Dr. Shannon Sarantakos

My project explores how data visualizations function as boundary objects, facilitating communication across contexts by allowing multiple interpretations while preserving core data meaning. Visualizations increasingly function as boundary objects, mediating understanding across diverse stakeholder groups while accommodating varying levels of expertise and interest. From the perspective of genre theory, these visualizations can be understood as socially recognized forms of communication with specific conventions, purposes, and audiences. Genres not only shape how information is presented, but also how it is interpreted (e.g, Bawarshi, 2000; Miller, 1984; Pare & Smart, 1994). Each visualization type (i.e., line graph, bar chart) is therefore its own genre, and each draws on the different strengths and affordances of that genre to act as a site of negotiation between experts, policymakers, and the public.

While there has been much work on boundary objects in rhetoric and technical communication (e.g. Houf, 2021; Star & Griesemer, 1989; Wilson & Herndl, 2007), very little research exists on how data visualizations might function as rhetorical boundary objects. The existing research on data visualization and boundary objects is not rhetorically focused and comes primarily from the fields of computer programming and human-computer interaction (e.g., Lambotte, 2017; Nunes, Guimares & Zurlo, 2023; Otto & Davidoff, 2024).  Drawing on these fields as well as genre theory, I critically examine a variety of visualization types to understand the roles, opportunities, and complexities afforded by their genres and the ways in which these affordances enable them to function as boundary objects

The students will participate as apprentice genre analysts, applying theory to real-world visualizations while contributing structured analytic data to the project. They will support qualitative analysis through corpus development, genre-feature coding, and structured interpretive documentation.

More specifically, they will:

-Identify and collect data visualizations from predefined domains 
-Document source context, intended audience, and communicative purpose using a standardized intake form
-Apply an established coding scheme to identify genre, cues, etc.
-Conduct structured interpretive walkthroughs
Other activities will include reading and reflecting on a few seminal theoretical pieces at the outset of the project, finding and summarizing sources for possible inclusion in the literature review section of each chapter, and drafting sections of the literature review. 

Most important is interest in and dedication to the project. Strong writing skills are a big plus, as is interest in visuals, particularly quantitative visuals (charts, graphs, etc.). 

I am hopeful for all three outcomes listed here: presentation, publication, and continued research.  Certainly continued research if the student is interested and performs well. Presentation almost certainly; I will apply to several. Publication likely. The project that is my main focus here is the beginning of a book project, but I hope to carve out several articles along the way and the students could, of course, help with this. I already have a related, accepted presentation coming up in April so I could likely frame that as an article for publication with students help. 

I would also encourage students to submit work to undergraduate conferences and publications as well. 

I have mentored quite a few PCM students who "interned" with me for credit. I presented with two at the campus celebration of scholarship and co-authored a book chapter with another. I am committed to this work!  I've also mentored many PCM students doing senior projects for credit; one from my current group is submitting to SUNY SURC. 

Hybrid

Tuesday Mornings- weekly in-person meeting/training/demo, Approx. 2 hours (Tuesday is ideal, but I'm flexible)
Weekly virtual check-in meeting later in the week (can be scheduled around student needs/preferences), Approx. 1 hour
Rest of work can be completed on the student's own time/schedule; additional email check-in and progress deliverables will be due weekly to ensure progress and understanding (17+ hours).