Pub Date : 2023-09-20DOI: 10.1177/10506519231199471
Isidore Kafui Dorpenyo
Using narrative inquiry to analyze the Fair Fight website, this article illuminates how localized lived experience becomes an important tool to fight electoral injustice. The author provides an assemblage of narratives from disenfranchised voters to argue that although election technologies and processes (e.g., address systems, voter registration, absentee or mail-in ballots, voter queues), poll workers, and officials may seem neutral or apolitical, they can potentially be tools of disenfranchisement.
{"title":"The Fair Fight to Dismantle Voter Suppression: Recognizing Electoral Injustice Through Lived Experiences","authors":"Isidore Kafui Dorpenyo","doi":"10.1177/10506519231199471","DOIUrl":"https://doi.org/10.1177/10506519231199471","url":null,"abstract":"Using narrative inquiry to analyze the Fair Fight website, this article illuminates how localized lived experience becomes an important tool to fight electoral injustice. The author provides an assemblage of narratives from disenfranchised voters to argue that although election technologies and processes (e.g., address systems, voter registration, absentee or mail-in ballots, voter queues), poll workers, and officials may seem neutral or apolitical, they can potentially be tools of disenfranchisement.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136313813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a case study of an online class in technical and professional communication pedagogy (the teaching of technical and professional writing) that uses digital video technology for discussions. Because students in the class share their experiences using the video technology, the study uses a collaborative autoethnography framework to learn if the digital technology, Flipgrid, would enhance students’ experiences with discussions in an online class compared to their experiences with discussions on traditional discussion boards. Providing such exposure to a new technology tool can help students gain the confidence that is necessary for learning new technologies in the workplace. When the technology did not provide the hoped-for results after a few weeks, the class stopped using it, returning to the traditional discussion board in the learning management system, which can be more effective when teachers participate and organize students into small groups. Reflecting on what happened, students in the class collaborated on this article to share their experiences.
{"title":"Digital Video as a Discussion Board: A Case Study and Collaborative Autoethnography of Experiences","authors":"Tiffany Avery, Jessica Cody, Katherine Griffiths, Kristina Khodai, Ashley Lenahan, Maria Meluso, Yudai Sanada, Kayla Seabaugh, Rhonda Stanton, Emily Woodall","doi":"10.1177/10506519231199487","DOIUrl":"https://doi.org/10.1177/10506519231199487","url":null,"abstract":"This article presents a case study of an online class in technical and professional communication pedagogy (the teaching of technical and professional writing) that uses digital video technology for discussions. Because students in the class share their experiences using the video technology, the study uses a collaborative autoethnography framework to learn if the digital technology, Flipgrid, would enhance students’ experiences with discussions in an online class compared to their experiences with discussions on traditional discussion boards. Providing such exposure to a new technology tool can help students gain the confidence that is necessary for learning new technologies in the workplace. When the technology did not provide the hoped-for results after a few weeks, the class stopped using it, returning to the traditional discussion board in the learning management system, which can be more effective when teachers participate and organize students into small groups. Reflecting on what happened, students in the class collaborated on this article to share their experiences.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"591 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1177/10506519231199733
Gregg Fields
{"title":"Book Review: <i>Teaching Content Management in Technical and Professional Communication</i> by Bridgeford, Tracy","authors":"Gregg Fields","doi":"10.1177/10506519231199733","DOIUrl":"https://doi.org/10.1177/10506519231199733","url":null,"abstract":"","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1177/10506519231199478
Yeqing Kong, Huiling Ding
Employers are increasingly turning to innovative artificial intelligence recruiting technologies to evaluate candidates’ online presence and make hiring decisions. Such social media screening, or social profiling, is an emerging approach to assessing candidates’ social influence, personalities, and workplace behaviors through their publicly shared data on social networking sites. This article introduces the processes, benefits, and risks of social profiling in employment decision making. The authors provide important guidance for job applicants, technical and professional communication instructors, and hiring professionals on how to strategically respond to the opportunities and challenges of automated social profiling technologies.
