Digital Cultural Rhetoric: Considering Web Design
- Katherine
- Jul 1, 2024
- 8 min read
In my last post, I mentioned that one of my summer graduate courses asks us to maintain a blog responding to what we are reading and learning in class. Our article for the weekend, "The Design of Web 2.0: The Rise of the Template, The Fall of the Design" by Kristin L. Arola (2010), discusses how Web 2.0 has led to a decline in people paying attention to the design of the websites they are interacting with and creating, with "'the post' [replacing] 'web authoring'" (6). While Arola brings up some compelling arguments, I question certain points and feel she overlooks key aspects of contemporary web usage.
I am not a web designer; I do not code; the meaning of "SEO" I never remember; I rarely give a thought to web optimization. Except when I visit other websites and find them "clunky" (BlackBoard LMS, anyone?). When I created the first iteration of this blog in 2008 on Blogger, I didn't pay much attention to design; I chose a template and started typing, focusing more on content and sending life updates back to family and friends -- the post, rather than the authoring. Perhaps this approach stems from being part of the "Net Generation," which Arola describes as having technology "seamlessly woven into their lives" (5) and prioritizing content over design (6).
I don't have a strong view on web design, but I do gravitate towards websites that are aesthetically pleasing yet not busy. I appreciate sites where information is easy to find, which is particularly important for LMS systems that often seem overly complex and not user-friendly. As web design tools have evolved, I have become more aware of the importance of design and strive to incorporate thoughtful design choices into my blog.
Summary of Arola's Article
Arola’s article argues that design plays a crucial role in the rhetorical functions of digital spaces. She contends that the loss of design production in Web 2.0 could lead to diminished agency in online representation and a loss of critical thinking: "the loss of design production in Web 2.0 might lead to less critical consciousness not only about the meaning design conveys but also the ways in which that meaning is enmeshed with the world around us" (7). This argument, though made in 2010, seems even more pertinent today in the era of misinformation, TikTok, Instagram influencers, and Snapchat. My students are constantly interacting and creating in online spaces, but rarely considering more than the content of their posts. Removing customization removes agency, and students need to be aware of the intentionality behind design choices, especially as they intersect with misinformation and critical thinking skills.
Yet, though I agree with some of Arola’s points, her assessment fails to fully apply to those born between 1982 and 2000 - the ascribed "Net Generation". Many of us did learn some HTML to personalize our MySpace profiles or Google Sites pages. I remember learning basic HTML in school, even though I wasn’t into computer science. However, her points may be more applicable to the Gen Z and Gen Alpha students I teach, who often rely on pre-designed templates and may lack deeper design skills. With AI now assisting in content creation, the lack of agency Arola discusses is likely to increase.
A Critique of Arola's Argument
Arola’s call for educators to teach design is particularly relevant. By engaging students in activities that analyze and redesign interfaces, she posits that we teachers can "change the shape of our students' discursive consciousness and rhetorical awareness" (12). Reflecting on this, I examined my website to articulate my design choices. Did I write the code for my website? No, I did not; but I do put intentionality behind my choices in font, color, and other design elements, which is something that I think Arola may not be acknowledging in her writing. On page 6 of her article, she argues that though "students still choose photographs, words, sounds, and hyperlinks, [...] they choose colors, fonts, and shapes less and less". Contrary to Arola’s claim that students are choosing these elements less frequently, I see my Gen Z students intensely debating over the visual aspects of their Google Slides presentations. Yes, they tend to spend the entire class period selecting which GIF they want on the title slide, but they also argue with each other about the background color, the fonts and font sizes, what animations to use, etc. They might not fully grasp the rhetorical impact of their choices (they're only 15), but they are actively engaged in making them.
There is also an argument to be made about the relevancy of Arola's article, particularly her examples. Since 2010, technology, including the Internet and coding, has undergone significant changes that challenge Arola's concerns about templates diminishing creativity and agency. For instance, today's user views content on a variety of devices—desktop screens, iPads, and smartphones. At the same time Arola's article was published, Ethan Marcotte developed responsive design, which ensures that websites adapt seamlessly to various screen sizes and devices. This innovation has enhanced user experience and accessibility, making web design more inclusive and adaptable. Since then, the mobile device has become more and more dominant. My Gen Z students all have laptops, and many will even use their smartphones for composing essays (much to my chagrin—how can you see anything?). This has led to a rise in a mobile-first approach to designing. Understanding how to use code to develop a site that adapts to various screen sizes and orientations adds a layer of complexity for those who are not versed in computer languages, which only creates more of a barrier. A template-driven platform allows creators to effortlessly create sites that prioritize user convenience and accessibility.
There has also been more focus placed on readability in site design. The MySpace profile Arola includes as her example would not function well in today's world of minimalism and flat design. In her example image, multiple colors swirl in the background of the page, and the fonts are hardly readable on such a busy background. Though it may be expressive of the creator's personality, it is hardly user-friendly and is certainly not accessible to those with visual impairments—something that has increasingly become a focal point of web design.
