Transdisciplinary ITexts and the Future of Web-Scale Collaboration

Fernheimer, Janice W.; Litterio, Lisa M.; Hendler, James A.

doi:10.1177/1050651911400710

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…In the second unit of our NYC Evacuation CACS, we have focused on raising critical questions about distribution channels for TC. As demonstrated by our field’s long-standing interest in understanding the specific ways that communication technologies and media outlets shape, enable, and constrain communication (e.g., Fernheimer, Litterio, & Hendler, 2011; Haas, Carr, & Takayoshi, 2011; Ishii, 2005), it is vital for technical communicators to consider not only the content of but also the distribution channels users can turn to to access that communication. Drawing on the framework established in Unit 1 on the social model of disability, we ask students to apply their new critical disability studies perspective to answering questions about how a variety of users might glean technical information about emergencies, such as: How and where do or might people access TC about emergencies? How and where do or might people access vital information during natural disasters and other emergencies? How do distribution channels for technical information affect the accessibility of that information for users with and without disabilities? …”

Section: The Nyc Evacuation Cacsmentioning

confidence: 99%

Teaching a “Critical Accessibility Case Study”

Browning

Cagle

2016

Journal of Technical Writing and Communication

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As technical communication (TC) instructors, it is vital that we continue reimagining our curricula as the field itself is continually reimagined in light of new technologies, genres, workplace practices, and theories—theories such as those from disability studies scholarship. Here, the authors offer an approach to including disability studies in TC curricula through the inclusion of a “critical accessibility case study” (CACS). In explicating the theoretical and practical foundations that support teaching a CACS in TC courses, the authors provide an overview of how TC scholars have productively engaged with disability studies and case studies to question both our curricular content and classroom practices. They offer as an example their “New York City Evacuation CACS,” developed for and taught in TC for Health Sciences courses, which demonstrates that critical disability theory can help us better teach distribution and design of technical information and user-based approaches to TC. The conceptual framework of the CACS functions as a strategy for TC instructors to integrate disability studies and attention to disability and accessibility into TC curricula, meeting both ethical calls to do so as well as practical pedagogical goals.

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Section: The Nyc Evacuation Cacsmentioning

confidence: 99%

Teaching a “Critical Accessibility Case Study”

Browning

Cagle

2016

Journal of Technical Writing and Communication

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“…Collaborative tools for annotation democratically model a scholarly primitive that emerged with medieval manuscript culture to assist remembering, thinking, clarifying, sharing, and interpreting (Ovsiannikov, Arbib, & McNeill, 1999;Marshall, 1997;Wolfe, 2002). Blogs and content management systems facilitate user-derived content, implicitly contending that sharing, creativity, and dialogue are intrinsic to knowledge activity Kjellberg, 2010;Fernheimer, Litterio, & Hendler, 2011). Collaborative bibliography tools enhance the scholarly processes they model by heightening social involvement and reflecting the networked nature of thought and scholarship Hendry, Jenkins, & McCarthy, 2006).…”

Section: Toolsmentioning

confidence: 99%

Social Knowledge Creation: Three Annotated Bibliographies

Arbuckle

Belojevic

Hiebert

et al. 2014

SRC

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In 2012-2013 a team led by Ray Siemens at the Electronic Textual Cultures Lab (ETCL), University of Victoria, in collaboration with Implementing New Knowledge Environments (INKE), developed three annotated bibliographies under the rubric of social knowledge creation. The items for the bibliographies were gathered and annotated by members of the Electronic Textual Cultures Lab (ETCL) to form this tripartite document as a resource for students and researchers involved in the iNKE team and well beyond, iincluding at digital humanities seminars in Bern (June 2013) and Leipzig (July 2013).

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“…While useful to consider social software within these many and broad divisions, it is most productive in the context of this paper to focus more specifically, Kjellberg (2011), Fernheimer et al (2011), and Hopkins (2010.…”

Section: The General Scope Of Social Software Applicable To the Scholmentioning

confidence: 99%

Toward modeling the social edition: An approach to understanding the electronic scholarly edition in the context of new and emerging social media

Siemens

Timney²,

Leitch

et al. 2012

Literary and Linguistic Computing

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This paper explores building blocks in extant and emerging social media toward the possibilities they offer to the scholarly edition in electronic form, positing that we are witnessing the nascent stages of a new social edition existing at the intersection of social media and the digital editing. Beginning with a typological formulation of electronic scholarly editions, activities common to humanities scholars who engage texts as expert readers are considered, noting that many methods of engagement both reflect the interrelated nature of long-standing professional reading strategies and are social in nature; extending this framework, the next steps in the scholarly edition's development in its incorporation of social media functionality reflect the importance of traditional humanistic activities and workflows, and include collaboration, incorporating contributions by its readers and re-visioning the role of the editor away from ultimate authority and more toward facilitator of reader involvement. Intended to provide a 'toolkit' for academic consideration, this discussion of the emerging social edition points to new methods of textual engagement in digital literary studies and is accompanied by two integral, detailed appendices: one addressing issues pertinent to online reading and interaction, and another on social networking tools. Overview

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Transdisciplinary ITexts and the Future of Web-Scale Collaboration

Cited by 5 publications

References 7 publications

Teaching a “Critical Accessibility Case Study”

Teaching a “Critical Accessibility Case Study”

Social Knowledge Creation: Three Annotated Bibliographies

Toward modeling the social edition: An approach to understanding the electronic scholarly edition in the context of new and emerging social media

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