Pub Date : 2023-03-22DOI: 10.1177/10506519231164128
Marlene Galván
Latina Leadership: Language and Literacy Education Across Communities, edited by Laura Gonzales and Michelle Hall Kells, begins by reminding readers of the stark fact that as of 2016, only 5% of all full-time faculty in U.S. higher education were Latinx. This scarcity of representation in the academy is particularly lacking among Latina leaders whose presence has “long been at the forefront of justice-driven efforts, particularly in relation to education and community engagement” (p. 2). While the term Latina implies a single identity, as the book’s editors and contributors acknowledge, “the ambiguous label Latina often erase[s] Latinas’ histories and the multiplicity of experiences embedded under a single label” (p. 1). The richness and diversity of these experiences are reflected in the structure, content, and style of the book, a beautifully written and unique tribute to the work and contributions of Latinas in the academy. Latina Leadership seeks to “break down the false binary between K-12 and college-level literacy education and foreground the stories and testimonios of Latina leaders navigating the complex and often hostile territory of the US academy and doing the work of language and literacy education across communities” (p. 8). These goals, according to Gonzales and Kells, allow the book to be a creative space for an “intentionally polyvocal” collection of experiences, stories, and expertise (p. 11). The book is organized into three parts, each of which explores a different aspect of mentorship and leadership. Book Review
劳拉·冈萨雷斯(Laura Gonzales)和米歇尔·霍尔·凯尔斯(Michelle Hall Kells)主编的《拉丁裔领导力:跨社区的语言和扫盲教育》(latin Leadership: Language and Literacy Education Across Communities)首先提醒读者一个严峻的事实:截至2016年，美国高等教育中只有5%的全职教师是拉丁裔。这种代表性的缺乏在拉丁裔领导人中尤其缺乏，他们的存在“长期处于正义驱动努力的最前沿，特别是在教育和社区参与方面”(第2页)。正如本书的编辑和贡献者所承认的那样，拉丁裔一词意味着单一的身份，“拉丁裔这个模棱两可的标签经常抹掉拉丁裔的历史和单一标签下的多重经历”(第1页)。这些经历的丰富性和多样性反映在这本书的结构、内容和风格上，这是一本对拉丁裔在学术界的工作和贡献的优美而独特的致敬。《拉丁领袖》试图“打破K-12和大学水平扫盲教育之间的错误二元性，突出拉丁裔领导人在美国学术界复杂且往往充满敌意的领域中导航的故事和证词，并在社区中开展语言和扫盲教育的工作”(第8页)。根据冈萨雷斯和凯尔斯的说法，这些目标使这本书成为一个创造性的空间，“有意多语”地收集经验、故事和专业知识(第11页)。这本书分为三个部分，每个部分都探讨了指导和领导的不同方面。书评
{"title":"Book Review: Latina Leadership: Language and Literacy Education Across Communities by L. Gonzales & M. H. Kells (Eds.)","authors":"Marlene Galván","doi":"10.1177/10506519231164128","DOIUrl":"https://doi.org/10.1177/10506519231164128","url":null,"abstract":"Latina Leadership: Language and Literacy Education Across Communities, edited by Laura Gonzales and Michelle Hall Kells, begins by reminding readers of the stark fact that as of 2016, only 5% of all full-time faculty in U.S. higher education were Latinx. This scarcity of representation in the academy is particularly lacking among Latina leaders whose presence has “long been at the forefront of justice-driven efforts, particularly in relation to education and community engagement” (p. 2). While the term Latina implies a single identity, as the book’s editors and contributors acknowledge, “the ambiguous label Latina often erase[s] Latinas’ histories and the multiplicity of experiences embedded under a single label” (p. 1). The richness and diversity of these experiences are reflected in the structure, content, and style of the book, a beautifully written and unique tribute to the work and contributions of Latinas in the academy. Latina Leadership seeks to “break down the false binary between K-12 and college-level literacy education and foreground the stories and testimonios of Latina leaders navigating the complex and often hostile territory of the US academy and doing the work of language and literacy education across communities” (p. 8). These goals, according to Gonzales and Kells, allow the book to be a creative space for an “intentionally polyvocal” collection of experiences, stories, and expertise (p. 11). The book is organized into three parts, each of which explores a different aspect of mentorship and leadership. Book Review","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"307 - 310"},"PeriodicalIF":2.2,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43262570","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 : 2023-03-20DOI: 10.1177/10506519231161611
M. Sorapure
This article reports on a multiphase study designed to understand how nonexpert users interact with COVID-19 data dashboards, particularly in terms of the dashboards’ actionability, or ability to support decision making. Analysis of the videos and transcriptions of user interviews shows the variable relevance of proposed criteria for dashboard actionability and suggests additional criteria for users’ emotional responses to data and for the presentation of data at degrees of personal and local granularity. These findings advance an understanding of how nonexpert audiences interact with and derive value from complex visualized data.
