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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.
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.
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.
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