Gray, J., Bounegru, L., Milan, S., & Ciuccarelli, P. (2016). Ways of Seeing Data: Toward a Critical Literacy for Data Visualizations as Research Objects and Research Devices. In Innovative Methods in Media and Communication Research (pp. 227-251). Springer International Publishing.
Gray, Bounegru, Milan, Ciuccarelli argue for a reflection on visual rhetoric methodology. They propose a heuristic framework of reflection drawing upon the following: new media studies, science and technology studies, the history and philosophy of science, and cultural studies and critical theory.
Lohse, J., Rueter, H., Biolsi, K., & Walker, N. (1990, October). Classifying visual knowledge representations: A foundation for visualization research. In Visualization, 1990. Visualization’90., Proceedings of the First IEEE Conference on (pp. 131-138). IEEE.
This piece proved to be a useful addition to Drucker’s Graphesis. Classifying research visualizations as graphs and tables, maps, diagrams, networks, and icons, the authors note that spatial information and cognitive processing effort differentiate the “homogenous clusters,” or the classifications of visual representations in research.
Van Leeuwen, T. (2006). Towards a semiotics of typography. Information design journal, 14(2), 139-155.
I based my poster off of Van Leeuwen’s piece on typography. Van Leeuwen argues that typography is no longer “a craft of the written word,” but a visual rhetoric in itself. He provides a classification system and ways in which to interpret its characteristics.
Hocks, M. E. (2003). Understanding visual rhetoric in digital writing environments. College composition and communication, 629-656.
Hocks comments on the importance of an awareness of visual rhetoric when teaching composition, but most notably, in “digital writing environments.” Hocks emphasizes the visual representation of text on the internet, and how understanding audience stance, transparency, and hibridity can help writers and students channel visual rhetoric principles when forming online documentation.
Brumberger, E. R. (2005). Visual rhetoric in the curriculum: Pedagogy for a multimodal workplace. Business Communication Quarterly, 68(3), 318-333.
Brumberger comments on the lack of visual rhetoric training in business courses. By lacking visual rhetoric education, students (as professionals) are unable to utilize and mediate multimodal environments. Brumberger suggests adding courses, integrating visual communications, and contextualizing (in business settings) existing design projects to improve on this issue.