Riveted in the Word 

The true story of a writer/historian’s hard-fought battle to regain language after a devastating stroke.

Warren Lehrer 
School of Visual Arts (SVA);

Purchase College 
SUNY (Professor Emeritus) 

Riveted in the Word is an electronic book inspired by the true story of a writer/historian’s hard-fought battle to regain language after a devastating stroke. Written and designed by author/designer Warren Lehrer, the multimodal book app uses writing, a custom interface, kinetic typography, and an original soundtrack to place the reader inside the mind of a retired American history professor as she recalls her journey with Broca’s aphasia. The interface toggles between columns of text that readers navigate at their own pace, and animated sections that evoke gaps between perceptions (thoughts, memories, desires) and the words needed to communicate.

Most of the inner monologue takes place while the fictionalized protagonist, Norah Hanson, PhD, is lying in bed thinking about her 20+ year rehabilitation, hopeful for the day ahead, which turns out to be a breakthrough day for her. The interface is often bifurcated down the middle, in a way that mirrors the two hemispheres of the brain, which get affected differently by a stroke. The reader witnesses Norah’s sense of humor, determined spirit, and seemingly fragmented-but-intelligible thoughts as they shift from present to past, and toward her upcoming public lecture, the first she’s given since the stroke.

BACKGROUND/METHODOLOGY

I first met and interviewed Willie Lee Rose, a historian of the American Reconstruction period, two decades after she suffered a massive stroke. She was 71-years-old at the time. Willie’s stroke affected the left hemisphere of her brain, which gave her the kind of aphasia that affects the use of language. Like many cases of Broca’s aphasia, she retained the memories and intelligence that she had before, but she suddenly didn’t have the language to communicate. Willie’s difficult but triumphant rehabilitation inspired me to write a fictionalized interior narrative of a scholar and stroke survivor—that takes place over the course of a few hours of one day.

The first iteration of Riveted in the Word was published in my 2013 illuminated novel, “A LIFE IN BOOKS: The Rise and Fall of Bleu Mobley,” as an excerpt of one of my author-protagonist’s 101 books. In 2018, Willie Lee Rose died, at the age of 91, and a few years after that I decided to adapt Riveted into an electronic book, and dedicate it to Willie.

For the past twenty years, I’ve been enhancing my solo and collaborative printed books (non-fiction, fiction, and poetry) with animations, short films, and interactive media. I’ve also been focusing more and more on making work that helps create greater understanding of and empathy for neurodivergent and other human conditions such as Dyslexia, Alzheimer’s disease, displacement, trauma, and loss. So, I had the idea of developing Riveted in the Word as my first fully electronic book as a way of creating an immersive experience that could help readers have more awareness of the interior experience of this little understood condition.

In 2019, I had the good fortune of meeting Artemio Morales, a web developer with a literature background and passion for multimedia books. After deciding to work together on the Riveted in the Word ebook, we brainstormed about creating an interface that would in some ways split the difference between watching a movie and reading a book. Several months later, I sent him a 1,200 page storyboard, which he began translating into code using Unity. I also brought composer/multi-instrumentalist Andrew Griffin into the project because of the phenomenal job he did creating soundtracks for the animations of my and Dennis Bernstein’s “Five Oceans in Teaspoon” project. The three of us worked on “Riveted in the Word” for five years while juggling other projects.

OUTCOMES

Riveted in the Word launched in June, 2024 as a book app made for iPads, iPhones, and Mac computers, available for sale on the Apple App store, for $4.99. We are currently adapting it to work on Android and Windows devices and online through web browsers. The book app is co-produced and co-published by my non-profit arts organization EarSay, dedicated to nurturing and portraying stories of uncelebrated individuals and communities, and Artemio’s production lab, AltSalt, dedicated to publishing and promoting innovative works of electronic literature.

So far, we’ve had two official book launches to over-capacity audiences, one at the Center for Book Arts in NYC, one in Blue Hill Maine, in conjunction with the Maine Writers and Publishers Association’s “Word Festival.” Launches included real-time projection of the app with reading/performances by actress/author and my EarSay partner Judith Sloan, and Q&A with collaborators Andrew Griffin, Artemio Morales, medical professionals, and stroke survivors.

