MbShea@PWP@English@UMCP

Gibson, B.; Wilkinson, M.; Kelly, D. (October 1, 2011). "Let the pigeon drive the bus: pigeons can plan future routes in a room". Animal Cognition. 15 (3): 379–91. doi:10.1007/s10071-011-0463-9. PMID 21965161.

Is this Mo Willem's pigeon?  Think about remix culture v. copyright culture.

We will look how to signal to yourself (writing is cognitive) and your readers that you are analyzing information. First, analysis can and should answer some key questions:

Is the information trustworthy?

Who is the information for?

Do elements of the design help audiences understand complexity?

Are elements of the design confusing?

What larger problem gives rise to this data display?

Can you think of other analytical questions that fit your visual display?

Sample phrases (not in order):

Although impressive, this visualization does not include source information...

I cannot find dates for....

The slider function is hidden, making ...

Colorblind readers (perhaps as much as 20 percent of the population) will not understand the use of red and green...

The designers did not include a key...

As an audience for this image, I expected to...

One of the links to sources is broken, making me wonder if the database is well maintained...

I cannot tell who sponsored this visualization...

Ways to conclude an analysis:

• Suggest improvements
• Identify confusing elements
• Comment on uses or applications
• Describe how readers might use information
• Describe ways that readers can trust the information (further reading; trustworthy sources)
• Predict reader reactions
• Predict reader actions

Let's look closely at this animation defining herd immunity, posted at Reddit. 

Now, consider the aesthetics of Eleanor Lutz's work in this particularly compelling infographic. You will need to scroll down from her website to find the visualization that matches this image.

I sent a coursemail alert to both sections.  This class journal (blog platform) is where that mail sent you, to see your first three short assignments for this class.  You can do these tasks at times you choose but complete them by Friday at 5:00 so I can look at them over the weekend. 

First, please recall from the coursemail message that we are NOT HOLDING CLASS THIS WEEK.  In other words: No class meetings on Monday, January 28, Wednesday January 30, and Friday, February 1. I look foward to seeing you in class on Monday, February 4.  Your tasks:

Read the syllabus and syllabus rationale documents. (Hotlinks on right -- under "syllabus" --->

Read this short document on how to read technical literature.  This three-level approach should help you in other classes as you read text books, lecture notes, and scientific research articles. 

Post a data visualization to this slide set, according to directions on slide two (three samples included).You can select a data visualization from a number of places.  Here are four good resources to find wonderful visualizations:

• Information Is Beautiful
• Reddit Data is Beautiful
• Simon Kustenmacher's Twitter feed, website or his facebook page
• Eleanor Lutz' infographics

Be prepared to write a brief in-class reflection on one of the visualizations in the large slide set we have made together, during the week of February 4. We will focus on the difference between descriptive writing, summary writing, and analytical writing.  This short guide will help you prepare for this activity.

I had arranged excellent substitutes for this week, but the flu felled them.  Have you had your flu shot?  Not too late for that.  When I see you in February I will tell you about what is happening this week for me.  I will not have email access save for a few odd moments here and there.  We can catch up then.

Until then, complete these tasks noted above and do read the two documents -- syllabus and syllabus rationale -- noted that will tell you about how the class works.

via GIPHY

Short FAQ answers:

1. No textbook to purchase: this website IS our text.
2. No ELMS CANVAS space: this website is our class location (you will be able to find this space after you leave campus and can access handouts, guides, or discussions).
3. No final exam: we do write a 7-10 page final document. Care to look at samples from last spring? Browse what your colleagues did to get a sense for the range of final projects.
4. Class is fun, fair, practical, and hard: come to class, prepared to work hard.
5. I like learning with my students (teaching on campus since 1987!): see you in February.

Cookies for Saint Nicholas Day (6th), past, and Saint Lucy Day (13th/14th), upcoming. 

OK: Please email me your last assignment, the Abstract and Reader's Response item.  You can reply to the string we already have going with your Structure and Arguments email.  Email today in class or by midnight.

FINAL FOLDER! 

1. Turn in all your work plus the final project.  In class we will look at the pivot point for grades and how you can gauge your final grade work.
2. Fill out and staple this sheet to your folder.
3. Bring to me no later than December 20 by 1PM in ROOM 1230. 
4. NOTE:  you need to staple your abstract to the final project. That way, you set the target for my evaluation and help me cleanse my grading palette between each of your great works.