{"title":"User Perceptions of Actionability in Data Dashboards","authors":"M. Sorapure","doi":"10.1177/10506519231161611","DOIUrl":"https://doi.org/10.1177/10506519231161611","url":null,"abstract":"This article reports on a multiphase study designed to understand how nonexpert users interact with COVID-19 data dashboards, particularly in terms of the dashboards’ actionability, or ability to support decision making. Analysis of the videos and transcriptions of user interviews shows the variable relevance of proposed criteria for dashboard actionability and suggests additional criteria for users’ emotional responses to data and for the presentation of data at degrees of personal and local granularity. These findings advance an understanding of how nonexpert audiences interact with and derive value from complex visualized data.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"253 - 280"},"PeriodicalIF":2.2,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42670822","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 : 2023-01-03DOI: 10.1177/10506519221143113
C. Wickman
The use of reporting guidelines is an established yet still-evolving practice in the field of biomedicine. These documents are often linked to common methodologies (e.g., randomized clinical trials); they include multiple textual artifacts (e.g., checklists, flow diagrams) and have a history that is coextensive with the emergence and ongoing development of evidence-based medicine (e.g., as an epistemological orientation to research and decision making). Drawing on the concept of metagenre, this article examines how practitioners use reporting guidelines to define and regulate the boundaries of biomedical research and writing activity. The analysis, focusing on one prominent set of guidelines, shows how practitioners use the genre–metagenre dynamic to promote strategic intervention while upholding traditional principles and standards for evidence-based research and communication.
{"title":"Genre and Metagenre in Biomedical Research Writing","authors":"C. Wickman","doi":"10.1177/10506519221143113","DOIUrl":"https://doi.org/10.1177/10506519221143113","url":null,"abstract":"The use of reporting guidelines is an established yet still-evolving practice in the field of biomedicine. These documents are often linked to common methodologies (e.g., randomized clinical trials); they include multiple textual artifacts (e.g., checklists, flow diagrams) and have a history that is coextensive with the emergence and ongoing development of evidence-based medicine (e.g., as an epistemological orientation to research and decision making). Drawing on the concept of metagenre, this article examines how practitioners use reporting guidelines to define and regulate the boundaries of biomedical research and writing activity. The analysis, focusing on one prominent set of guidelines, shows how practitioners use the genre–metagenre dynamic to promote strategic intervention while upholding traditional principles and standards for evidence-based research and communication.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"140 - 173"},"PeriodicalIF":2.2,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45712385","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 : 2022-12-18DOI: 10.1177/10506519221143107
R. Wold
Through a case study of a popular food and recipe blog (Pinchofyum.com), this article details how two content creators practicing an advertising-based business model built a loyal audience and profitable business. A content analysis of the income reports published by the site's creators found that their advertising-based business model incentivized them to (a) segment their audience, (b) surveil their audience, and (c) automate interactions with their audience. This incentive structure led the content creators to employ an inconsistent and often problematic persona of their intended audience as they aimed to scale their ability to build trust with a rapidly growing audience. These findings provide guidance for aspiring online entrepreneurs and technical communicators desiring to understand the implications of distributing their content on platforms funded through advertising.
