cat on ATRL

Research Journal: Project Progress (Extra #5 – I’m Free… Maybe)

So, I’ve just completed a draft of the research project.

I used the definitions provided by participants to code data as either direct, indirect, or nonexistent – in relation to Barthes’ threefold image. Direct implies that participants acknowledged the literal structure of smileys and explained why people use them; indirect implies that participants explained why people use smileys but said nothing of their literal structures; and nonexistent implies that participants described only the denoted image and failed to explain why people may use smileys.

Research Journal: Project Progress (Extra #4)

I just realized something within the last few days…

When I began my research, I explored my survey results for responses that indicated participants’ clear-cut recognition of anthropomorphic form. In other words, I hoped their definitions of smileys would include their (admittedly crude) resemblance to human faces.

However, upon further reflection, I may have held too strict a notion of anthropomorphism when I incorporated that concept into my study. Anthropomorphic form refers to the visual nature of something, but anthropomorphism refers to the general, often subconscious process of attributing the qualities of people to living beings that are not people (including animals) and inanimate objects.

Some participants referred to emotions in their definitions of smileys. While this doesn’t necessarily refer to anthropomorphic form, it does refer to anthropomorphism in general.

My next, likely last research journal update will likely address survey results, etc.

English 706: Reflection

It is 5:37pm on Wednesday, Apr. 15. I may add to the “As a writer/communicator – just for fun” component of this post after looking over the typography readings again.

Reflection Piece – I’d like you to connect now all that you’ve learned in this class to your own work, be it as a teacher, as a scholar, as a professional writer/technical communicator. How do these new ways of thinking about the visual influence:

  1. How you see information being understood by your audience?
  2. How you approach the invention portion of your projects?
  3. The relationships between the visual and other modes (linguistic, auditory, kinetic, etc.)?

As a scholar

My current goal is to complete composing my thesis by the end of the summer; I hope to use my Fall 2015 thesis hours for revisions, defending, etc. My final project for this course will function as a brief pilot version of my thesis, more or less.

Barthes‘ “The Rhetoric of the Image” (1977) discusses how text and images in the same space function together. He uses an advertisement to discuss this reciprocal relationship. Anchoring text “anchors” the image in a specific way, while relaying text functions in tandem with the image in a reciprocal relationship. The linguistic components of electronically-mediated messages tend to relay more often than they anchor.

Outside of the course readings, I’ve come across research on people’s use of emoticons as punctuation. Typographic components like colons (:) and semicolons (;) make crude images that convey emotions based on their resemblances to facial expressions. However, we still understand emoticons in linguistic terms; punctuation is still linguistic. Barthes’ explanation of how text and images function together will help me connect this existing research on emoticons as punctuation to the use of smileys and emojis as punctuation.

Somewhat similarly, Hocks and Wysocki, in different works, take concepts similar to those of Barthes into the digital realm; they propose that text and images in digital environments boast a reciprocal relationship more obviously than text and images in nondigital environments. (Hocks more specifically proposes that different sensory elements (audio) function alongside text, images, etc.) Their work goes to show that we understand the visual in textual terms, and text is visual.

In “The Pictorial Turn”, Mitchell explains that our desire to understand the function(s) of photos should not limit our study to one specific method. In other words, we should look at photos as their own texts. While smileys and emojis are not photos, per se, we understand them as visual in nature. This is why they have different functions that are dependent on contexts and placements.

Kelly claims in their work that those addressed are cultural and social agents in communication. In other words, the backgrounds, worldview, and thoughts of those addressed in communication influence how said communication is interpreted; meaning isn’t fixed. Similarly, Atzmon points out that “the designer’s intention is not absolutely determinative” (xv). These works pave the way for people to view artifacts through different lenses that in themselves work toward making meaning. Thus, my work can view the use of Gay Cat on ATRL through the lens of queer theory and queer rhetoric to see how the smiley “queers” otherwise “nonqueer” texts.

As a writer/communicator – just for fun

At the moment, I plan to graduate with my M.A. at the end of the calendar year. After that, I may pursue a Ph.D., but my current goal is to pursue a career in writing after graduation. More specifically, I hope to monetize my blog about the Oscars, though I realize I will likely have more practical employment (professional/technical communication in the workplace) shortly after graduation. I will focus on my desired goal of Oscar blogging in this portion of the reflection piece.

blogpost
A screenshot of a recent blog post… in which I could have made a better decision in regard to visual rhetoric.

