Jennifer Sano-Franchini, Andrew M. Jones, Priyanka Ganguly, Chloe J. Robertson, Luana Shafer, Marti Wagnon, Olayemi Awotayo, Megan Bronson
{"title":"Slack, Social Justice, and Online Technical Communication Pedagogy","authors":"Jennifer Sano-Franchini, Andrew M. Jones, Priyanka Ganguly, Chloe J. Robertson, Luana Shafer, Marti Wagnon, Olayemi Awotayo, Megan Bronson","doi":"10.1080/10572252.2022.2085809","DOIUrl":null,"url":null,"abstract":"ABSTRACT This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"134 - 148"},"PeriodicalIF":2.0000,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technical Communication Quarterly","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10572252.2022.2085809","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
引用次数: 2
Abstract
ABSTRACT This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.
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