Over the past several months, we also presented performance/readings of Riveted at Torn Page, Art New York Studios, Topaz Arts, NYU Tish, Pratt Institute, the University of Wisconsin/Madison, and as part of the Contemporary Artists’ Book Conference/NY Art Book Fair, and the Electronic Literature Organization National Conference in Orlando, Florida/online.

Riveted was a featured title of the May, 2024 Print (Magazine) Book Club, along with another book that I wrote and designed, “Jericho’s Daughter.” That hour-long conversation was hosted by Debbie Millman and Steven Heller.

Riveted was the subject of a segment on New York Public Radio with me and Dr. Laura Boylan, a neurologist at Bellevue Hospital and faculty at NYU School of Medicine.

I also discussed Riveted in an hour+ interview with Carson Grubaugh on the Living the Line video podcast which features makers of graphic novels and visual literature.

In addition to receiving positive receptions from the design and electronic literature communities, I’m most hearted by the reception Riveted is receiving from health care professionals and stroke/aphasia survivors.

The National Aphasia Association (NAA) has endorsed Riveted and is featuring it on their Recommended Reading list.

Upcoming presentations include performance/readings at two New York medical schools and I’ve been invited to be a keynote speaker at an Art & Health Symposium in Tennessee.

In the attached Evidence of Outcomes doc, I’ve enclosed press quotes and other testimonials that attest to ways Riveted in the Word is innovative and contributes to the field(s) of design, electronic literature, and narrative medicine.

This project was the 2024 Design Incubation Educators Awards winner recipient in the category of Scholarship: Creative Works.

Biography

Warren Lehrer is a designer and writer known internationally as a pioneer of visual literature and design authorship. His work is acclaimed for its marriage of writing and typography, capturing the shape of thought and speech, and reuniting oral and pictorial traditions of storytelling in books, animations, and performance. Honors include: Ladislav Sutnar Laureate, Center for Book Arts Honoree, Brendan Gill Prize, Innovative Use of Archives Award, International Book Award for Best New Fiction, three AIGA Book Awards, and fellowships and grants from the National Endowment for the Arts, New York Foundation for the Arts, Rockefeller, Ford, and Greenwall Foundations. His books are in many collections including MoMA, Getty Museum, Georges Pompidou Centre, Tate Gallery. Lehrer is a founding faculty member of the Designer As Author/Entrepreneur MFA program at the School of Visual Arts, Professor Emeritus at SUNY Purchase, and co-founder of EarSay, a non-profit arts organization in Queens, NY. https://warrenlehrer.com/

2024 Design Incubation Communication Design Educators Awards

2024 Design Incubation Educators Awards competition in 4 categories: Creative Work, Published Research, Teaching, Service

Congratulations to the recipients of the 2024 Communication Design Educators Awards!


Scholarship: Publications

Winner

Gender, Transgression, and Ritual Torah Preparation
Leslie Atzmon
Professor
Eastern Michigan University

Runner-up

Working with Design Clients: Tools and Advice for Successful Partnerships
Meaghan Dee
Associate Professor
Virginia Tech

Jessica Meharry
Visiting Assistant Professor

Institute of Design at Illinois Tech


Scholarship: Creative Work

Winner

Riveted in the Word 
Warren Lehrer 
School of Visual Arts (SVA);

Purchase College 
SUNY (Professor Emeritus) 


Teaching

Winner

Variable 
Kelsey Elder
Assistant Professor
Carnegie Mellon University 

Runner-up

Chicago Designs: Teaching Community-Based Histories 
Christopher Dingwall
Assistant Professor
Washington University in St. Louis

Dr. Bess Williamson
Professor
North Carolina State University in Raleigh

Dr. J. Dakota Brown
Visiting Associate Professor
University of Illinois, Chicago

Amira Hegazy
Adjunct Assistant Professor
University of Illinois Chicago


Service

Winner

The People’s Graphic Design Archive
Louise Sandhaus
Professor
California Institute of the Arts

