A presentation on Anne Wysocki and the concept of "Generous Texts"

1. writing
new media
A Shuler-wysocki production*
*Note: This is in no way affiliated with the Anne Wysocki mentioned in this presentation. Wysocki is the alcoholic beverage consumed by Shuler during production

2. From left to right: Scott Sorvay, Katrina Fullman, Stuart Blythe, Tim Amidon and Steve Carr
co-chaired a panel on multi-media literacy.
A little bit about anne
CELT Conference Continues
Growth, Includes Student Voices
CELT’s annual Fall Teaching Conference
continued this August to draw ever larger
crowds of educators as some 85 IPFW faculty
and staff heard keynote speaker Anne Wysocki
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urge participants to harness the “power of
multimedia to energize teaching and learning.”
Wysocki, an associate professor of visual
and digital communication at Michigan
Technological University, told the group that
students deserve a rich learning environment,
and she urged the educators not to think of
writing and learning as just a linear task of
replication and imitation that is confined to
Anne Wysocki, PhD
paper and four walls but one which can create
an original, multi-dimensional, student-centered
text using the vast array of visual, audio, and
Keynote speaker Anne Wysocki
Associate Professor of Visual taste.”to Digitaleveryone now
and “with and
digital resources available to today’s
technology savvy students.
able, thanks
With practically Communication at Michigan
technology, to become
Because students are already using these
“producers of information instead of just
Technological University
resources both in their personal lives and at
consumers,” new responsibilities face educators
school, teachers have a special obligation, she to help students understand that the
warned, to help students engage them ethically (Continued on page 2)
• Anne’s website
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3. opening #1

4. OPENING #1
new media needs
to be opened
to writing

5. OPENING #1
new media needs
to be opened
to writing

6. OPENING 1
“writing about new media needs to be informed
by what writing teachers know, precisely
because writing teachers focus specifically on
texts and how situated people (learn how to)
use them to make things happen” (5)

7. opening #2

8. OPENING #2
we need to focus
on the materiality
of the texts we
exchange

9. OPENING #2
we need to focus
on the materiality
of the texts we
exchange

10. OPENING 2
“any material we use for communication is not
a blank carrier for our meanings, is not a blank
that contributes nothing to how readers
understand” (10)

11. opening #3

12. OPENING # 3
new media texts
do not have to be
digital

13. OPENING # 3
new media texts
do not have to be
digital

14. OPENING # 3
new media texts
do not have to be
digital

15. OPENING #3
“New media texts can be made of anything...
what is important is that whoever produces the
text and whoever consumes it understand...that
the various materialities of a text contribute to
how it...is read and understood” (15)

16. opening #4

17. OPENING #4
the production of
new media texts is
equally important

18. OPENING #4
the production of
new media texts is
equally important

19. OPENING #4
“if we do want to understand compositions as
allowing us to see our positions, then it would
be useful to think about-and teach-composition
of page and screen as a material craft” (21-22)

20. opening #5

21. OPENING #5
we need strategies
for generous
reading

22. OPENING #5
we need strategies
for generous
reading

23. OPENING #5
“we need to acknowledge that texts we receive
from others can look and function differently from
those to which we’ve become accustomed, and this
is where generosity too must enter” (23)

24. for consideration
• How do Wysocki’s assignments fit into
the lives of people with disabilities?
• “little or nothing...” that discusses the
rhetorical implications of creating web
pages, etc. (6)
• Where do socioeconomics fit into her
discussions of new media?

25. written on screen,
cake, body, and
paper