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.
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.
Foreword, Art Young. Introduction, Stuart A. Selber
PART I: BROADENING NOTIONS OF COMPUTER LITERACY
Hypertext Spheres of Influence in Technical Communication
Instructional Contexts, Stuart A. Selber
Legal Realities and Ethical Hyperrealities: A Critical Approach
Toward Cyberwriting, James E. Porter
Visual Literacy in the Computer Age: A Complex Perceptual
Landscape, Lee Brasseur
Wild Technologies: Computer Use and Social Possibility,
Johndan Johnson-Eilola
Teaching and Learning Communities: Locating Literacy, Agency, and
Authority in a Digital Domain, Billie J.
Wahlstrom
PART II: EXPLORING PEDAGOGICAL FRAMEWORKS FOR COMPUTERS AND
TECHNICAL COMMUNICATION
Distance Learning Via the World Wide Web: Information, Engagement,
and Community, Ann Hill Duin and Ray
Archee
Shaping Technologies: The Complexity of Electronic Collaborative
Interaction, Rebecca E. Burnett and David
Clark
Learning Up Close and at a Distance, Nancy Allen
and Gregory A. Wickliff
Technologies and Tensions: Designing Online Environments for
Teaching Technical Communication, Brad
Mehlenbacher
PART III: EXAMINING COMPUTER-SUPPORTED COMMUNICATION FACILITIES
FROM PEDAGOGICAL PERSPECTIVES
Forces of Conservatism and Change in Computer-Supported
Communication Facilities: Programmatic and Institutional Responses
to Change, Richard J. Selfe and Cynthia L.
Selfe
Computer-Supported Classrooms and Curricular Change in Technical
Communication Programs, James Kalmbach
Building Relationships to Garner Technological Resources and
Support in Technical Communication Programs, Bill
Karis
Designing Computer Classrooms for Technical Communication
Programs, Tharon Howard
PART IV: PLANNING FOR TECHNOLOGICAL CHANGES IN TECHNICAL
COMMUNICATION PROGRAMS
Guiding Technical Communication Programs Through Rapid
Change: The Cycle Between Technological and Curricular Change,
Mark Werner and David S. Kaufer
Supporting Faculty Development in Computers and Technical
Communication, Stephen A. Bernhardt and
Carolyn S. Vickrey
New Roles for Technical Communicators in the Computer Age,
Henrietta Nickels Shirk
Collaborative Conflict and the Future: Academic-Industrial
Alliances and Adaptations, Pamela S. Ecker and
Katherine Staples
Author Index
Subject Index
About the Contributors
lber /f Stuart /i A.
?[n]o book, Stuart Selber argues in the introduction, focuses
exclusively on the intersection of computers and technical
communication. And, as he promises, this book does just
that....[t]his book moves technical communication studies forward
toward establishing a well-defined, but adaptive discipline as well
as moving us further away from our subdiscipline status in English
Studies.?-Technical Communication Quarterly
?Computers and Technical Communication, edited by Stuart Selber, is
a good book. It is useful in that it defines broadly the concerns
of technical communication scholars, teachers, and administrators
as they attempt to come to terms with the emergence of computer
literacy as an academic concern.?-Journal of Business and Technical
Communication
"Ýn¨o book, Stuart Selber argues in the introduction, focuses
exclusively on the intersection of computers and technical
communication. And, as he promises, this book does just
that....Ýt¨his book moves technical communication studies forward
toward establishing a well-defined, but adaptive discipline as well
as moving us further away from our subdiscipline status in English
Studies."-Technical Communication Quarterly
"Computers and Technical Communication, edited by Stuart Selber, is
a good book. It is useful in that it defines broadly the concerns
of technical communication scholars, teachers, and administrators
as they attempt to come to terms with the emergence of computer
literacy as an academic concern."-Journal of Business and Technical
Communication
"[n]o book, Stuart Selber argues in the introduction, focuses
exclusively on the intersection of computers and technical
communication. And, as he promises, this book does just
that....[t]his book moves technical communication studies forward
toward establishing a well-defined, but adaptive discipline as well
as moving us further away from our subdiscipline status in English
Studies."-Technical Communication Quarterly
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