Special Issue: WAC, WID, ECAC, CAC, CXC, LAC -- VAC? Incorporating the Visual into Writing / Electronic / Communication / Learning Across the Curriculum

  • visual arts, Literacy, multimodal, CAC, writing in the disciplines, scientific writing, collaboration, process

Published December 3, 2005

Guest editor: Joan A. Mullin, University of Texas at Austin

Disciplines across the curriculum increasingly respond to the visual culture into which our students graduate—and from which they come. This issue explores the use of visuals to teach, to construct knowledge, and to deconstruct knowledge; specific disciplinary expectations concerning visuals as end products/forms of communication; the production, changes and/or effects visual technologies (from paper to screen) have had on our field; the intersections between/among visual/written/spoken pedagogies and productions across disciplines/interdisciplines; ways in which brain activity dedicated to writing intersects/affects/changes visual production.


Guest Editor's Introduction, Joan A. Mullin, University of Texas at Austin
DOI: 10.37514/ATD-J.2006.3.2.01

Critical Visual Literacy: Multimodal Communication Across the Curriculum
Barb Blakely Duffelmeyer and Anthony Ellertson, Iowa State University and the University of Wisconsin
DOI: 10.37514/ATD-J.2006.3.2.02

Connecting Visuals to Written Text and Written Text to Visuals in Science
Pamela B. Childers and Michael J. Lowry, The McCallie School
DOI: 10.37514/ATD-J.2006.3.2.03

What You See Is (Not) What You Get: Collaborative Composing In Visual Space
Margaret Price and Anne Bradford Warner, Spelman College
DOI: 10.37514/ATD-J.2006.3.2.04

Designing Your Writing/Writing Your Design: Art and Design Students Talk About the Process of Writing and the Process of Design
Susan Orr, Margo Blythman, and Joan Mullin, Saint John College (UK), University of the Arts London, and University of Texas at Austin
DOI: 10.37514/ATD-J.2006.3.2.05