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Pub Date : 2022-12-15DOI: 10.1177/10506519221143132
Jacob Weston
Daniel Reardon and David Wright’s The Digital Role-Playing Game and Technical Communication explicitly works to “demystify ‘gaming’ so that we understand its broader cultural contexts” (p. xiii). The authors do so by situating the history of digital role-playing games (DRPGs) in a larger web of technological innovations over the past 50 years and analyzing social and capitalistic interrelations via social media and marketing. DRPGs, like Fallout and The Witcher series, are technological evolutions of role-playing games (RPGs) like Dungeons & Dragons. Throughout the book, the authors draw theories from a broad pool of sources, ranging from psychology, sociology, business, computer science, and game studies to rhetoric and technical communication. Maybe most notably, the authors make a unique argument for DRPGs as technical communication and demonstrate beneficial takeaways for both practitioners and researchers. Tracking the rise and fall of the video game giants Bethesda, BioWare, and CD Projekt Red over the course of eight chapters, the book provides a useful history of DRPGs. Chapter 1 begins that history by discussing struggles such as infrastructural limitations (comparatively low-power computers), technological diffusion (a lack of Americans with computer access), and generic adaptations (converting tabletop RPGs to a digital interface). The chapter illustrates this evolution of DRPGs from RPGs by explaining the features of the new genre that have descended from RPGs: “character creation, weapons and armor [customization] ... loot, and interesting nonplayer characters” (p. 6). This ancestral relationship caused many difficulties Book Review
Daniel Reardon和David Wright的《数字角色扮演游戏与技术交流》明确致力于“揭开‘游戏’的神秘面纱，让我们了解其更广泛的文化背景”（第xiii页）。作者将数字角色扮演游戏（DRPG）的历史置于过去50年中一个更大的技术创新网络中，并通过社交媒体和营销分析社会和资本主义的相互关系。DRPG，如《辐射》和《巫师》系列，是《龙与地下城》等角色扮演游戏的技术演变。在整本书中，作者从心理学、社会学、商业、计算机科学、游戏研究到修辞学和技术交流等广泛的来源中汲取理论。也许最值得注意的是，作者们为DRPG作为技术交流提出了独特的论点，并展示了对从业者和研究人员有益的收获。在八章的过程中，本书追踪了电子游戏巨头贝塞斯达、BioWare和CD Projekt Red的兴衰，提供了DRPG的有用历史。第一章通过讨论基础设施限制（相对低功耗的计算机）、技术扩散（缺乏能够使用计算机的美国人）和通用改编（将桌面RPG转换为数字接口）等斗争开始了这段历史。本章通过解释RPG衍生的新类型的特征来说明DRPG从RPG的演变：“角色创造、武器和盔甲[定制]……战利品和有趣的非玩家角色”（第6页）。这种祖传关系给书评带来了许多困难
{"title":"Book Review: The Digital Role-Playing Game and Technical Communication: A History of Bethesda, BioWare, and CD Projekt Red by Reardon, Daniel, & Wright, David","authors":"Jacob Weston","doi":"10.1177/10506519221143132","DOIUrl":"https://doi.org/10.1177/10506519221143132","url":null,"abstract":"Daniel Reardon and David Wright’s The Digital Role-Playing Game and Technical Communication explicitly works to “demystify ‘gaming’ so that we understand its broader cultural contexts” (p. xiii). The authors do so by situating the history of digital role-playing games (DRPGs) in a larger web of technological innovations over the past 50 years and analyzing social and capitalistic interrelations via social media and marketing. DRPGs, like Fallout and The Witcher series, are technological evolutions of role-playing games (RPGs) like Dungeons & Dragons. Throughout the book, the authors draw theories from a broad pool of sources, ranging from psychology, sociology, business, computer science, and game studies to rhetoric and technical communication. Maybe most notably, the authors make a unique argument for DRPGs as technical communication and demonstrate beneficial takeaways for both practitioners and researchers. Tracking the rise and fall of the video game