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Toward a pedagogy of visual communic...

Verzosa Hurley, Elise.

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Toward a pedagogy of visual communication as critical practice in professional and technical communication.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Toward a pedagogy of visual communication as critical practice in professional and technical communication./
Author:	Verzosa Hurley, Elise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	224 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588878
ISBN:	9781303273001

Toward a pedagogy of visual communication as critical practice in professional and technical communication.
Verzosa Hurley, Elise.

Toward a pedagogy of visual communication as critical practice in professional and technical communication. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 224 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2013.

This item is not available from ProQuest Dissertations & Theses.

This project, Toward a Pedagogy of Visual Communication as Critical Practice in Professional and Technical Communication, examines the teaching of visual communication in undergraduate professional and technical communication courses. Through an analysis of scholarship, textbooks, and a service-learning project as a case study, I argue that a situated visual communication pedagogy that integrates both analysis and reflection throughout the visual production and design process can better allow students to understand the ways in which the visual participates within larger social and cultural contexts. This understanding helps students develop abilities to potentially transform visual discourses emphasizing that all visual documents and texts, including the ones they produce, participate in shaping the ways in which meaning is made. By integrating visual communication and design into service-learning and other civic engagement pedagogies in the professional and technical communication classroom, instructors and students can begin to interrogate the view that professional and technical communication is a neutral, objective practice concerned only with prescriptive adherence to forms, conventions, workplace efficiency, and corporate success. Thus, in addition to helping students develop as communicators and thinkers, integrating visual communication into service-learning and throughout the duration of a course allows students to explore the civic dimensions of professional and technical communication, situating them as engaged designers and active members of their communities.

ISBN: 9781303273001Subjects--Topical Terms:

532624
Language arts.

Toward a pedagogy of visual communication as critical practice in professional and technical communication.
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506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This project, Toward a Pedagogy of Visual Communication as Critical Practice in Professional and Technical Communication, examines the teaching of visual communication in undergraduate professional and technical communication courses. Through an analysis of scholarship, textbooks, and a service-learning project as a case study, I argue that a situated visual communication pedagogy that integrates both analysis and reflection throughout the visual production and design process can better allow students to understand the ways in which the visual participates within larger social and cultural contexts. This understanding helps students develop abilities to potentially transform visual discourses emphasizing that all visual documents and texts, including the ones they produce, participate in shaping the ways in which meaning is made. By integrating visual communication and design into service-learning and other civic engagement pedagogies in the professional and technical communication classroom, instructors and students can begin to interrogate the view that professional and technical communication is a neutral, objective practice concerned only with prescriptive adherence to forms, conventions, workplace efficiency, and corporate success. Thus, in addition to helping students develop as communicators and thinkers, integrating visual communication into service-learning and throughout the duration of a course allows students to explore the civic dimensions of professional and technical communication, situating them as engaged designers and active members of their communities.
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