Mary Banas
Lecturer
Tufts University

Brockett Horne
Lecturer
Boston University

Alan Caballero Lazare
Assistant Professor
George Mason University

Briar Levit
Associate Professor
Portland State University

Alberto Rigau
Studio Interlínea

Morgan Searcy
Art Director

Bobby Joe Smith III
Special Faculty
California Institute of the Arts

Runner-up

Mitigating Youth Violence: The Futuring Project: Audacious Narratives & Enduring Voices 
Neeta Verma
Independent Scholar
Associate Professor (retired)

University of Notre Dame

Runner-up

Mashq Conference 2022 on Arabic Type and Typography 
Yara Khoury Nammour
Assistant Professor
American University of Beirut, Lebanon

Khajag Apelian
Lecturer
American University of Beirut, Lebanon


2024 JURY

Steven McCarthy (Chair)
University of Minnesota

Douglas Kearney
University of Minnesota

Doug Barrett
University of Alabama at Birmingham

Basma Hamdy
Virginia Commonweath University—Qatar

Kali Nikitas
University of Southern California in Los Angeles

The Bayou at y.our Doorstep: Integrating Environmental Education in Graphic Design

The role Houston’s waterways play in the community

Natacha Poggio
Associate Professor
University of Houston Downtown

Houston’s vast network of 22 bayous and river systems is central to the city’s identity, influencing both its geography and culture. The University of Houston-Downtown (UHD) sits at the intersection of two key waterways, White Oak and Buffalo Bayous, offering students a direct connection to the natural environment that shapes their urban experience. These bayous, which embody both tranquility and the destructive potential of floods, also highlight the impact of human activity on Houston’s green spaces.

In an introductory graphic design course, students were tasked with visualizing the environmental, emotional, and developmental importance of Houston’s bayous for community well-being. Through this service-learning project, they collected observations and interviewed community members to apply their storytelling and visual design skills to create illustrations that reflect the role Houston’s waterways play in the community, while also addressing the negative effects of pollution.

The project culminated in a public exhibition at Earth Day Houston, in partnership with Discovery Green. With over 31,000 attendees, the displays aimed to raise awareness and educate about the importance of reducing pollution, particularly single-use plastics, as part of a larger goal to achieve a waste-free celebration. UHD Recycling Ambassadors played a significant role in this effort, collecting and sorting 3,800 pounds of garbage, with less than 9% ending up in a landfill.

This case study demonstrates the power of integrating environmental education into design curricula, engaging students in creating relevant real-world solutions through service-learning and empowering community members alongside the students’ learning experience.

This design research is presented at Design Incubation Colloquium 11.2: Annual CAA Conference 2025 (Hybrid) on Friday, February 14, 2025.

Workshop on Writing an Academic Abstract

An Affiliated Society Meeting at the CAA 113th Annual Conference

Affiliated Society Meeting at the CAA 113th Annual Conference, New York City

Friday, February 14, 2025
1:00 PM – 2:00 PM
New York Hilton Midtown – 2nd Floor – Murray Hill West

This is a hybrid event. Attendance is free to anyone in person. (No conference fee is required.) To attend virtually, complete the form below to receive details for the virtual login.

Join Design Incubation for a workshop on Writing an Academic Abstract. We will provide examples, recommendations, best practices, and ideas on crafting a written synopsis of your communication design research for submission to conferences, journals, invited lectures, grant and book proposals.

Please complete the form and let us know how we can facilitate your academic abstract writing efforts. This event is suited for junior faculty new to research and publication. It is also an opportunity for senior faculty to discover community and feedback on their scholarly endeavors.

Form: https://designincubation.com/abstract-writing-workshop/

Enhancing Design Education: Students Skill Development through Technology in Blended Learning Environments

Strong positive correlations between students’ comfort with technology, its perceived importance for skill development, and overall satisfaction with the learning environment.

