This book explores how workflows and technologies that treat content as computable data are changing the roles, work activities, and outputs of professional technical communicators. It will be of interest to students and scholars in the field of technical writing, professional and public writing, content strategy, and more.
This book explores how workflows and technologies that treat content as computable data are changing the roles, work activities, and outputs of professional technical communicators. It will be of interest to students and scholars in the field of technical writing, professional and public writing, content strategy, and more.
Rebekka Andersen is an Associate Professor and the Associate Director for Professional Writing in the University Writing Program at the University of California, Davis, USA. Carlos Evia is a Professor, Associate Dean, and Chief Technology Officer in the College of Liberal Arts and Human Sciences at Virginia Tech, USA. He is the author of Creating Intelligent Content with Lightweight DITA (Routledge, 2018).
Inhaltsangabe
SECTION I: Discrepancies, Challenges, and Opportunities Introduction 1. Embracing Content in Technical Communication's Collective Identity 2. Emergence of the Discipline of Content SECTION II: Roles, Activities, and Career Trajectories 3. Changing Technical Communicator Roles and Activities 4. Hiring Needs for Entry-Level Content-Focused Jobs SECTION III: Competencies, Curricular Pathways, and Programmatic Innovations 5. Technical Communication Literacy Frameworks and Approaches to Identifying Competencies and Skills 6. A Competencies Framework for Technical Content Professionals 7. Preparing Students for Roles and Activities in the Discipline of Content
SECTION I: Discrepancies, Challenges, and Opportunities Introduction 1. Embracing Content in Technical Communication's Collective Identity 2. Emergence of the Discipline of Content SECTION II: Roles, Activities, and Career Trajectories 3. Changing Technical Communicator Roles and Activities 4. Hiring Needs for Entry-Level Content-Focused Jobs SECTION III: Competencies, Curricular Pathways, and Programmatic Innovations 5. Technical Communication Literacy Frameworks and Approaches to Identifying Competencies and Skills 6. A Competencies Framework for Technical Content Professionals 7. Preparing Students for Roles and Activities in the Discipline of Content
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