The blog post pictured above describes how original music factors into an upcoming film called Tumbledown. The title of the post functions as anchoring and relaying text. The image I incorporated into the blog post comes from the film’s official page on Tribeca Film Festival, where the film will premiere on Saturday.

Billboard originally reported the story; the article there used a still from Tumbledown in which Hall wears headphones. While this does not directly depict the singer-songwriter who composed original music for Tumbledown, the depicted act of Hall listening to music directly ties back to (relays) the linguistic content of the story.

rebeccahall_tumbledown
The still from the Billboard article

However, I wanted to diversify sources, hence my use of a picture from Tribeca Film Festival, not the Billboard photo. The (denoted) image showcases actors Rebecca Hall and Jason Sudeikis in what seems to be a pleasant dinner conversation. The still is directly related to the film, as it is approved by those in charge of producing the film, getting it sold, etc. However, the photo’s relation to the linguistic content of my post is solely tangential – it relates to a seemingly different component of the film.

The myth of neutrality is still very much alive, unfortunately, as I see something even worse upon looking at the context (connoted image). I used a generic, arguably heterosexist, studio-approved image on a site that functions as marketing for the film (Tumbledown currently lacks stateside distribution) in a blog post about how music functions in a movie about a woman’s journey. More broadly, a context-free image of a cis woman and a cis man eating dinner together is as dull as, well…


Groundbreaking! (via Slate)

Additionally, looking at Kelly‘s work and Atzmon‘s proposal that “the designer’s intention is not absolutely determinative” (xv), I can see that my own (feminist and queer) lenses have shaped my interpretation of the image. The image comes from a film that may or may not reinforce heterosexism – the jury’s still out on that one. But the image, removed from context, can be read as heterosexist through feminist and queer lenses. I doubt that the “designer” (some lackey in the production company’s PR department?) picked the image to reinforce patriarchy/heterosexism/the practice of using boring photo stills to promote movies. However, my lenses offer an interpretation of the image that likely differs from that of the unknown designer.

While it was my decision to use the image in my work in a problematic way (though I failed to recognize it at the time), I see such laziness in choosing photos on other awards blogs, too. I hope that future rhetorical decisions I make can work against – and possibly toward deconstructing – the myth of neutrality in photos used on awards blogs.

Research Journal: Annotated Bibliographies 26-27

Due Apr. 5, 2015

Bartholomew, M.K., Schoppe-Sullivan, S.J., Glassman, M., & Kamp Dush, C.M. (2012). New Parents’ Facebook Use at the Transition to Parenthood. Family Relations: Interdisciplinary Journal of Applied Family Studies, 61, 455-469.

Bartholomew, et al. examine how new parents use Facebook through the concept of social capital, which centers on how people accrue resources through their relationships with other people. “[C]ontextual sources of support, includ-ing the parents’ social networks (e.g., friends, neighbors, relatives) [have been regarded] as important influences on parental adjustment” (455). Bartholomew, et al. suggest that Facebook’s status as a popular online social network may allow new parents to gain social capital.

In their study, they asked four questions: “How do new parents use Facebook? How does new parents’ Facebook use change over the transition to parenthood? Do new mothers and fathers differ in their Facebook use at the transition to parenthood? How is new parents’ Facebook use associated with their adjustment to parenthood?” (457). Bartholomew, et al. took their data “from the fourth and final phase of a short-term longitudinal study of new fathers’ and mothers’ adjustment to parenthood (the New Parents Project)” (458). Expectant parents participating in the study were required to be at least 18 years old, able to read/speak English, cohabiting or married, the biological parents of the expected child, and expecting their first child. Couples signed on for the study during the third trimester of pregnancy. The study ultimately explored 182 couples.

Some fascinating results form the study are as follows:

  • “New mothers who reported having Face-book accounts were significantly younger thannew mothers who reported not having Facebook accounts” (461).
  • Mothers reported greater satisfaction with parenting when they also reported “that a greater proportion of their Facebook friends were family members or relatives” (463).
  • Mothers reported greater satisfaction with parenting when they also reported that friends were likelier to comment on photos of their children.
  • Mothers reported higher levels of parenting-related stress when they frequently visited and managed their Facebook accounts.

Bartholomew and Glassman come from concentrations in human development and family sciences; Schoppe-Sullivan teaches human sciences and psychology; and Kamp Dush teaches human sciences and sociology. The blend of their similar educational backgrounds makes for an interesting study – and boosts their credibility when it comes to this particular study, too. However, for my particular research, I was hoping this article would focus more on Facebook literacy. Thankfully, my next annotated bibliography focused on that concept…

Due Apr. 12, 2015

Bowen, L.M. (2011). Resisting Age Bias in Digital Literacy Research. College Composition and Communication, 62, 586-607.

