Technological Literacy in the Visual Communication Classroom: Reconciling Principles and Practice for the 'whole' Communicator
This article argues that technical communication programs - specifically visual communication pedagogy within those programs - must better address the tension between principles and practice, concepts and tools, to effectively prepare students for the 21st century workplace. The authors contend that program outcomes should articulate expectations for both interpreting and producing visual communication, and that the tools required for visual communication should be an explicit part of the curriculum. The article provides an overview of visual communication in technical communication curricula, discusses the relationship between visual literacy and technological fluency, and presents research that counters the notion that students are technologically fluent or comfortable developing such fluency on their own. Finally, the article addresses some approaches for teaching technological tools so that they complement the conceptual content in visual communication courses and support visual communication outcomes at the programmatic level.
Brumberger, Eva, Claire Lauer, and Kathryn Northcut. "Technological Literacy in the Visual Communication Classroom: Reconciling Principles and Practice for the 'whole' Communicator." Programmatic Perspectives, Council for Programs in Technical and Scientific Communication (CPTSC), 2013, pp.171-196.
English and Technical Communication
Keywords and Phrases
Technological literacy; technological fluency; visual communication; visual literacy; pedagogy
International Standard Serial Number (ISSN)
Electronic OCLC #
Article - Journal
© 2013 Council for Programs in Technical and Scientific Communication (CPTSC), All rights reserved.
01 Jan 2013