Research Question

Graphic design is a creative process combining art and technology to communicate messages. The designer works with a variety of communication tools – including typography – in order to convey a message to a particular audience. For the Widening Participation (WP) audience, to what extent does the use of serif typography affect any decision process on the part of the viewer / receiver to pursue higher education when used in related advertising?

Research Exploration Text

When examining the research methods for this project, many potential routes, where attempts could subsequently be made to answer the research question above, have been considered. The research question covers a spectrum of fields: aesthetics, communication and media study, cognitive sciences, cultural studies, ecology (environment), ethnography, information theory, linguistics, philosophy, psychology, social sciences, design theory, history and histories of creative practices all present to take this research forward. In selecting the methodology, all of these aspects have been examined where individual (proven) merits as well as any demerits from researched methodologies – in relation to the subject and by my own estimation – have been considered; this in turn has ultimately shaped the proposed research methodology, as has my own awareness of perceived challenges presented by multi-disciplinary study. Provided below is a breakdown of those methods explored and chosen for this research together with any intended aim resulting from their selection.

First Thoughts

Empirical research into any rhetorical act of type, are by my own estimations few (see the blog’s Research By Others – Collected Research). And as far as my searching’s reveal, work related specifically to my own related field, do not appear. As a result I have been unable to make any research adaptation or scrutinise any others prior data. I have though returned to my own quantitative data created during a previous module, only to feel that the data gained there ignores the core of this now ‘evolved’ project; it is the audience itself that presents the core, underlying ‘a natural alliance between the visual organisation of a document and its intended use’ (Walker, 2001, p.3).

Where my previous research data suggests an expectation and visual link between the use of serif typography and a university, this does not however provide any insight into how learners feel towards day-to-day HE publicity and any contained typography. Similarly, I feel that the research processes previously used provides limited insight into any typographic cognitive capacity, as well as any experience acquired by learners or prospective learners through culture and society. As a result, the data sought through this research would be qualitative and build on any previous quantitive outcome.

For the last five years, I have worked within the WP framework where part of my role has been to design communications material for the Worker’s Educational Association (WEA), South Wales. This I deem has provided me with valuable insight into this particular area. However, I am consciously aware that previous experience might also negatively influence or taint any direction or results outcome, where previous personal bias or preference has any bearing. On the subject of reflection Dewey describes this as ‘the reconstruction or reorganisation of experience’, where “reflection is a thorough inquiry that questions the experience so as to better understand it.” (O’Hanlon, 2003, p. 31).

Reflective practice began at the very beginning of this research and I propose that it should continue within this framework. ‘Events’ are to be recorded throughout the production of any communications design using SWOT analysis, where the aim of this is to ensure objectivity throughout my work, while also charting any external influences on my practice and capturing my own thoughts throughout my day-to-day design work. Particular attention would be paid to that work where WP groups are deemed to be ‘the audience’. Design education has presented me with “essential typographical rules” (Jury, 2002 p.144), and I have previously reflected that I find myself “perpetuating the stereotypes” (Swann, 1991 p.55). If we concur with Pavlov and Skinner, I am helping to ‘mould’ my environment, shaping it by typographical “association” thus “reinforcing” beliefs through repeated use of a visual system. Reflective practice “requires a commitment to learning from experience and from evidence, rather than a learning of certain prescriptions for action.” (O’Hanlon, 2003, p. 31).

During this process of method exploration and selection, I have consciously conceded to myself that aesthetically and functionally I cannot ignore an area encompassed in my own profession for which I might have a ‘suggestion’. “These matters, so far as they lie in the past clearly escape regulation,” (Dewey, 2004 p. 90). Regulation might not be the researchers aim, rather realisation of any proven application. One of the ‘tools’ of this research to date has been Carl Roger’s Self-Theory, where born from experiences and feelings about the self, we create our “perceptual reality” and live in our own “subjective” phenomenological world.  To understand the personality requires entering into the subjective world of a person empathizing or understanding the person from his or her own subjective reality. Rather than inquire “into the manner in which this reality is constructed” (Berger and Luckmann, 1966, p.30) for WP learners, my question is what is the reality experience? And in turn how does this translate into type appropriation.

