Ball, C. E. (2006). Designerly≠ readerly: Re-assessing multimodal and new media rubrics for use in writing studies. Convergence, 12 (4), 393-412.

In this article, Ball uses two prevalent rubrics (Kress and Leeuwen (2001) and Manovich 2001)) for multimodal assignments to assess a multimodal project (“Red Peppers”) to show the gaps in what they cover, specifically as related to the meaning or purpose that distinct design choices lend themselves towards. Kress & Leeuwen present four strata: discourse, design production, and distribution. However, Ball says their interpretation misses answering the “so what?” question, meaning it fails to consider the overall purpose of the multimodal text. Manovich has five principles of designerly process: numerical representation, modularity, automation, possibility for infinite versions, adhere to digital conventions. Ball suggests that while these principles might help someone understand the how of a multimodal it doesn’t help her understand the why. Ball essential argument seems to be that current multimodal rubrics do attend to the rhetorical situation of a multimodal text, preventing those using from thinking about important concepts like intended audience or purpose.

Ball then demonstrates a readerly approach to analyzing the text. What struck me about her approach was the thought that many students might not be aware of the lyric poetry tradition she discusses. To help students analyze a text like this, then, would require instruction on this relevant context. In terms of the readings of the visuals, though, I have found that many of my students have the visual literacy skills necessary to “read” meaning from visual choices, though they may struggle with marshaling their interpretations of specific visual elements into a coherent whole interpretation. This is one of the reasons that I often start with an ad analysis assignment in my composition classes.

In the end, Ball advocates for a joint readerly and designerly approach to multimodal texts. It seems to me that you have to start with the readerly or rhetorical skills first, and especially if the goal is to analyze multimodal texts first, and then designerly skills and knowledge can be taught to help students with the nitty-gritty of actually creating multimodal texts.

Bishop-Clark, C. & Nelson, C.E. (2012). Engaging in the scholarship of teaching and learning. Sterling, VA: Stylus.