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Notes toward a socially informed pedagogy for computer documentation

Notes toward a socially informed pedagogy for computer documentation This article extends Johnson-Eilola's main argument and then, using a thought experiment, examines an extended example of its implications. The experiment follows a student who learns how to produce technical communication artifacts following the philosophy that informs most technical communication classes and that leads to production of the functional but not conceptual systems Johnson-Eilola critiques. The article concludes by recommending changes in overall curricula and in individual courses that would better educate communicators to account for the social implications of their work. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Journal of Computer Documentation (JCD) Association for Computing Machinery

Notes toward a socially informed pedagogy for computer documentation

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2001 by ACM Inc.
ISSN
1527-6805
DOI
10.1145/586569.586574
Publisher site
See Article on Publisher Site

Abstract

This article extends Johnson-Eilola's main argument and then, using a thought experiment, examines an extended example of its implications. The experiment follows a student who learns how to produce technical communication artifacts following the philosophy that informs most technical communication classes and that leads to production of the functional but not conceptual systems Johnson-Eilola critiques. The article concludes by recommending changes in overall curricula and in individual courses that would better educate communicators to account for the social implications of their work.

Journal

ACM Journal of Computer Documentation (JCD)Association for Computing Machinery

Published: Nov 1, 2001

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