Layered Literacies: A Theoretical Frame for Technical Communication Pedagogy

Cook, Kelli Cargile

doi:10.1207/s15427625tcq1101_1

Cited by 108 publications

(37 citation statements)

References 8 publications

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“…By creating professional eportfolios, technical writing students will demonstrate Cargile Cook's (2002) layered literacies: basic literacy, by making informed decisions about usage, grammar, mechanics, styles, and graphic representations when writing Web-page content rhetorical literacy, by considering user-centered designs for specific audience, purpose, and platform delivery social literacy, by collaborating with others during document peer reviews technological literacy, by employing the use of technology to produce professional eportfolios ethical literacy, by considering ethical issues about the purpose, audience, contents (both textual and visual), development, and delivery methods of the online document critical literacy, by engaging in constant reflection when selecting artifacts for inclusion.…”

Section: The Benefits Of Professional Eportfoliosmentioning

confidence: 99%

Creating Professional ePortfolios in Technical Writing

Bacabac

2012

Journal of Business and Technical Communication

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This article highlights the creation of professional electronic portfolios (eportfolios) in an upper-division technical writing course (Writing for Interactive Media) so that students can profile their work. This application emphasizes the professional aspect of eportfolios in order to help students develop multiple literacies as they transition into the job market. The author proposes administering a four-part assignment series that leads to the production of a professional eportfolio: (a) proposal, (b) design document, (c) script, and (d) professional eportfolio. Following each assignment, she discusses its limitations and assessment criteria.

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Section: The Benefits Of Professional Eportfoliosmentioning

confidence: 99%

Creating Professional ePortfolios in Technical Writing

Bacabac

2012

Journal of Business and Technical Communication

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“…We also saw this required preparation as a way to foster students' broader understanding of social issues and a greater sensitivity toward and empathy for the users of the documentation they would create and for other stakeholders [27].…”

Section: Service-learning Projectsmentioning

confidence: 99%

Using service-learning and global virtual team projects to integrate sustainability into the technical communication curriculum

Flammia

2011

2011 IEEE International Professional Communication Conference

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Technical communication students need to be prepared to address issues of sustainability in their professional careers and in their personal lives as concerned global citizens. Sustainability is truly a global issue; environmental concerns do not stop at national borders. In order to address complex global issues like sustainability, technical communication students need to develop global competency. The skill set associated with global competency includes knowledge of intercultural communication, respect for cultural differences, and awareness of the complex and interdependent nature of the world. Globally competent individuals are aware of the relationship between global and local events. Service-learning and global virtual team projects are effective means for facilitating the development of global competency in students. This paper describes specific projects and assignments that can be used to integrate sustainability issues into the curriculum and discusses the benefits of such projects to students, faculty, and the community.

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“…Students must learn to scrutinize the ethics implied in the language as well as the actions and policies of companies. Cook (2002) outlined the literacies that technical communicators must master, including rhetorical, social, and ethical. She suggested that these literacies can serve as the basis of planning a professional writing curriculum.…”

Section: Complex Writing Assignmentsmentioning

confidence: 99%

After Enron

Kienzler

David

2003

Journal of Business and Technical Communication

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Recent scandals in the business community have alerted professional writing teachers to the importance of highlighting ethics in the curriculum. From former experiences in teaching courses emphasizing ethics, the authors have adapted the curriculum to include a limited discussion of ethical approaches and terms and assigned group writing projects that consider the effects of business on the broader community. As a result of the integration of this ethical component into the entire course, students learn major ethical approaches; gain a vocabulary of ethical terms they can apply in the business world;interrogate the larger questions of business and its interactions with the local, national, and international community; and engage in the kind of dialectical discussions that require critical thinking.

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Layered Literacies: A Theoretical Frame for Technical Communication Pedagogy

Cited by 108 publications

References 8 publications

Creating Professional ePortfolios in Technical Writing

Creating Professional ePortfolios in Technical Writing

Using service-learning and global virtual team projects to integrate sustainability into the technical communication curriculum

After Enron

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