Very popular internet "Man Evolution" diagram!
Left to right evolution diagram. Full of cultural and idea bias. Still very evocative and not exactly scientific .
Chapter
three of Reading Images examines
many methods used to organize visual information. Images could be
organized by a classification process. As in, items in a catalog of
tools, or organized as a family tree. These graphic representations
could take a life of their own and the graphic structure of the
organization becomes the message (i.e., the family tree).
The
complex tools I am learning from the course can help me in how I
choose to lay out images, whether in a chart format or in bubbles. This has
an influence on how the reader receives the message. The context of
these images adds another layer of interpretation. These messages
tend to have an emotional effect on the reader.
In the image at the top of this blog I use a "Temporal Analytical Process" as itemized in page 94 by Reading Images.
The example below is of the Madrid subway system. The designers use a very rational method of information display. No hierarchy, all stations are same size, and specific lines are color-coded. The map is very abstract and the designers decided not to show geography. Just a clear diagram.
http://www.urbanrail.net/eu/es/mad/madrid-map-small.gif
In our textbooks there are assumptions that texts and images are purely
rational. I believe that our experience and our emotions are part of
our ability to tell a story weather via images or text. Even maps,
where the authors claim are objective images could trigger emotional
reactions if this map happen to be of a contested area between two
different ethnic groups. In page 86 of Reading Images I enjoyed
reading Jim McCellan (McCellan , Observer Life Magazine , 21
September 1994 p. 62) the Image of an organized atom as
an icon for the 20th Century an era of order and how that is different from our era of network culture that has no beginning or
end or central authority. Of course physicists now are realizing
that the image of the atom we used in out text books was theoretical
and is not not accurate.
We
live in the age of big data and information over load. Humans survived millions of years of evolution by learning how to read
visual clues fast. We find it much easier to look at a chart that can
graphically give us a sense of what to do. This age will require us
to produce better descriptive graphics that can explain complexity
and may help lead to appropriate action. What comes to mind are environmental problems and how hard it is for simple human mind to
understand all the issues at hand. Is it the cars? The coal plants?
Overpopulation? Plastics? Nuclear leaks etc. Which one do we need to
take care of now? Or which country is the largest polluter?
Notice in image below how grouping and color help us see continents . This image requires still clicking the links and zooming to see the list of countries below so one get deeper understanding. In the digital age we can use features like zoom.
http://www.theguardian.com/news/datablog/2011/jan/31/world-carbon-dioxide-emissions-country-data-co2#img-1
In my class last week I was teaching history of architecture and wanted to illustrate the relationship between nature and design and I used these two images. One was a color picture of a lotus flower and one was an ancient Egyptian engraving as an architecture decorative element.
Notice I designed this illustration for western language readers who read left to right!
Also there is no scale to show how big the stone engravings are or context of the engraving. As powerful as images are in clarifying an idea, I am learning that there is more to pay attention to.
I
am a big Ted talks junkie!, I like to learn by listening and seeing.
I ended up listening to the talk twice TEDxNYED
- Henry Jenkins - 03/06/10.
Jenkins
observations were positive and exciting, I love the idea that people
are using platforms that were designed for commercial and entertainment purposes as tools for fighting for social change. The
global connectivity and the ability to stay anonymous allows activists in repressive regimes (or in dysfunctional democracies) to organize
and work with a large number of people to possibly change the world.
It is very helpful to be able to join any online group that shares common interests and build a viable community. I
think these tools can be very effective, but I believe that occupying
public space is still vital for change.
I once belonged to an online forum for Sketch Up (3D Software) users. I became friends with people I never met and sometimes the
forum shared many ideas outside the specified purpose of the
site. In one example an Iraqi architecture student who lost his
chance to continue college (due to the war) asked what do and where to go finish his education. An
Israeli forum participant suggested an architecture school in the
West Bank where I grew up!
I
am not sure what Mr. Jenkins's definition of participation is, and if his statistics have details that back that definition.
I
post many videos on YouTube that I think have no value to human
culture (some are good). I hope we can encourage participatory
culture with young people and maybe teach them how to be effective
participants in the classroom.
Finally as a student and a teacher I am not understanding the Three Dimensions of Literacy and Technology. I understand how we learn at different levels and have different intelligence, but what is the difference between Operational and Cultural? Are we only talking about texts? Is he talking about critical thinking?
How do we teach and encourage that?
I am still expecting authors who want to talk about visual theory to have better visuals? If Green's theory is important I want to learn it. I hope my asking questions will lead to a larger discussion.
References :
TEDxNYED - Henry Jenkins - 03/06/10
Kress, G. & van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design. New York: Routledge.
http://www.theguardian.com/news/datablog/2011/jan/31/world-carbon-dioxide-emissions-country-data-co2#img-1
http://www.urbanrail.net/eu/es/mad/madrid-map-small.gif
Green, B. Graphical representation of GREEN's approach to literacy. Downloaded from https://moodle.esc.edu/mod/page/view.php?id=821667