giants Bethesda, BioWare, and CD Projekt Red over the course of eight chapters, the book provides a useful history of DRPGs. Chapter 1 begins that history by discussing struggles such as infrastructural limitations (comparatively low-power computers), technological diffusion (a lack of Americans with computer access), and generic adaptations (converting tabletop RPGs to a digital interface). The chapter illustrates this evolution of DRPGs from RPGs by explaining the features of the new genre that have descended from RPGs: “character creation, weapons and armor [customization] ... loot, and interesting nonplayer characters” (p. 6). This ancestral relationship caused many difficulties Book Review","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"217 - 220"},"PeriodicalIF":2.2,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46809914","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 : 2022-12-15DOI: 10.1177/10506519221143125
Jordan Smith
Scholars have long argued that technical editing should be viewed as a rhetorical practice in which copy editors take “a situational approach to each individual task” (Buehler, 1980/2003, p. 458). Yet many editing pedagogies still treat some language-level editing tasks, like those that involve prescriptive usage rules, as mechanical rather than rhetorical. This article discusses how empirical data from corpora can help copy editors adopt a more rhetorical view of prescriptive usage rules and introduces corpus linguistics as a methodology that can contribute to technical editing pedagogy.
{"title":"Corpus Linguistics and Technical Editing: How Corpora Can Help Copy Editors Adopt a Rhetorical View of Prescriptive Usage Rules","authors":"Jordan Smith","doi":"10.1177/10506519221143125","DOIUrl":"https://doi.org/10.1177/10506519221143125","url":null,"abstract":"Scholars have long argued that technical editing should be viewed as a rhetorical practice in which copy editors take “a situational approach to each individual task” (Buehler, 1980/2003, p. 458). Yet many editing pedagogies still treat some language-level editing tasks, like those that involve prescriptive usage rules, as mechanical rather than rhetorical. This article discusses how empirical data from corpora can help copy editors adopt a more rhetorical view of prescriptive usage rules and introduces corpus linguistics as a methodology that can contribute to technical editing pedagogy.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"194 - 216"},"PeriodicalIF":2.2,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43429569","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 : 2022-12-12DOI: 10.1177/10506519221143111
C. Lam, J. Wolfe
Classroom practices and approaches often rely on anecdotal evidence for implementation and effectiveness. Conducting small-scale, quasi-experimental studies can provide empirical evidence for the effectiveness of a classroom practice. In technical and professional communication, quasi-experiments tend to be underused compared to other research methods. This article introduces quasi-experimental research as a tool for instructors to use in their teaching approaches and practices by addressing two common fears that prevent them from conducting such research: the fear of doing it wrong and the fear of wasting time. The authors use case studies to explain key concepts, including the difference between quasi and true experiments, selection bias, and confounding factors, and discuss principles of quasi-experiments related to ethical considerations, data collection, and statistical analysis.