{"title":"Tools, Potential, and Pitfalls of Social Media Screening: Social Profiling in the Era of AI-Assisted Recruiting","authors":"Yeqing Kong, Huiling Ding","doi":"10.1177/10506519231199478","DOIUrl":"https://doi.org/10.1177/10506519231199478","url":null,"abstract":"Employers are increasingly turning to innovative artificial intelligence recruiting technologies to evaluate candidates’ online presence and make hiring decisions. Such social media screening, or social profiling, is an emerging approach to assessing candidates’ social influence, personalities, and workplace behaviors through their publicly shared data on social networking sites. This article introduces the processes, benefits, and risks of social profiling in employment decision making. The authors provide important guidance for job applicants, technical and professional communication instructors, and hiring professionals on how to strategically respond to the opportunities and challenges of automated social profiling technologies.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1177/10506519231179959
H. Feng, Chengfang Song, Lin Li
This article presents a multimodal genre analysis of crowdfunding proposals, an emerging web-based genre for raising funds from internet crowds for a project or venture. Based on an analysis of nine most-funded Kickstarter crowdfunding proposals, the authors describe the generic move structure using a semiotic approach and examine the role of visual images in constructing meaning within and across moves. The analysis shows that visual images facilitate potential backers’ sense-making in basically two dimensions: rhetorically, functioning to persuade by establishing ethos, logos, and pathos, and compositionally, helping achieve cohesion within and between moves and facilitate move mixing, embedding, and positioning. This study also attests a case-based approach to examining multiple influences on genre emergence.
{"title":"Moves and Images: A Multimodal Genre Analysis of Web-Based Crowdfunding Proposals","authors":"H. Feng, Chengfang Song, Lin Li","doi":"10.1177/10506519231179959","DOIUrl":"https://doi.org/10.1177/10506519231179959","url":null,"abstract":"This article presents a multimodal genre analysis of crowdfunding proposals, an emerging web-based genre for raising funds from internet crowds for a project or venture. Based on an analysis of nine most-funded Kickstarter crowdfunding proposals, the authors describe the generic move structure using a semiotic approach and examine the role of visual images in constructing meaning within and across moves. The analysis shows that visual images facilitate potential backers’ sense-making in basically two dimensions: rhetorically, functioning to persuade by establishing ethos, logos, and pathos, and compositionally, helping achieve cohesion within and between moves and facilitate move mixing, embedding, and positioning. This study also attests a case-based approach to examining multiple influences on genre emergence.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"311 - 346"},"PeriodicalIF":2.2,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1177/10506519231179965
Erin Brock Carlson, Trinity C. Overmyer
This article highlights the role of place in understanding problems, specifically within community-engaged projects in upper-level technical and professional communication courses. Drawing on a year-long participant-generated imagery study with students, instructors, and community partners, the authors argue that photographic research is effective in helping participants and researchers tune to place. Taking photos offers opportunities for documentation, individual interpretation, and collaborative reflection, resulting in a deeper, more nuanced sense of place. Ultimately, this article demonstrates how a greater awareness of place, cultivated through reflecting on visual evidence, enhances engagement projects and helps technical communicators address complex problems.
