Reflective tracking
Patterns I’m
Watching
These indicators make recurring forms of literacy visible as the archive grows. They are observations, not evaluations.
Module 08
Evidence
Needs Context
Module Eight reframes remediation as a series of interpretive choices about what survives, what becomes prominent, and what an audience must supply. Planning The Elsinore Files connects earlier work on proximity and ethical information design to a new responsibility: preserving context while inviting participants to reconsider how presentation shaped their judgments.
Critical literacy
Evaluates credibility, omissions, perspective, and the context that can disappear when a dramatic scene becomes separate records.
Multimodal literacy
Connects each proposed mode to a storytelling purpose and asks what meaning might be gained or lost in translation.
Digital literacy
Distinguishes clicking through documents from meaningful participation and plans a sequence that can prompt reconsideration.
Ethical awareness
Preserves character agency, resists treating Ophelia and Gertrude only as evidence about Hamlet, and distinguishes adaptation from source material.
Accessibility
Builds transcripts, relevant image descriptions, readable text, and clear navigation into the proposal from the beginning.
Module 07
Reading
the Design
Analyzing my own website shifted my attention from identifying design choices to examining how those choices shape interpretation. I now recognize that navigation, visual indicators, and page arrangement can make learning visible while also making it appear more orderly or measurable than it is. My focus is moving toward explaining design decisions, acknowledging uncertainty, and distinguishing intended effects from demonstrated reader responses.
Rhetorical analysis
Connects specific design choices to their interpretive consequences.
Reading paths
Recognizes how latest-first ordering frames earlier reflections.
Critical visual literacy
Questions the apparent certainty of subjective visual indicators.
Reflective practice
Identifies limitations and possible revisions without claiming they are already resolved.
Module 06
Design
Joins the Argument
Module Six shifts from recognizing design choices to using them intentionally in composition. Hierarchy, proximity, white space, screenshots, captions, and placement now help the analysis make its argument.
Module 05
Space
Communicates
Module Five marks a move from intuitive visual choices toward deliberate design. Contrast, alignment, proximity, repetition, hierarchy, and white space are understood as relationships that guide attention and communicate meaning.
Module 04
Visuals
Make Arguments
Module Four reflects stronger multimodal literacy: visuals become part of the argument, readers participate in constructing meaning, and digital form and design are treated as rhetorical choices rather than decoration.
Module 03
Images
Shape Meaning
Module Three makes visual rhetoric explicit. Images, words, layout, sequence, and the closure readers create between panels work together to turn an ordinary cafeteria moment into a science-fiction story.
Module 02
Modes
In Concert
Module Two marks a shift from thinking primarily about what counts as literacy to examining how different modes work together. Digital and visual literacy become more explicit, while multimodal literacy begins to emerge as a distinct pattern.
Module 01
A First
Reading
These are not scores. They are a visual record of which forms of literacy appear most strongly in my reflections over time.
From a literacy baseline to planning how an audience encounters evidence.
Module 08 understands remediation as interpretive selection. It applies proximity and ethical information design to an archive where context can be lost, distinguishes interaction from meaningful participation, plans accessible evidence, and protects character agency while separating adaptation from source material.
Module 07 examines how navigation, visual indicators, and page arrangement shape interpretation, while distinguishing intended effects from demonstrated reader responses and making room for uncertainty.
Module 06 shifts from recognizing design choices to using hierarchy, proximity, white space, visual evidence, captions, and placement intentionally as part of the argument.
Module 05 recognizes that spatial relationships communicate meaning and moves from intuitive visual choices toward deliberate use of contrast, alignment, proximity, repetition, hierarchy, and white space.
Module 04 recognizes visuals as arguments, gives greater attention to reader participation, and treats digital form and design as central to how meaning is made.
Module 03 makes visual rhetoric more explicit by examining how images, image-text relationships, sequence, layout, and closure create meaning and reshape the reader’s understanding.
Module 02 develops stronger multimodal and visual awareness through attention to audience, purpose, platform, design, and the ways different modes work together.
Module 01 establishes a primarily print and digital baseline while beginning to question what counts as literacy.
These comparisons are subjective observations, not evaluations or scores.