Sunday, March 2, 2014

Mind Map: Class Meeting 2/25/14

Suzanne's Mind Map



(Additions to the map this week are in red)

I started this week by adding the node for hypertext. There were several connections that felt significant with this new theory. First, hypertext as a tool for digital composition, there is a connection to last week's entries from CHAT about delivery. Specifically, hypertext can be understood as a type of mediation; it mediates the information, effects the message and how it is delivered then received by the audience. The second connection here is to the node representing Spinuzzi's argument that composition and information design are becoming ever more intertwined. Hypertext is a significant part of this call for understanding what is possible for composition in the digital era. Obviously, it extends beyond hypertext, but it often serves as the first leap into creating digital content, not just using technology to make a product. When we add links, we make connections, we build the network. The implications are worth considering especially as instructors.

The third connection is to a new node: a quote from Bolton about electronic writing allowing for the capturing of spatial relationships. I was definitely captured by this in the reading notes, so wanted to represent it visually. Hypertext allows for these spatial relationships to be represented as the author can quite literally lead the audience into the connections that position the text within the field. This node is also connected to a node about how networks can allow for the study of connections, which grew from working with Foucault. In some ways, the hypertext link functions as a point in a discourse network, a node.

The third node I added features a Johnson-Eilola quote about the political and social possibilities of reading and writing.  I made several connections here as well, likely due to my personal interests in scholarship of activism and what I believe to be the purpose of scholarship. I went back to Bitzer here with the notion that rhetoric can mediate a situation. As we teach and learn, we participate in the realm of ideas and create content that then effects that realm. In this way, we propel ideas forward that need recognition or admonition; we can ignore them too and relegate them to the dust of forgotten ignorant texts. This connects to the nodes of civic web sites dealing with the power to create producers of knowledge through public sharing of information and to effect community change. Johnson-Eilola's call would work in these two ways - by creating writer/readers who produce knowledge in society but with an eye toward action and change.

Then I connected this to a large node I have about networks allowing for action. It made me think about how hypertext is a network, so I also connected the hypertext node here as well.

Is hypertext a network, building a web of interconnected nodes (websites/digital content)? I feel like it might be similar to understanding hypertext as a genre. There certainly are ways of seeing it through that lens, but it might also be limited by its "toolness". What are the limits of hypertext as a network? That it relies on a network to operate, rather than creating one? It merely limits/edits the larger network in which it functions as a shortcut?

More questions this entry. Like the reading notes from last week. Perhaps there will be some answers forthcoming!

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