In fact, Arola’s omission of accessibility in her discussion is a significant oversight, as ensuring accessibility is essential in promoting an inclusive digital environment. While she points out issues raised by Cynthia L. Selfe and Richard J. Selfe in 1994 by referencing a quote from their writing ("Selfe and Selfe encouraged readers to see the interface as a map that 'is orientated simultaneously along the axes of class, race, and cultural privilege [and] aligned with the values of rationality, hierarchy, and logocentrism characteristic of Western patriarchal cultures'" (7)), Arola does not fully explore its implications, particularly regarding accessibility and the rhetorical functions of web design. Modern web design emphasizes accessibility features, such as providing alternative text for images, maintaining high contrast between text and backgrounds, and ensuring that websites are navigable via keyboard for those with motor impairments. These practices enhance the user experience for everyone, particularly individuals with disabilities, thereby expanding the scope of user agency and critical engagement beyond what Arola acknowledges.
Lastly, contrary to Arola's assertion, modern web design templates often offer extensive customization options. Platforms like WordPress, Wix, and Squarespace provide users with a wide array of tools to personalize their sites, from adjusting color schemes and fonts to integrating multimedia elements. These features empower users to make intentional design choices without needing advanced coding skills, thus preserving their creative agency. This extends to the incorporation of generative AI components that can now generate design elements, suggest layouts, and optimize user experiences based on data analytics, as well as create and suggest content. Though this can raise concerns over the level of agency a person has in creating everything from design to content, this technological advancement has contributed to making web design more accessible, enabling even those with limited design skills to create visually appealing websites.
Examining My Own Experiences
When I started this blog in 2008 on Blogger, I chose a template and started writing. There weren't the customization tools available then that we have today. You couldn't move elements around the page, edit the colors within the color scheme, or add interactive features. However, as technology has evolved, so has my interest in design. Teaching Yearbook for the past ten years has heightened my awareness of design elements and their messaging. Designing a yearbook requires careful consideration of static design choices, making each decision permanent. I've also become more aware of social issues, including accessibility, and I strive to incorporate these lessons into my blog design.
In designing my blog, I pay close attention to the colors, fonts, and other elements I am choosing to display - forever - on the Internet. For instance, I chose the color scheme in part because of my personal preferences (green and blue are my favorite colors) but also because of an understanding of color psychology. I wanted my readers to feel at peace and calm while reading, which the calming tones of green and blue are supposed to convey. I try to think of the user and how they will interact with my content. My blog posts are organized into sections, allowing readers to find what they are looking for easily. I select readable fonts with high visual interest and use a variety of image placements to avoid repetitive templates. I also consider accessibility by maintaining good contrast between the background and text, ensuring that the colors I choose are suitable for those with color blindness, and providing alternative text for images to support text-to-speech devices.
Implications and Conclusion
While Arola's arguments about the importance of design in digital spaces are compelling, they need to be expanded to include contemporary practices and accessibility considerations. The democratization of web design through platforms like WordPress, Wix, and Squarespace has empowered users to create personalized, aesthetically pleasing websites without advanced coding skills. This democratization enhances user agency, contrary to Arola's claim that templates limit creativity and critical engagement.
Furthermore, accessibility has become a fundamental aspect of modern web design, aiming to create inclusive digital environments. Ensuring that websites are navigable via keyboard, providing alternative text for images, and maintaining high contrast between text and backgrounds are standard practices that enhance user experience for everyone, particularly individuals with disabilities. These practices expand the scope of user agency and critical engagement beyond what Arola acknowledges.
Incorporating design thinking across disciplines is crucial. Visual communication tools like Google Slides are used frequently, yet many educators do not model effective design principles. Slides filled with blocks of text or long quotations fail to maintain visual interest and focus. By emphasizing design awareness and critical thinking in their curricula, educators can prepare students to navigate and create in an increasingly digital world.
Addressing Arola's concern about misinformation, contemporary digital literacy initiatives emphasize critical evaluation of online content. Fact-checking tools and media literacy education promote critical engagement, countering the idea that templates diminish critical thinking.
Ultimately, while Arola's points about the rhetorical functions of design are valid, they must be reconsidered in the context of technological advancements and the push for inclusivity in web design. Modern web design trends and tools have evolved to prioritize user experience, accessibility, and customization, allowing for a more nuanced understanding of agency and creativity in digital spaces. In agreement with Arola, as educators, it is our responsibility to foster this awareness and ensure that students are equipped to critically engage with and contribute to the digital world.
Arola, Kristin L. "The Design of Web 2.0: The Rise of the Template, The Fall of Design," ScienceDirect, Computers and Composition, 2010.
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