Twittering About


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Twittering About

  1. 1. Christie Daniels University of Texas at El Paso
  2. 2. Overview  The traditional workplace  Modernization  Hardware  Software and networking  Pedagogical implications for technical writing
  3. 3. Traditional Workplace  Faber, discussing the banking industry, describes a traditional workplace which “was a lasting, usually lifelong, employment, and it provided a comfortable, secure standard of living through salaried wages and regularized increases based on longevity with the company (45).  Task-centered
  4. 4. Modernization  Begins with the rise of the personal computer  Laptops and mobility  PDAs and Smartphones  Always connected/interconnected  Increasingly multimedia-driven  Extends the boundaries of the workplace
  5. 5. The Changing Workplace  Dependent on information - specifically the ability to obtain and use information  Drucker, argues that “the typical business will be knowledge-based, an organization composed largely of specialists who direct and discipline their own performance through organized feedback from colleagues, customers, and headquarters. For this reason, it will be what I call an information-based organization” (45).
  6. 6.  Spinuzzi, in his white paper on knowledge work writes, “These connections lead to more flexibility and collaboration within networked organizations, but also more communication problems: workers from historically separated activities suddenly must interact, collaborate, and learn enough of each others' social languages and genres to work together.”
  7. 7.  In describing the distributed nature of the workplace in the information age, Spinuzzi explains, “Distributed work is the coordinative work that enables sociotechnical networks to hold together and form dense interconnections among and across work activities that have traditionally been separated by temporal, spatial, or disciplinary boundaries” (268).
  8. 8. Social Turn  Emergence of sites like Myspace for personal social networking is well-known  Benefits  Problems Blurring of division between professional and personal life   Facebook  Twitter  LinkedIn
  9. 9. Pedagogical Implications  Teaching students mundane, standardized tasks cannot be the focus  Students must know how to communicate in rhetorical situations which we may not even be able to envision in the classroom  How do we do this?
  10. 10.  Current examples  Personal tools – professional applications Facebook   Academic and professional presence Twitter   Presidential campaign  Pundits  News channels  Within RWS program at UTEP  Graduate students share resources  Professors in the program also have twitter accounts
  11. 11.  These examples demonstrate the molding or utilization of tools to the purposes/goals of the user.  Our students need to be able to do this with new and emerging technologies  How does this play out in the technical or workplace writing classroom?  The answer: uncomfortably
  12. 12.  Personal experience  Students like answers; do not like uncertainty  Participation is a challenge  Students are used to the teacher telling them what they need to know  In order to foster, the skills these students will need in the actual workplace, students need practice doing.
  13. 13.  They need practice in inquiry and problem-solving skills  In short, rather than always providing a stringently structured writing environment, they need one conducive to inquiry  Ultimately, students need a pedagogical experience which approximates the workplace where communication is not simply relegated to plugging information into the memo format but may take one of a myriad of forms designed to satisfy a given goal or purpose.