Danilo Bojić
Associate Professor
Winona State University

This proposal examines the effects of technology integration on skill development and student satisfaction in undergraduate design education, guided by the Technology Acceptance Model (TAM) and the Diffusion of Innovation Theory (DoIT). It aims to clarify how digital tools enhance design competencies and learning experiences.

Two primary research questions were explored:

1) How does comfort with technology correlate with its perceived importance among design students in blended environments?

2) How does technology integration affect students’ satisfaction with their learning environment? The study utilized a quantitative, exploratory, correlational design, surveying 288 undergraduate design students from public liberal arts colleges in [name anonymized for peer-review] using a structured Qualtrics questionnaire.

The analysis found strong positive correlations between students’ comfort with technology, its perceived importance for skill development, and overall satisfaction with the learning environment. These results emphasize the essential role of technology in design education and highlight the need for strategies that enhance technological proficiency and effectively integrate digital tools.

The findings are significant for educators, curriculum developers, and educational policymakers, stressing the importance of innovative pedagogical approaches that leverage technology to meet the evolving needs of the design profession. This research contributes valuable insights into the integration of technology in design education, enhancing both theoretical discussions and practical teaching approaches.

This design research is presented at Design Incubation Colloquium 11.2: Annual CAA Conference 2025 (Hybrid) on Friday, February 14, 2025.

Service Design for Digital Tours: The Rixing Type Foundry Case

A traditional Chinese lead type manufacturer turned museum.

Ting Han Chen
Adjunct Associate Professor
Yuan-Ze University, Taiwan
Play Design Lab

Traditional manufacturing factories transitioning into cultural attractions often face difficulties in providing consistent, high-quality guided tours, as these tours are labor-intensive and challenging to standardize. Digital technology presents a compelling solution through self-guided tours, yet many existing systems focus solely on website or information system design, failing to seamlessly integrate physical and digital experiences.

This study proposes a service design approach for a more user-centric digital tour system, exemplified by the author’s design for Rixing Type Foundry, a traditional Chinese lead type manufacturer turned museum. The system enhances visitor engagement by combining digital content—such as visual aids, audio guides, and contextual information—with physical exhibits, allowing visitors to use their mobile devices for self-guided tours.

Rather than replacing human guides, the project enhances their roles by integrating digital tools, allowing them to focus on more meaningful in-person interactions. By shifting detailed content delivery to digital videos, the system achieves a balance between automation and human engagement, preserving the educational and cultural value of the tours while enriching the visitor experience.

The system also tackles operational challenges such as inconsistent guide quality and managing visitor flow. By standardizing content through digital means, it reduces reliance on human resources for repetitive tasks, boosting operational efficiency while maintaining the cultural essence of traditional craftsmanship. This model offers a scalable solution for other manufacturing sites transitioning into cultural attractions, aligning with the broader trends of tourism and digital innovation.

This design research is presented at Design Incubation Colloquium 11.2: Annual CAA Conference 2025 (Hybrid) on Friday, February 14, 2025.

Collaborative Creativity and Digital Identity: Reimagining Authorship in the Digital Age

Insights into how the adaptability of digital content fosters both individual and collective creativity.

Feixue Mei
Assistant Professor
James Madison University

In the digital era, the continuous reshaping and reinterpretation of content have challenged traditional concepts of authorship, identity, and community, presenting new possibilities for communication design. This project explores how dynamic digital platforms enable collaborative artistic practices and engage communities in co-creating evolving representations of identity.
Drawing on Heather Warren-Crow’s theory of “plastic images,” this research examines how artists, designers, and fan communities leverage the adaptability of digital media to create participatory environments. The case study of virtual pop star Hatsune Miku—whose identity is continually redefined by fan contributions—illustrates how digital communities transform media representations, leading to new forms of collective expression that challenge established norms.

This study is especially relevant in today’s digital landscape, where the roles of creator and audience are increasingly blurred. By analyzing how collaborative digital practices disrupt conventional notions of authorship and originality, the project addresses the ethical and theoretical implications of intellectual property and creative ownership in an age where content is perpetually reinterpreted.

