This research explores some of the multiple types of literacies that instructors of Composition and Technical Communication should seek to build and support through their pedagogy, classroom environment, and assignments. The following articles not only attempt to describe multi-literacies, but also suggest methods and resources to incorporate them in practice.
Cook, K. C. (2002). Layered Literacies: A Theoretical Frame for Technical Communication Pedagogy. Technical Communication Quarterly, 11(1), 5-29. doi:10.1207/s15427625tcq1101_1
In this article, Cook proposes a theoretical frame for Technical Communication classrooms based in the assumption that technical communicators must be multi-literate, able to engage in the multiple ways that people use language, produce information, solve problems, and critque practices. She argues that six types of literacies identified in the piece (basic literacy, rhetorical literacy, social literacy, technological literacy, ethical literacy, and critical literacy) must be integrated and sitationed - "layered" - throughout the course and coursework - in contrast to many …show more content…
It was interesting to read about some reasoning for creation of the general education program that I had gone through. But more interesting, I think, was the opportunity to compare and some of the goals of the Revision course to the goals of Multimodal Composition. I think the course that I teach now has lost an explicit tie to oral communication (although this is still a skill that my students build in my classroom). I also felt like the Revision course goals outlined in the piece would be overwhelmingly difficult to achieve in fifteen weeks. I wish that a similar piece existed that outlined the more recent shift to the general education program – I would be interested to read the justification for that shift as an instructor as this course
Cook, K. C. (2002). Layered Literacies: A Theoretical Frame for Technical Communication Pedagogy. Technical Communication Quarterly, 11(1), 5-29. doi:10.1207/s15427625tcq1101_1
In this article, Cook proposes a theoretical frame for Technical Communication classrooms based in the assumption that technical communicators must be multi-literate, able to engage in the multiple ways that people use language, produce information, solve problems, and critque practices. She argues that six types of literacies identified in the piece (basic literacy, rhetorical literacy, social literacy, technological literacy, ethical literacy, and critical literacy) must be integrated and sitationed - "layered" - throughout the course and coursework - in contrast to many …show more content…
It was interesting to read about some reasoning for creation of the general education program that I had gone through. But more interesting, I think, was the opportunity to compare and some of the goals of the Revision course to the goals of Multimodal Composition. I think the course that I teach now has lost an explicit tie to oral communication (although this is still a skill that my students build in my classroom). I also felt like the Revision course goals outlined in the piece would be overwhelmingly difficult to achieve in fifteen weeks. I wish that a similar piece existed that outlined the more recent shift to the general education program – I would be interested to read the justification for that shift as an instructor as this course