Hello, everyone! It's been quite a while since I've been tasked with reflecting upon some readings, but today I'll be reverting to that exact duty! Because of the great number of readings I have to cover - alongside their extensive lengths - prepare yourselves for some rapid-fire analysis! So up first is Erica Robles-Anderson and Patrik Svensson's "'One Damn Slide After Another': PowerPoint at Every Occasion for Speech." Now, here's an article that epitomizes the necessity of the common web acronym "TLDR"! It extensively outlines the history of Microsoft Powerpoint (logo pictured below) and its predecessors, alongside their pros and cons. Robles-Anderson and Svensson argue that Powerpoint doesn't garner enough public recognition despite its dominance over the communicative landscape since the dawn of personal computers. Furthermore, they stress the importance of acknowledging slideware's ability to not only distill info, but also present it in a unique manner. Lastly, the authors encourage us to devise alternative presentation mechanisms that allow for critical thought. Admittedly this is a fascinating case study, but if you don't have much time on your hands and/or aren't a hyperenthusiastic tech junkie, then the introduction and/or conclusion should suffice for your comprehension. Next we have Jenny L. Davis and James B. Chouinard's scholarly article, "Theorizing Affordances: From Request to Refuse." Because I couldn't possibly summarize said article more adequately, allow me to quote its abstract: As a concept, affordance is integral to scholarly analysis across multiple fields—including media studies, science and technology studies, communication studies, ecological psychology, and design studies among others. Critics, however, rightly point to the following shortcomings: definitional confusion, a false binary in which artifacts either afford or do not, and failure to account for diverse subject-artifact relations. Addressing these critiques, this article demarcates the mechanisms of affordance-- as artifacts request, demand, allow, encourage, discourage, and refuse—which take shape through interrelated conditions: perception, dexterity, and cultural and institutional legitimacy. Together, the mechanisms and conditions constitute a dynamic and structurally situated model that addresses how artifacts afford, for whom and under what circumstances. But unlike with the previous article, I'd highly recommend that you give this one the light of day in its entirety, for it's considerably more reader-friendly in terms of its wording, conciseness, and relatable examples. In fact, I've inserted Davis and Chouinard's article in PDF form below for any interested parties:
Throughout his brief article, "Datacloud: Expanding the Roles and Locations of Information," Johndan Johnson-Eilola provides a general timeline of various computer-based interfaces and contextualizes their implementation within different forms of work and learning. I appreciate the copious graphics that complement his points, particularly as someone who isn't the most computer-savvy person in the world. Check out Johnson-Eilola's article in PDF form below:
Next in line (I'm almost done, I promise!) are a couple chapters from Amy J. Ko's "User Interface Software and Technology" online textbook. Chapter two outlines a theory of user interfaces, while chapter three describes what interfaces mediate. Although these readings largely lack the multimodal stimulation that some of the others offer, they're still basic and insightful enough to merit your attention. Lastly, check out this neat video about graphical user interfaces! All of you audiovisual learners and historical buffs should get a true kick out of it: That's about all I have for you today, and until next time, I'll leave you with a Melodramatic Mike Drop™!
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