To determine this I propose discourse between the intended WP audience and myself using a combination of methods. Widening Participation addresses the large discrepancies in the take-up of higher education opportunities between different social groups, where social, educative, economic, cultural, geographic, and physical factors are determining characteristics; under-representation in Higher Education is closely connected with broader issues of equity and social inclusion. Where WP groups are recognised by education providers, contact will be made with these providers seeking access to the learners to facilitate introductory focus groups, interviews, and observational work. In addition I propose that an ice-breaker set is devised for new adult learning classes where the group is asked to comment on visual samples containing type to illicit responses related to typography and their learning. The ice-breakers will be delivered by the class tutor where respondent’s keywords are captured. This will allow group members to talk about a subject where there are no ‘wrong answers’ (good for all learners including those less confident, supporting the inclusive nature of this research), while also furnishing the research with keyword data that can be subsequently analysed. This data will also be compared to the one-to-one data for word or phrase repetition underlining any response consistencies or contradictions.

In addition to this, following my interview with Essex Havard, Regional Development Officer with the National Institute of Adult Continuing Education (NIACE) Dysgu Cymru, I will use the opportunity presented to me, to use NIACE’s welsh network groups and learning festivals to introduce the ice-breaker method to a much wider audience than I am able to source using my own contacts; this will also extend the reach of this research. In addition this should encourage discourse between myself and learner groups as well as those working within the learning environment that might be responsible for locally produced literature or offer insight into how this is undertaken. My contact with NIACE should also introduce me to others working within NIACE regionally and nationally who could offer extended insight which would also be collated in the qualitative data collection.

NIACE by its own estimation ‘deliver high quality development and research work’ to inform the adult learning sector, and in addition to the exploration listed above, I have looked to previous reports created by them to support my own interview research. One report in particular namely Successful Futures (Bowman, Burden and Konrad, 2000) was of interest to me as it discusses how adult learning participants within the WP agenda “framed their perceptions of successful futures through participation in education and work.”

The Successful Futures report suggests “a useful way to understand perceptions of successful futures in relation to participation in education is through beliefs and doubts. . .” (Bowman, Burden and Konrad, 2000, p. 7). Subsequent qualitative data records contradictory influences at play in people’s beliefs and doubts about education and ‘the self’, as “educational self-concept and the provision presented.” In addition the report cites that learners’ perceptions of themselves educationally do not encourage them to enter education. . . that may only serve to reinforce their negative self-concepts,” this reminiscent of the catalyst ‘warning’ made to me by WEA Council, that serif-type “highlighted a ‘social divide” ‘reminding learner’s of what they were not instead of what they could become’. The focus group and interview process will seek to interrogate and evaluate this aspect, where those whom this research is aimed at supporting sit central, having a ‘voice’ within any end paper, and shaping any subsequent outcome.

A number of aspects concern me with the noted interview process however, whether this is structured, semi-structured or conversational. Having worked for the last five years within the WP framework I am conscious that in order for the interviews to provide a genuine reflection of any perceived reality, a ‘comfortable relationship’ between researcher and interviewee requires, I feel, a number of factors to ‘authenticate’ this process; time, linguistics, tone and accent are uppermost in my mind (following discussion with previous researchers and development workers), as well as physical and perhaps ‘fashionable’ appearance in relation to the interview situation and environment. To me, these factors suggest that responses could be negatively affected if the interviewer is negatively perceived (respondents giving answers that they think the interviewer wants to hear, the interviewee feeling intimidated by the questioner or by language used during the questioning with the consequence of shortened or unrepresentative answers and so forth) creating what could be described as ‘an uncomfortable situation’.

“The function of consciousness is to represent information about what is happening outside and inside the organism in such a way that it can be acted upon by the body.” (Csikszentmihalyi, 1990, p. 24). I therefore propose that where contact is made to the learning centres’ users, centre staff are tasked with organising initial focus group discussions, as they provide the ‘link’ between myself and the group participants. Once the focus groups are organised, then research discussion should take place where I am present with the learners and the learning assistants (this should encourage a more positive and perhaps more consciously ‘comfortable’ situation in which to conduct any interview by the presence of those already ‘embedded’ in the participants learning); where responses are made these are to be recorded in audio or written format.

One-to-one interviews with individual group members will follow-up the focus groups and as before with the focus groups, and as part of the research inclusivity, the interviewees will be informed of their central role in the research and where responses are recorded permission for this will be requested beforehand.