{"title":"Tuning to Place: Using Photos to Better Understand Problems in Technical Communication Classes","authors":"Erin Brock Carlson, Trinity C. Overmyer","doi":"10.1177/10506519231179965","DOIUrl":"https://doi.org/10.1177/10506519231179965","url":null,"abstract":"This article highlights the role of place in understanding problems, specifically within community-engaged projects in upper-level technical and professional communication courses. Drawing on a year-long participant-generated imagery study with students, instructors, and community partners, the authors argue that photographic research is effective in helping participants and researchers tune to place. Taking photos offers opportunities for documentation, individual interpretation, and collaborative reflection, resulting in a deeper, more nuanced sense of place. Ultimately, this article demonstrates how a greater awareness of place, cultivated through reflecting on visual evidence, enhances engagement projects and helps technical communicators address complex problems.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"378 - 408"},"PeriodicalIF":2.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46165801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1177/10506519231179966
Akshata J. Balghare
Editing in the Modern Classroom is an edited collection written by some of the “leading researchers and scholars in the field” (p. ix) of technical and professional communication. Underscoring that there has been a dearth of empirical research on technical editing, the book promotes more experiential research in the practice and pedagogy of technical editing. The editors, Suzan Flanagan and Michael J. Albers, strive to show what programmatic changes need to be made to teach students more than just copyediting, which usually lands them in “clerical positions” (p. 5). Divided into nine chapters, the “collection is solidly based on research and a comprehensive knowledge of the literature in the field” (p. ix). Chapter 1 is an overview of the book written by the editors, and the other eight chapters start with takeaways and end with insights into pedagogical practices based on the chapters’ topics, thus giving the chapters a common framework that makes them easier to follow. In Chapter 2, “The Current State of Technical Editing Research and Open Questions,” Flanagan situates the book in the field by looking at the previous empirical research in technical editing. In doing so, she “pinpoints knowledge gaps” (p. 16) and raises open research questions about workplace editing, classroom editing tests, various types of audiences, and so on. This chapter leaves the reader with thoughtful questions, such as “How do classroom assessments align with workplace assessments?” or “What are the best practices for editing and responding to documents written by nonnative speakers?” (p. 37). Overall, the chapter serves instructors as a reflective guide for checking how their pedagogy needs to be adjusted for Book Review
{"title":"Book Review: Editing in the Modern Classroom by Suzan Flanagan, & Michael J. Albers (Eds.)","authors":"Akshata J. Balghare","doi":"10.1177/10506519231179966","DOIUrl":"https://doi.org/10.1177/10506519231179966","url":null,"abstract":"Editing in the Modern Classroom is an edited collection written by some of the “leading researchers and scholars in the field” (p. ix) of technical and professional communication. Underscoring that there has been a dearth of empirical research on technical editing, the book promotes more experiential research in the practice and pedagogy of technical editing. The editors, Suzan Flanagan and Michael J. Albers, strive to show what programmatic changes need to be made to teach students more than just copyediting, which usually lands them in “clerical positions” (p. 5). Divided into nine chapters, the “collection is solidly based on research and a comprehensive knowledge of the literature in the field” (p. ix). Chapter 1 is an overview of the book written by the editors, and the other eight chapters start with takeaways and end with insights into pedagogical practices based on the chapters’ topics, thus giving the chapters a common framework that makes them easier to follow. In Chapter 2, “The Current State of Technical Editing Research and Open Questions,” Flanagan situates the book in the field by looking at the previous empirical research in technical editing. In doing so, she “pinpoints knowledge gaps” (p. 16) and raises open research questions about workplace editing, classroom editing tests, various types of audiences, and so on. This chapter leaves the reader with thoughtful questions, such as “How do classroom assessments align with workplace assessments?” or “What are the best practices for editing and responding to documents written by nonnative speakers?” (p. 37). Overall, the chapter serves instructors as a reflective guide for checking how their pedagogy needs to be adjusted for Book Review","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"409 - 411"},"PeriodicalIF":2.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45793531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1177/10506519231179964
Arthur Berger, Stacey Pigg
Technical communication practice can change rapidly over time and across organizations. As a result, lifelong learning is an important mind-set, yet few studies explore how technical communicators learn on the job. This study builds on research about technical communication training by reporting on learning practices in one documentation team working at a large, multinational corporate information technology firm. Based on interviews and artifact analysis, the authors report on topics, technologies, and learning purposes that the team discussed, finding that peer-led, collaborative learning enables documentation teams to create and sustain group dynamics, an underexplored facet of on-the-job learning.
