From directing community writing projects to designing technology classrooms, I employ rhetoric and design research to examine how audiences make meaning through their experience with media. I’m especially invested in employing equity-based design practices to bring about positive social change. My forthcoming book, Community is the Way: Engaged Writing and Designing for Transformative Change will be published by WAC Clearinghouse in 2022.
Aimée Knight (2019). “Where Data Meets Design: Visualization in the Digital Humanities” in Doing More Digital Humanities: Open Approaches to Creation, Growth, and Development by Routledge, edited by Richard J. Lane, Raymond Siemens, and Constance Crompton https://doi.org/10.4324/9780429353048 This print chapter represents a walk-through of a week-long data visualization workshop at the Digital Humanities Summer Institute (DHSI) where participants explore ways to visualize data, rendering information more useful, engaging and accessible. Participants examine each stage of the design process, as they learn to ideate, create content and execute creative design solutions.
Aimée Knight, (2017). “Design Philosophy for a Multimodal Composition Classroom” in Making Space: Writing Instruction, Infrastructure, and Multiliteracies. Danielle DeVoss & James Purdy. (Eds.) University of Michigan Press. https://doi.org/10.3998/mpub.7820727 This chapter explores the necessary rhetoric (or “Design Philosophy”) to design and build a classroom on campus. I tell the story behind the building of a multimedia production classroom, my department’s second classroom renovation to date. I also discuss how a design philosophy might help others interested in making arguments for effective classroom spaces.
Aimée Knight and Austin Starin, (2015). “Designs of Meaning: Tools for Digital Storytellers.” Harlot: A Revealing Look at the Arts of Persuasion. No. 14. Designs of Meaning seeks to better understand and communicate how digital stories rhetorically “work.” We focus on how stories are shared through multimodal platforms. The editors (Kate Comer and Tim Jensen) believe that this article “has the potential to do exactly what Harlot aims to accomplish: to bridge the gap between academic and public conversations, to connect rhetorical theory and real-world practice.”
Steven Hammer and Aimée Knight, (2015). “Crafting Malfunction: Rhetoric and Circuit-bending.” Harlot: A Revealing Look at the Arts of Persuasion. No. 15. For this special issue of Harlot, we document our own circuit-bending process and make connections between the work of Qubais Reed Ghazala, the pioneer of circuit-bending, and rhetoric and writing. Specifically, we discuss the importance of access and creativity, invention and discovery, and the ways that composition is a collaborative performance between humans and nonhumans.
Jentery Sayers, Virgina Kuhn, Aimée Knight, Elizabeth Losh, Jim Brown, Victoria Callahan, Viola Lasmana, and Melanie Yergeau, (2014). “Hacking the Classroom: Eight Perspectives.” Computers and Composition Online. Here, eight authors discuss the question: “Why does the Higher Ed classroom need to be hacked, and how might we hack it?” In this webtext/video,”We Need to Talk,” I show two technology classrooms that I designed to bring people together in productive ways. By increasing human contact and communication the focus is placed on active, social, experiential learning (as the actual technology/hardware moves into the background to support communication and collaboration).
Aimée Knight, (2014). “Book Review: Designing Texts: Teaching Visual Communication.” Journal of Business and Technical Communication. 28(2): 249-253. https://doi.org/10.1177/1050651913513876 In this review, I discuss how the edited collection Designing Texts reflects the rich and varied state of the field of Visual Communication, by featuring theorists, pedagogies, and practices that are currently employed in visual communication classrooms. I emphasize a need to return to rhetorical theory in the teaching of visual communication in order to accommodate the needs of students who work within a variety of modes, media, and contexts.
Aimée Knight (2013). “Reclaiming Experience: the Aesthetic and Multimodal Composition.”Computers and Composition: an International Journal, 30(2): 146-155. https://doi.org/10.1016/j.compcom.2013.04.004 Recent scholarship points to the rhetorical role of the aesthetic in multimodal composition and new media contexts. In this print article, I examine the aesthetic as a rhetorical concept in writing studies and imagine the ways in which this concept can be useful to teachers of multimodal composition. My treatment of the concept begins with a return to the ancient Greek aisthetikos (relating to perception by the senses) in order to discuss the aesthetic as a meaningful mode of experience.
Aimée Knight, Martine Courant Rife, Phill Alexander, Les Loncharich, Dànielle Nicole DeVoss, (2009). “About Face: Mapping Our Institutional Presence.” Computers and Composition: an International Journal, 26(3): 190-202. https://doi.org/10.1016/j.compcom.2009.05.003 As the lead author of this print article, I situated writing program websites as important institutional spaces that serve as interfaces to shared values, beliefs, and practices. In the writing of this article, I worked with my co-authors to develop a three-part framework to understand how websites of United States-based writing programs craft identity and anchor their programs.