Ultimately, this research offers insights into how the adaptability of digital content fosters both individual and collective creativity, influencing communication design and the broader cultural landscape. Attendees will gain a deeper understanding of how collaborative creativity within digital spaces is reshaping communication design and contributing to cultural and social transformations.

This design research is presented at Design Incubation Colloquium 11.2: Annual CAA Conference 2025 (Hybrid) on Friday, February 14, 2025.

Design History Data: A Snapshot of US-based Undergraduate Programs

Graduating students may not understand the historical conditions that created their discipline.

Aggie Toppins
Associate Professor
Washington University in St. Louis

Design history is not a firmly established field in the United States. Scholars Grace Lees-Maffei and Rebecca Houze show how in the UK, by contrast, educational reforms in the 1970s mandated that colleges offer subject-specific contextual studies, creating demand for design historians in studio programs and initiating the field’s growth in Europe. Although many early graphic design historians were American educators, most colleges here offer little design history content. Consequently, graduating students may not understand the historical conditions that created their discipline.

NASAD Data Summaries show that enrollment in communication design programs is eclipsing studio art, yet most design students are required to study art history. The author will argue that as design professions contend with new forms of automated labor, skills in historical thinking—described by Andrews and Burke through the “five Cs” of change over time, context, causality, contingency, and complexity—are as useful as analyzing aesthetic objects. Design conferences and journals have recently spotlighted design history pedagogy, questioning its entanglements with connoisseurship and canonicity, and with capitalism and imperialism. How are these trends making an impact on design history education today?

In this presentation, I share insights from data I collected on 345 US-based undergraduate programs in communication design. The data affirms that the survey course is often the only touchpoint graphic design students have with design history. I aggregated information about these courses from academic bulletins, course catalogs, and program websites, and verified facts with faculty. The data contributes evidence for current practices and patterns of change in course titles and descriptions (which indicate common approaches and themes), textbook choices, and faculty training. The data will serve as a useful resource for educators looking to situate their curriculum in current discourse, and for administrators in positions to advocate for faculty hires and curricular revision.

This design research is presented at Design Incubation Colloquium 11.2: Annual CAA Conference 2025 (Hybrid) on Friday, February 14, 2025.

Design Incubation Colloquium 11.2: Annual CAA Conference 2025 (Hybrid)

Presentations and discussion in Research and Scholarship in Communication Design at the 113th Annual CAA Conference 2025

Recent research in Communication Design. Presentations of unique, significant creative work, design education, practice of design, case studies, contemporary practice, new technologies, methods, and design research. A moderated discussion will follow the series of presentations.

The colloquium session is open to all conference attendees. Be sure to watch the online video presentations before attending this event.

Friday, February 14, 2025
11:00 AM – 12:30 PM
New York Hilton Midtown – 2nd Floor – Sutton North

CHAIRS

Camila Afanador-Llach
Florida Atlantic University

Heather Snyder Quinn
DePaul University

Discussants

Jessica Barness
Kent State University

Cat Normoyle
East Carolina University

Dan Wong
New York City College of Technology, CUNY

PRESENTATIONS

Design History Data: A Snapshot of US-based Undergraduate Programs
Aggie Toppins
Associate Professor
Washington University in St. Louis

Editorial Infographics: Bridging the Gap Between Complexity and Clarity in Design Education
Teresa Trevino
Professor
University of the Incarnate Word

The Bayou at y.our Doorstep: Integrating Environmental Education in Graphic Design
Natacha Poggio
Associate Professor
University of Houston Downtown

Collaborative Creativity and Digital Identity: Reimagining Authorship in the Digital Age
Feixue Mei
Assistant Professor
James Madison University

Designing Inclusive Engagements in Neighborhood Design Projects
D.J. Trischler
Assistant Professor
University of Cincinnati

Service Design for Digital Tours: The Rixing Type Foundry Case
Ting Han Chen
Adjunct Associate Professor Rank Specialist
Yuan-Ze University, Taiwan

Enhancing Design Education: Students Skill Development through Technology in Blended Learning Environments
Danilo Bojić
Associate Professor
Winona State University