cover of book
 

Key Theoretical Frameworks: Teaching Technical Communication in the Twenty-First Century
edited by Angela M. Haas and Michelle F. Eble
Utah State University Press, 2018
Paper: 978-1-60732-757-8 | eISBN: 978-1-60732-758-5
Library of Congress Classification T10.5.K15 2018
Dewey Decimal Classification 607.1

ABOUT THIS BOOK | AUTHOR BIOGRAPHY | TOC | REQUEST ACCESSIBLE FILE
ABOUT THIS BOOK
Drawing on social justice methodologies and cultural studies scholarship, Key Theoretical Frameworks offers new curricular and pedagogical approaches to teaching technical communication. Including original essays by emerging and established scholars, the volume educates students, teachers, and practitioners on identifying and assessing issues of social justice and globalization.
 
The collection provides a valuable resource for teachers new to translating social justice theories to the classroom by presenting concrete examples related to technical communication. Each contribution adopts a particular theoretical approach, explains the theory, situates it within disciplinary scholarship, contextualizes the approach from the author’s experience, and offers additional teaching applications.
 
The first volume of its kind, Key Theoretical Frameworks links the theoretical with the pedagogical in order to articulate, use, and assess social justice frameworks for designing and teaching courses in technical communication.

Contributors: Godwin Y. Agboka, Matthew Cox, Marcos Del Hierro, Jessica Edwards, Erin A. Frost, Elise Verzosa Hurley, Natasha N. Jones, Cruz Medina, Marie E. Moeller, Kristen R. Moore, Donnie Johnson Sackey, Gerald Savage, J. Blake Scott, Barbi Smyser-Fauble, Kenneth Walker, Rebecca Walton
 
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