Items related to Innovative Approaches to Teaching Technical Communication
Synopsis
Innovative Approaches to Teaching Technical Communication offers a variety of activities, projects, and approaches to energize pedagogy in technical communication and to provide a constructive critique of current practice. A practical collection, the approaches recommended here are readily adaptable to a range of technological and institutional contexts, as well as being theoretically grounded and pedagogically sound. Throughout the collection, its editors and contributors demonstrate the importance of critically engaging students through creative and innovative pedagogies. Programs in technical writing, technical communication, and/or professional communication have recently grown in enrollment as the demand among employers for formally prepared technical writers and editors has grown. In response, scholarly treatments of the subject and the teaching of technical writing are also burgeoning, and the body of research and theory being published in this field is many times larger and more accessible than it was even a decade ago. Although many theoretical and disciplinary perspectives can potentially inform technical communication teaching, administration, and curriculum development, the actual influences on the field's canonical texts have traditionally come from a rather limited range of disciplines. Innovative Approaches to Teaching Technical Communication brings together a wide range of scholars/teachers to expand the existing canon. The editors and authors in this volume suggest that, for various reasons, the field has not been as flexible or open to innovation as it needs to be. Given pervasive technological and workplace changes and changing cultural attitudes, they say, new and more dynamic pedagogies in technical communication are warranted, and they are addressing this collection to that need. Contributing authors include a number of scholars with a strong record of work in composition, technical writing, professional communication, and allied areas (e.g., Selfe, Wahlstrom, Kalmbach, Duin, Hansen), who deliver a variety of approaches that are grounded in current theory and represent pedagogical creativity and innovation.
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About the Author
Bridgeford is Assistant Professor in the Department of English at the University of Nebraska-Omaha. She coordinates UNO's Graduate Certificate in Technical Communication and teaches courses in technical communication, digital literacies, information design, and editing.
Kitalong is Assistant Professor of Technical Communication at the University of Central Florida in Orlando. Her research interests include visual communication, technology studies, and usability. She teaches courses in the Honors College, the undergraduate and masters level technical communication programs.
Selfe, Director of Computer-based Instruction in the Humanities department at Michigan Technological University, directs a technical communication-oriented computer facility supporting one of the largest undergraduate and graduate technical communication programs in the country. He teaches a range of computer-intensive composition, technical communication, and graduate courses.
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