Designing efficiencies: The parallel narratives of distance education and composition studies

DePew, Kevin Eric; Fishman, Teresa Anne Ederer; Romberger, Julia; Ruetenik, Bridget Fahey

doi:10.1016/j.compcom.2005.12.005

Cited by 14 publications

(5 citation statements)

References 5 publications

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“…If that's the case, the instructor should not expect much in the way of preparation, and may even face confusion about who or what actually is the administrator. DePew et al (2006) noted that "A single [distance education] class can be sup-ported-pedagogically, administratively, financially, technologically-by different individuals and different (micro)institutions with disparate and sometimes competing agendas" (54). Online writing instructors might be bounced from one group to another while searching for answers-and they have to carefully consider their own strategies about what to do with conflicting information.…”

Section: Pars As An Ideal For Writing Program Administratorsmentioning

confidence: 99%

Chapter 4. The Literacy Load is Too Damn High! A PARS Approach to Cohort-Based Discussion

Sibo

2021

PARS in Practice: More Resources and Strategies for Online Writing Instructors

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The Practices & Possibilities Series addresses the full range of practices within the field of Writing Studies, including teaching, learning, research, and theory. From Joseph Williams' reflections on problems to Richard E. Young's taxonomy of "small genres" to Adam Mackie's considerations of technology, the books in this series explore issues and ideas of interest to writers, teachers, researchers, and theorists who share an interest in improving existing practices and exploring new possibilities. The series includes both original and republished books. Works in the series are organized topically.

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Section: Pars As An Ideal For Writing Program Administratorsmentioning

confidence: 99%

Chapter 4. The Literacy Load is Too Damn High! A PARS Approach to Cohort-Based Discussion

Sibo

2021

PARS in Practice: More Resources and Strategies for Online Writing Instructors

View full text Add to dashboard Cite

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“…We can see new strains of this ethic of efficiency in many modern conversations; one such conversation that is particularly important for technical communicators is about digital education and the accessibility of technology. DePew, Fishman, Romberger, and Ruetenik (2006) suggested that competing ideologies of efficiency in digital education require our attention and that ''the privileging of efficiency over pedagogical principles of dialogism, collaboration, and an emphasis on process must be resisted'' (p. 64). In a similar vein, Eubanks (2011) warned that social justice advocates who emphasize technology accessibility without accompanying rhetorical training ''as the route to greater prosperity and equality for all Americans'' are engaging in ''a familiar but dangerously underexamined species of magical thinking'' (p. xv).…”

Section: Demystifying the Relationship Between Feminism And Efficiencymentioning

confidence: 99%

Apparent Feminism as a Methodology for Technical Communication and Rhetoric

Frost

2015

Journal of Business and Technical Communication

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This article introduces apparent feminism, which is a new approach urgently required by modern technical rhetorics. Apparent feminism provides a new kind of response that addresses current political trends that render misogyny unapparent, the ubiquity of uncritically negative responses to the term feminism, and a decline in centralized feminist work in technical communication. More specifically, it suggests that the manifestation of these trends in technical spheres requires intervention into notions of objectivity and the regimes of truth they support. Apparent feminism is a methodology that seeks to recognize and make apparent the urgent and sometimes hidden exigencies for feminist critique of contemporary politics and technical rhetorics. It encourages a response to social justice exigencies, invites participation from allies who do not explicitly identify as feminist but do work that complements feminist goals, and makes apparent the ways in which efficient work actually depends on the existence and input of diverse audiences.

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“…Larger classes call forth pedagogical strategies for teaching more bodies at once, a pedagogical imperative which is not always desirable. Differences across the infrastructural capabilities in various institutions provides different affordances of power, which is highlighted by recent discussions about the affordances of virtual education (DePewa, Fishman, Romberger, & Ruetenik, 2006). Information infrastructure draws attention to key points of institutional power, but it does not provide easy solutions to undesirable social conditions.…”

Section: Reviewing Information Infrastructurementioning

confidence: 99%

Protocological Rhetoric: Intervening in Institutions

Johnson

2014

Journal of Technical Writing and Communication

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This article describes protocological rhetoric as a conceptual tool for exploring and changing institutions. Protocological rhetoric is an extension of two lines of thought: Porter, Sullivan, Blythe, Grabill, and Miles's institutional critique and Science & Technology Studies's (STS) concept of information infrastructure. As a result, protocological rhetoric imagines institutions as networked information infrastructures. This article describes the method and provides an example through historical case study. I suggest that the approach provides methods for actively transforming institutions.

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Designing efficiencies: The parallel narratives of distance education and composition studies

Cited by 14 publications

References 5 publications

Chapter 4. The Literacy Load is Too Damn High! A PARS Approach to Cohort-Based Discussion

Chapter 4. The Literacy Load is Too Damn High! A PARS Approach to Cohort-Based Discussion

Apparent Feminism as a Methodology for Technical Communication and Rhetoric

Protocological Rhetoric: Intervening in Institutions

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