Teaching Professional and Technical Communication guides new instructors in teaching professional and technical communication (PTC). The essays in this volume provide theoretical and applied discussions about the teaching of this diverse subject, including relevant pedagogical approaches, how to apply practical aspects of PTC theory, and how to design assignments.
 
This practicum features chapters by prominent PTC scholars and teachers on rhetoric, style, ethics, design, usability, genre, and other central concerns of PTC programs. Each chapter includes a scenario or personal narrative of teaching a particular topic, provides a theoretical basis for interpreting the narrative, illustrates the practical aspects of the approach, describes relevant assignments, and presents a list of questions to prompt pedagogical discussions.
 
Teaching Professional and Technical Communication is not a compendium of best practices but instead offers a practical collection of rich, detailed narratives that show inexperienced PTC instructors how to work most effectively in the classroom.
 
 
Contributors: Pam Estes Brewer, Eva Brumberger, Dave Clark, Paul Dombrowski, James M. Dubinsky, Peter S. England, David K. Farkas, Brent Henze, Tharon W. Howard, Dan Jones, Karla Saari Kitalong, Traci Nathans-Kelly, Christine G. Nicometo, Kirk St.Amant
 

With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, Teaching the History of the Book is the first collection of its kind dedicated to book history pedagogy. Presenting a variety of methods for teaching book history both as its own subject and as an approach to other material, each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.

Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.

In addition to the volume editors, contributors include Ryan Cordell, Brigitte Fielder, Barbara Hochman, Leslie Howsam, Matthew Kirschenbaum, Clare Mullaney, Kate Ozment, Leah Price, Jonathan Rose, Jonathan Senchyne, Sarah Wadsworth, and others.

In Thinking Outside the Book, Augusta Rohrbach works through the increasing convergences between digital humanities and literary studies to explore the meaning and primacy of the book as a literary, material, and cultural artifact. Rohrbach assembles a rather unlikely cohort of nineteenth-century women writers—Jane Johnston Schoolcraft, Sojourner Truth, Hannah Crafts, Augusta Evans, and Mary Chesnut—to consider the publishing culture of their period from the perspective of our current digital age, bringing together scholarly concepts from both print culture and new media studies.

In nineteenth-century America, women from a variety of racial and class affiliations were bombarding the print market with their literary productions, taking advantage of burgeoning rates of literacy and advances in publishing technology. Their work challenged prevailing modes of authorship and continues to do so today. Each chapter of Thinking Outside the Book positions a focal figure as both paradigmatic and problematic within the context of key terms that define the study of the book. In lieu of terms such as literacy, authorship, publication, edition, and editor, Rohrbach develops an alternate typology that includes mediation, memory, history, testimony, and loss. Recognizing that the field spans radio, cinema, television, and the Internet, she draws comparisons to the present day, when Web 2.0 allows writers from varying backgrounds and positions to seek out readers without "gatekeepers" limiting their exposure.

More than a literary history, this book takes up theories of recovery, literacy, authorship, narrative, the book, and new media in connection with race, gender, class, and region.

In 2001, a Swedenborgian minister found a set of seven magnificent stained-glass windows stored in old crates in a barn in rural Pennsylvania. Their story illuminates a fascinating facet of American art history as well as an important set of spiritual teachings.

In 1902, a Swedenborgian church in Glendale, Ohio, commissioned the seven windows as a gift for their sister church in Cincinnati. Each window depicts an angel that represents one of the seven churches described in the book of Revelation. The windows were designed and created in the studios of Louis Comfort Tiffany, and they reflect not only the rich symbolism found in the Bible, but Tiffany’s hallmark color and brilliance. Tiffany’s love of revealing angels in stained glass shines through in every panel.

After their original home was torn down in 1964, the windows were put into storage, only to be rediscovered and painstakingly restored years later. Now a traveling exhibition, the seven angels have been given a new life as shining examples of Tiffany’s art and as a focus for spiritual reflection and meditation.

Tiffany’s Swedenborgian Angels guides the reader not only through the history of the windows, but the spiritual meaning of each one, weaving Swedenborg’s teachings with the luminous imagery of the angels themselves. If you have seen the exhibition, the book allows you to revisit the windows again any time; if you have not, it is a powerful introduction to a vivid piece of spiritual history.