Month: February 2016

Confused Speech

Bonnie Stewart’s “Academic Twitter: The intersection of orality & literacy in scholarship?” is one of the most inspirational works I came across recently. Bonnie talks about identity in open scholarship from many different but connected angles: personal/professional divide, multiple identities, performative identities, quantified identities… What interests me most is where she talks about the difference between literate and oral traditions:

Slide 39: Oral Tradition: Participatory, Situational, Social, Formulaic, Agonistic, Rhetorical
Slide 40: Literate Tradition: Interiorized, Abstracted, Innovative, Precise, Analytic, Indexical

I find this distinction, although it is quite obvious to me now, fascinating, because it makes me think about the dominant traditions in academic scholarship and how alternative modes of communication like blogging, tweeting, having a Google Hangout with colleagues, and multimodality challenge that tradition. In an earlier post, I talked about how Nick Sousanis, for example, created a comic book for his dissertation (you can find more examples for comics as scholarship here).

Bonnie also says that we’re experiencing a confusion between oral and literate traditions on Twitter. She talks about how some treat informal speech online as if it’s print based material. The reverse is also possible, very often I see tweets which look like informal speech (they happen in a conversation) but they sound like quotes pulled from a book, which makes me think that they are out there for dissemination. I’ll call these blurry lines in oral and literate traditions “confused speech;” I’m sure a better term exists somewhere but for now it will do the job. 🙂

Confused speech can happen everywhere in education. I see it in text-books (e.g., text that might sound conversational but in fact designed to transfer factual info), in conference presentations (e.g., presenters read their paper in front of an audience), and in conversations (like a Twitter message created for reproduction in  a conversation). Confused speech is also evident in a book I recently started reading:  Introducing Foucault: A Graphic Guide. I wanted to read this book because I came across this journal article (published as part of Comics as Scholarship, a special issue for Digital Humanities Quarterly) on multimodal educational texts via one of Maha’s blog posts and wanted to learn more about Foucault through a non-traditional way of academic writing. The author of the article, Aaron Scott Humphrey from the University of University of Adelaide, says:

Academic writing has generally been understood as operating primarily within the linguistic modality, with writing remediating the “voice” of an educator or lecturer. Comics, by contrast, are more explicitly multimodal and derive much of their meaning from visual, spatial and linguistic modalities. Because of their multimodality, educational comics challenge the conception of an authoritative author’s “voice,” as is typically found in traditional educational and academic writing.

If we throw images into a book, does that make the text multimodal? I don’t think so. I see a confusion between oral and literate traditions in the Foucault book. When I see two people in the same comic frame, I expect them to communicate somehow. I don’t expect them to go into a disconnected monologue and certainly I don’t expect them to talk like a “textbook.” What I actually see in the images below are text highlighted from the book in disguise as “comics.” Take out the text and what meaning is left in the drawings? I think these images just give an illusion of multimodality, the illusion of “something interesting is happening here.”

What do you think about confused speech? Does it make sense? Please leave a comment and let me know; perhaps we can refine this post together. 🙂

Capturing moments in time


Maha posted a live blog while Laura was having her dissertation defense. I have on my desktop about 3 or 4 draft blog posts waiting for me to finish. At this rate I will have only 3-4 posts each semester. But ideas can’t wait! Blogs are more exciting when they capture moments in time, the lived experience, half-baked thoughts, burning questions, and, of course, the not so burning questions.

Maha was saying that because Laura is a public scholar, we already know about her research. We know the process: the challenges, aha moments and tensions she had as she refined her chapters. Not all of them of course, but even having a glimpse of the process through Laura’s voice humanizes the whole research process. So this is more than having a Twitter presence, it’s about having a human presence. And it brings academia back to where it really belongs: the everyday life people.

I can’t wait to check the Tweets at night, join the conversations and be part of Laura’s defense. Thank you Laura for being a human OER and congrats on completing this part of your journey!