The questions for these interviews are still to be devised, however the principal aim will be to illicit response(s) in relation to serif and sans serif type and whether either’s use in Access Course publicity (where this is publicity used to attract those from the WP agenda into HE) presents a more positive or negative underlying message of the (perceived) learning and any (perceived) learning outcome. This research seeks to support my claim that serif-type would be an appropriate choice for those aspiring to higher education through a reflection of the self through typography. Through focus groups, interviews and observation I seek to investigate the existence of social constructs positive or otherwise surrounding serif typography, as well as gauging any preferred visual style through the use of visual samples sourced from the sector as well items designed specifically for this process where visuals are differentiated by typographic selection alone (where all other content remains constant). Data sourced from the initial focus groups and the subsequent one-to-one interviews would then be analysed using either discourse analysis, and / or concept mapping (I am still exploring these aspects).

Opinion would be sought throughout the research process from Development Workers, to WP project directors; from those in similar professional positions as myself, as well as support agencies focused on WP and entering HE through Access courses; this too would be recorded through this blog which will continue, enabling direct communication for comment, feedback and discourse. A survey will also appear on the blog where, as this is open to a diverse range, demographic will be sought along with feedback regarding any used font and word appropriateness based on a 4-point Likert scale.

Bibliography

Alvesson, M. & Sköldberg (2009): Reflexive Methodology: New Vistas for Qualitative Research Second; Second Edition, Sage
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Bowman, H. & Burden, T. & Konrad, J. (2000): Successful Futures? Community views on adult education and training; Joseph Rowntree Foundation

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Jury, D. (2002): About Face: Reviving the Rules of Typography; RotoVision

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Swann, C. (1991): Language and Typography; Lund Humphries

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Walker, S. (2001): Typography and Language in Everyday Life; Pearson Education

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Journals

Journal of Design Research. lnderscience Enterprises Ltd.

Point: Art and Design Research Journal. CHEAD

Websites

http://www.niace.org.uk/

http://www.qualitative-research.net/index.php/fqs/article/view/4/10

http://www.publications.parliament.uk/pa/cm200708/cmhansrd/cm080108/debtext/80108-0014.htm#column_223

http://www.learningbenefits.net

http://www.aimhigher.ac.uk/home/index.cfm

http://www.aimhigher.ac.uk/practitioner/communications/communications_resource_pack/promotional_materials/dos___don_ts_for_printed_materials.cfm

http://www.aimhigher.ac.uk/practitioner/communications/communications_resource_pack/developing_a_communications_plan/national_communications_strategy.cfm

http://www.readingroom.lsc.gov.uk/lsc/National/Higher_Skills__Final_Report.pdf

http://www.accesstohe.ac.uk

http://www.actiononaccess.org/

http://www.hefce.ac.uk/pubs/hefce/2006/06_16/

http://www.learning.wales.gov.uk/

http://www.plainlanguagenetwork.org/type/typelomx.htm

http://www.newcastle.ac.uk/ncihe/r5_003.htm

http://www.istd.org.uk/flash_content/index.htm

http://www.atypi.org/

http://www.icograda.org/web/

http://www.aiga.org/

http://www.educationguardian.co.uk

http://www.designresearchsociety.org/J~oomlalindex.php

http://www.designresearch.wordpress.com

http://www.designresearchnetwork.org/drn

http://www.jiscmail.ac.uk/cgi-bin/webadmin?AO=design-research

http://www.rhizome.org

http://www.scholar.lib.vt.edu/ejournais/JDC

http://en.wikipedia.org/wiki/Likert_scale

Other Reading

Henderson, J.M. (2008): Visual Cognition; Psychology Press

Hinchcliffe, M. (2003): Design For Learning; UFI Ltd

Hollis, R. (1994): Graphic Design A Concise History; Thames and Hudson World of Art

Granger, D.A. (2006): John Dewey, Robert Pirsig and The Art of Living; Palgrave Macmillan

Kinross, R. (1992): Modern Typography Essay in Critical History; Hyphen Press

Kosko, B. (1994): Fuzzy Thinking; Flamingo

Lefebur, H. (1991): The Production of Space; Blackwell Publishers

Lupton, E. (2004): Thinking With Type; Princeton Architectural Press

Newark, Q. (2002): What is Graphic Design?; RotoVision

Rabinowitz, T. (2006): Exploring Typography; Thomson/Delmar Learning

Sasson, R. and Gaur, A. (1997): Signs, symbols and icons; Intellect Books

Other References

Comments collected during previous research-related interviews, feature in audio at the beginning of the “Typography and The Best of All Backgrounds” movie on this blog.