{"title":"An Introduction to Quasi-Experimental Research for Technical and Professional Communication Instructors","authors":"C. Lam, J. Wolfe","doi":"10.1177/10506519221143111","DOIUrl":"https://doi.org/10.1177/10506519221143111","url":null,"abstract":"Classroom practices and approaches often rely on anecdotal evidence for implementation and effectiveness. Conducting small-scale, quasi-experimental studies can provide empirical evidence for the effectiveness of a classroom practice. In technical and professional communication, quasi-experiments tend to be underused compared to other research methods. This article introduces quasi-experimental research as a tool for instructors to use in their teaching approaches and practices by addressing two common fears that prevent them from conducting such research: the fear of doing it wrong and the fear of wasting time. The authors use case studies to explain key concepts, including the difference between quasi and true experiments, selection bias, and confounding factors, and discuss principles of quasi-experiments related to ethical considerations, data collection, and statistical analysis.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"174 - 193"},"PeriodicalIF":2.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47287888","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 : 2022-10-03DOI: 10.1177/10506519221121817
Erin Friess
Scrum is an increasingly important project management framework that has had limited study in technical communication (TC) and TC classrooms. While research has found student collaborations to be both frustrating and challenging, it has found Scrum to be a scaffolding framework that can improve student interactions and outcomes. Therefore, to determine whether Scrum affects the peer assessments of collaborative teams as well as project grades, this quasi-experimental classroom study compares the midproject and postproject peer assessments and grades of advanced TC students who used Scrum as a framework for collaboration against those students who did not use Scrum in their collaborations. The study found that students who used Scrum rated their team members significantly higher on some peer assessment measures and earned significantly higher grades than did those students who did not use Scrum. Additionally, students in the Scrum protocol reported satisfaction with their group experience broadly but did not report satisfaction with Scrum itself.
{"title":"Scrum in Classroom Collaborations: A Quasi-Experimental Study","authors":"Erin Friess","doi":"10.1177/10506519221121817","DOIUrl":"https://doi.org/10.1177/10506519221121817","url":null,"abstract":"Scrum is an increasingly important project management framework that has had limited study in technical communication (TC) and TC classrooms. While research has found student collaborations to be both frustrating and challenging, it has found Scrum to be a scaffolding framework that can improve student interactions and outcomes. Therefore, to determine whether Scrum affects the peer assessments of collaborative teams as well as project grades, this quasi-experimental classroom study compares the midproject and postproject peer assessments and grades of advanced TC students who used Scrum as a framework for collaboration against those students who did not use Scrum in their collaborations. The study found that students who used Scrum rated their team members significantly higher on some peer assessment measures and earned significantly higher grades than did those students who did not use Scrum. Additionally, students in the Scrum protocol reported satisfaction with their group experience broadly but did not report satisfaction with Scrum itself.","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"68 - 94"},"PeriodicalIF":2.2,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47259301","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 : 2022-10-01DOI: 10.1177/10506519221105493
Christian A Vukasovich, Marko N Kostic
Successfully adapting to organizational changes during the COVID-19 pandemic crisis necessitated the effective deployment of technical communication texts delineating the expectations and structures for guiding behavior and interactions. A dearth of system-wide familiarity with changes in modalities has disrupted expectations and impacted engagement. During acute events, business and technical communicators will probably not be the initial source of transition messaging. Instead, this task will fall on managers, faculty, and other front-line communicators. The authors present pragmatic recommendations for adapting familiar discourses, semiotics, and mental scripts so that communicators can more effectively intervene during crises to ease organizational transitions and decrease uncertainty.
