The essays collected in this volume address the full range of pedagogical and programmatic issues specifically facing technical communication teachers and programme directors in the computer age. The authors locate computers and computing activities within the richly-textured cultural contexts of a technological society, focusing on the technical communication instructional issues that remain most important as old versions of hardware and software are endlessly replaced by new ones. Part One, "Broadening Notions of Computer Literacy", complicates mechanistic approaches to computer-related instruction by locating the design and use of hardware and software within social, cultural, political, ethical and legal contexts. Part Two examines how teachers and programme directors can encourage critical literacies in their classrooms and programmes. At the same time, it considers how computer technologies such as the World Wide Web, hypertext, electronic mail, Internet discussion groups and real-time conferencing environments might challenge traditional notions of technical communication pedagogical practice. Building on the first two sections, Part Three, "Examining Computer-Supported Communication Facilities from Pedagogical Perspectives", explores a wide range of instructional and political challenges in designing and supporting the robust computing needs of technical communication programmes. Part Four, "Planning for Technological Changes in Technical Communication Programmes", outlines some long-term ways of thinking about computers and technical communications that are instructionally and institutionally productive for students, teachers and programme directors.

Recognising an increasingly technological context for rhetorical activity, the thirteen contributors to this volume illuminate the challenges and opportunities inherent in successfully navigating intersections between rhetoric and technology in existing and emergent literacy practices. Edited by Stuart A. Selber, Rhetorics and Technologies positions technology as an inevitable aspect of the rhetorical situation and as a potent force in writing and communication activities. Taking a broad approach, this volume is not limited to discussion of particular technological systems (such as new media or wikis) or rhetorical contexts (such as invention or ethics). The essays instead offer a comprehensive treatment of the rhetoric-technology nexus. The book's first section considers the ways in which the social and material realities of using technology to support writing and communication activities have altered the borders and boundaries of rhetorical studies. The second section explores the discourse practices employed by users, designers, and scholars of technology when communicating in technological contexts. In the final section, projects and endeavours that illuminate the ways in which discourse activities can evolve to reflect emerging sociopolitical realties, technologies, and educational issues are examined. The resulting text bridges past and future by offering new understandings of traditional canons of rhetoric--invention, arrangement, style, memory, and delivery--as they present themselves in technological contexts without discarding the rich history of the field before the advent of these technological innovations.

Information technologies have become an integral part of writing and communication courses, shaping the ways students and teachers think about and do their work. But, too often, teachers and other educational stakeholders take a passive or simply reactive role in institutional approaches to technologies, and this means they are missing out on the chance to make positive changes in their departments and on campus. Institutional Literacies argues that writing and communication teachers and program directors should collaborate more closely and engage more deeply with IT staff as technology projects are planned, implemented, and expanded. Teachers need to both analyze how their institutions approach information technologies and intervene in productive ways as active university citizens with relevant expertise. To help them do so, the book offers a three-part heuristic, reflecting the reality that academic IT units are complex and multilayered, with historical, spatial, and textual dimensions. It discusses six ways teachers can intervene in the academic IT work of their own institutions: maintaining awareness, using systems and services, mediating for audiences, participating as user advocates, working as designers, and partnering as researchers. With these strategies in hand, educators can be proactive in helping institutional IT approaches align with the professional values and practices of writing and communication programs.

Information technologies have become an integral part of writing and communication courses, shaping the ways students and teachers think about and do their work. But, too often, teachers and other educational stakeholders take a passive or simply reactive role in institutional approaches to technologies, and this means they are missing out on the chance to make positive changes in their departments and on campus. Institutional Literacies argues that writing and communication teachers and program directors should collaborate more closely and engage more deeply with IT staff as technology projects are planned, implemented, and expanded. Teachers need to both analyze how their institutions approach information technologies and intervene in productive ways as active university citizens with relevant expertise. To help them do so, the book offers a three-part heuristic, reflecting the reality that academic IT units are complex and multilayered, with historical, spatial, and textual dimensions. It discusses six ways teachers can intervene in the academic IT work of their own institutions: maintaining awareness, using systems and services, mediating for audiences, participating as user advocates, working as designers, and partnering as researchers. With these strategies in hand, educators can be proactive in helping institutional IT approaches align with the professional values and practices of writing and communication programs.