Bowen “argue[s] that literacy researchers should pay greater attention to elder writers, readers, and learners” (586). She visited an 81-year-old friend and checked her email at the house. Her friend’s house computer was not turned on; this spurred thought about a predominant ideology concerning literacy narratives, which “privileges the literacies and literate activities of younger people and figures elder adults as digitally deficient” (587). Literacies tied to Web 2.0 are viewed as being tied to younger people; Web 1.0-centric literacies are often seen as being for the elderly.

MORE…

JSTOR link for future reference: http://www.jstor.org.proxy.lib.odu.edu/stable/pdf/23006907.pdf?acceptTC=true

Research Journal: Project Progress (Extra # 3)

After today, I have just three days to collect more results. At this time (about 6pm ET on Sunday, Apr. 12), I have 18 different responses to my survey. That’s hardly a poor number of responses, but I was hoping for more. I was also hoping for more responses that proved my thesis, though none of the responses disprove my thesis.

Assuming that I conduct a similar yet more specific survey for my thesis, the responses will be helpful in shaping my questions toward being more specific about what I’m looking for.

I must also work on my annotated bibliographies, which I hope to focus on technology limitations.

Research Journal: Project Progress (Extra #2)

After posting the same status update about the survey over and over again, I realize that I might not receive any additional survey responses – the last response was turned in two days ago. At the moment, I have 16 different responses.

Though I will more thoroughly explore my results next week, I’ve found some data that backs up my (hypo)thesis and none that directly contradicts it. As I mentioned on Wednesday, the terminology was less clear than it should have been, which likely affected how people answered their questions. (Translation: Framing is everything. Marshall McLuhan would yell, “I told you so!”)

I’ve realized yet another limitation to my study. I should have considered posting survey links/invitations on Twitter on a daily basis, too. I have more Twitter followers than I do Facebook friends. As expected, the folks I regularly converse with on Twitter are more diverse when it comes to their overall backgrounds than my Facebook friends.

Oh, and I also need to write two annotated bibliographies (one of which was due this past Sunday).

Research Journal: Project Progress

This is the journal entry that was due on Sunday, now arriving on Wednesday.

Anyway…

I began to collect results on Monday. Google Forms is supporting the whole survey, thus contributing to Google’s eventual takeover of the world alongside Oprah and Disney, although I can’t say that I’d be complaining about that particular trio being in charge. But I heavily digress…

My collecting of data is more or less a done deal – people take the survey, Google collects the results, and I explore them next week after I stop collecting results. However, the analyzing of this data could be a bit of a challenge…

I had already seen some limitations with my study before I began to collect results. But I see even more limitations and issues with my survey upon looking at some of the survey responses. Some aspects of my survey that could have been more robust include:

  • Terminology – I used the word “smiley” when I was technically referring to “emoji.” While they are similar in composition, emojis are part of the Unicode Consortium, while smileys are not.
  • Descriptions – When I asked the question about people linking to Facebook posts, some have expressed that they do not know how to link to their posts.
  • Questions themselves – I could have asked the question about Facebook more broadly, as some say that they used smileys in comments and Facebook Messenger – but not in actual posts/status updates. Additionally, I could have asked questions about how people have used smileys in recent text messages, emails, etc.

Research Journal: Project Progress (Extra #1)

First things first, IRB approved my research for exemption! However, the IRB site said that requests should be in rather early, so I had anticipated a somewhat lengthy IRB process. For that reason, I plan(ned) to begin collecting data on Apr. 6. So, I must wait several days before seeking data.

Looking at the schedule, I’ve begun to draft my report. At the time of this post (around 2pm on Wednesday, Apr. 1), I need to add sources to my literature review. I plan/hope to use all four annotated bibliographies that I turned in on Sunday in my research report, as all directly tie into my research. I also need to make sure that my literature review functions like one – I can summarize and compose annotated bibliographies, but throwing everything into a cohesive literature review has been a problem when it comes to this course – and my thesis, too.

After checking out the readings for last week tonight, I saw on the schedule where we’re supposed to connect theory to our research. I wasn’t sure that my particular project incorporated theory into its framework – and I’m still a bit wary that it is. However, I suppose that my research could (very loosely) be considered feminist. Feminist research tends to favor subjectivity and the gathering of robust perspectives from those who participate in the research. The final question on my survey prompts participants to discuss several Facebook posts and why they incorporated smileys into them. This gives participants the opportunity to shape their own narratives.