{"title":"Communicating During COVID-19 and Other Acute-Event Scenarios: A Practical Approach.","authors":"Christian A Vukasovich, Marko N Kostic","doi":"10.1177/10506519221105493","DOIUrl":"10.1177/10506519221105493","url":null,"abstract":"<p><p>Successfully adapting to organizational changes during the COVID-19 pandemic crisis necessitated the effective deployment of technical communication texts delineating the expectations and structures for guiding behavior and interactions. A dearth of system-wide familiarity with changes in modalities has disrupted expectations and impacted engagement. During acute events, business and technical communicators will probably not be the initial source of transition messaging. Instead, this task will fall on managers, faculty, and other front-line communicators. The authors present pragmatic recommendations for adapting familiar discourses, semiotics, and mental scripts so that communicators can more effectively intervene during crises to ease organizational transitions and decrease uncertainty.</p>","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"36 1","pages":"524-534"},"PeriodicalIF":2.2,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9198560/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-25DOI: 10.1177/10506519221122763
Madeline Crozier
Michael J. Klein’s Effective Teaching of Technical Communication: Theory, Practice, and Application is a comprehensive edited collection written by and for technical communication instructors, administrators, and scholars. As one of the most recent and significant additions to the professional and technical communication (PTC) literature, the collection both demonstrates innovative pedagogical approaches and identifies crucial directions for the field to pursue. Marketed as an update to the long-standing Foundations for Teaching Technical Communication (Staples & Ornatowski, 1997), the collection provides more diverse, contemporary, and provocative perspectives on pedagogical strategies and teaching practices. The collection also comes as the first book in a new series from the WAC Clearinghouse —Foundations and Innovations in Technical and Professional Communication—which promises to foreground texts that address the critical intersections of theory and practice. As a reflection of the methodological depth and breadth of PTC scholarship, Klein’s collection delivers on this promise. The expansive collection, divided into four parts, consists of 16 chapters composed by 23 authors. Part 1, “Expanding Pedagogy,” features pedagogical approaches and strategies that respond to the social justice turn in PTC; Part 2, “Shaping Curriculum,” portrays innovative course and curricular development; Part 3, “Incorporating Technology,” moves beyond standard advice for how to use technology in the classroom and turns toward collaborativeand team-based approaches to technical communication in Book Review
Michael J.Klein的《技术沟通的有效教学：理论、实践和应用》是一本由技术沟通讲师、管理人员和学者撰写的综合编辑集。作为专业技术传播（PTC）文献的最新和重要补充之一，该系列既展示了创新的教学方法，又确定了该领域的关键方向。该系列是对长期存在的《教学技术交流基础》（Staples&Ornatowski，1997）的更新，为教学策略和教学实践提供了更多样、更现代、更具煽动性的视角。该系列也是WAC信息交换所新系列的第一本书——《技术和专业沟通的基础与创新》，该书承诺将为解决理论和实践的关键交叉点提供前景文本。作为PTC学术方法论深度和广度的反映，克莱因的收藏实现了这一承诺。这本庞大的文集分为四个部分，共有16章，由23位作者组成。第1部分，“扩展教育学”，以应对PTC社会正义转变的教育方法和策略为特色；第二部分，“塑造课程”，描述了创新课程和课程发展；第3部分，“融入技术”，超越了如何在课堂上使用技术的标准建议，转向了《书评》中基于协作和团队的技术交流方法
{"title":"Book Review: Effective Teaching of Technical Communication: Theory, Practice, and Application by Michael J. Klein","authors":"Madeline Crozier","doi":"10.1177/10506519221122763","DOIUrl":"https://doi.org/10.1177/10506519221122763","url":null,"abstract":"Michael J. Klein’s Effective Teaching of Technical Communication: Theory, Practice, and Application is a comprehensive edited collection written by and for technical communication instructors, administrators, and scholars. As one of the most recent and significant additions to the professional and technical communication (PTC) literature, the collection both demonstrates innovative pedagogical approaches and identifies crucial directions for the field to pursue. Marketed as an update to the long-standing Foundations for Teaching Technical Communication (Staples & Ornatowski, 1997), the collection provides more diverse, contemporary, and provocative perspectives on pedagogical strategies and teaching practices. The collection also comes as the first book in a new series from the WAC Clearinghouse —Foundations and Innovations in Technical and Professional Communication—which promises to foreground texts that address the critical intersections of theory and practice. As a reflection of the methodological depth and breadth of PTC scholarship, Klein’s collection delivers on this promise. The expansive collection, divided into four parts, consists of 16 chapters composed by 23 authors. Part 1, “Expanding Pedagogy,” features pedagogical approaches and strategies that respond to the social justice turn in PTC; Part 2, “Shaping Curriculum,” portrays innovative course and curricular development; Part 3, “Incorporating Technology,” moves beyond standard advice for how to use technology in the classroom and turns toward collaborativeand team-based approaches to technical communication in Book Review","PeriodicalId":46414,"journal":{"name":"Journal of Business and Technical Communication","volume":"37 1","pages":"95 - 98"},"PeriodicalIF":2.2,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44049454","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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