{"title":"Peer-Led Professional Development: How One Technical Communication Team Learns on the Job","authors":"Arthur Berger, Stacey Pigg","doi":"10.1177/10506519231179964","DOIUrl":"https://doi.org/10.1177/10506519231179964","url":null,"abstract":"Technical communication practice can change rapidly over time and across organizations. As a result, lifelong learning is an important mind-set, yet few studies explore how technical communicators learn on the job. This study builds on research about technical communication training by reporting on learning practices in one documentation team working at a large, multinational corporate information technology firm. Based on interviews and artifact analysis, the authors report on topics, technologies, and learning purposes that the team discussed, finding that peer-led, collaborative learning enables documentation teams to create and sustain group dynamics, an underexplored facet of on-the-job learning.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"347 - 377"},"PeriodicalIF":2.2,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/10506519231161654
Priyanka Khandelwal, Leslie Ramos Salazar, Soni Khandelwal
This study analyzes 295 tweets by four U.S. companies engaged in discovering a vaccine for COVID-19. Tweets were analyzed to understand how their Twitter feeds balanced corporate and product branding (vaccine, medicines, etc.) and disseminated scientific information relating to COVID-19. The results suggest that these companies were actively embedding technical information about COVID-19 in their corporate and product branding. Tweets providing technical and scientific information about the progress made toward developing a COVID-19 vaccine garnered high levels of user engagement from their target audience. Findings from this study indicate the growing importance of technical communication in corporate settings during a public health crisis.
{"title":"Typology of Tweets and User Engagement Generated by U.S. Companies Involved in Developing COVID-19 Vaccines","authors":"Priyanka Khandelwal, Leslie Ramos Salazar, Soni Khandelwal","doi":"10.1177/10506519231161654","DOIUrl":"https://doi.org/10.1177/10506519231161654","url":null,"abstract":"This study analyzes 295 tweets by four U.S. companies engaged in discovering a vaccine for COVID-19. Tweets were analyzed to understand how their Twitter feeds balanced corporate and product branding (vaccine, medicines, etc.) and disseminated scientific information relating to COVID-19. The results suggest that these companies were actively embedding technical information about COVID-19 in their corporate and product branding. Tweets providing technical and scientific information about the progress made toward developing a COVID-19 vaccine garnered high levels of user engagement from their target audience. Findings from this study indicate the growing importance of technical communication in corporate settings during a public health crisis.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49195361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.1177/10506519231161617
Candice A. Welhausen
In this article, the author theorizes the process that a World Health Organization work group used to update yellow fever risk maps published in the Yellow Book, a handbook created by the Centers for Disease Control and Prevention for international travelers, from a “wicked problems” perspective. She argues that using this model highlights the complexity of nonexperts’ risk assessment practices in this context and that the work group's decision to create vaccination maps demonstrates an increased awareness of the embodied decision-making practices that nonexperts perform, aligning with and contributing to the growing emphasis on creating user-centered risk information that can be seen in some risk communication.
{"title":"Wicked Problems in Risk Assessment: Mapping Yellow Fever and Constructing Risk as an Embodied Experience","authors":"Candice A. Welhausen","doi":"10.1177/10506519231161617","DOIUrl":"https://doi.org/10.1177/10506519231161617","url":null,"abstract":"In this article, the author theorizes the process that a World Health Organization work group used to update yellow fever risk maps published in the Yellow Book, a handbook created by the Centers for Disease Control and Prevention for international travelers, from a “wicked problems” perspective. She argues that using this model highlights the complexity of nonexperts’ risk assessment practices in this context and that the work group's decision to create vaccination maps demonstrates an increased awareness of the embodied decision-making practices that nonexperts perform, aligning with and contributing to the growing emphasis on creating user-centered risk information that can be seen in some risk communication.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"281 - 306"},"PeriodicalIF":2.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46416790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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