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Narrative ways of knowing: Re-imagi...

Bridgeford, Tracy Beth.

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Narrative ways of knowing: Re-imagining technical communication instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Narrative ways of knowing: Re-imagining technical communication instruction./
作者:	Bridgeford, Tracy Beth.
面頁冊數:	189 p.
附註:	Adviser: Robert R. Johnson.
Contained By:	Dissertation Abstracts International62-12A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3035717
ISBN:	0493486763

Narrative ways of knowing: Re-imagining technical communication instruction.
Bridgeford, Tracy Beth.

Narrative ways of knowing: Re-imagining technical communication instruction. - 189 p.

Adviser: Robert R. Johnson.

Thesis (Ph.D.)--Michigan Technological University, 2002.

Most teachers of technical communication generally agree with Bertie E. Fearing and W. Keats Sparrow's statement in 1989 that the chief aim of technical communication service courses is to prepare students for work. Although some studies can tell us something about the competency requirements necessary for membership in technical and scientific communities, they cannot reveal the nuances of implicit knowledge that underlie their localized practices. Because we are not privy to these localized ways of knowing, we need to re-imagine technical communication instruction in ways that address how communities of practice enculturate newcomers.

ISBN: 0493486763Subjects--Topical Terms:

1018115
Education, Language and Literature.

Narrative ways of knowing: Re-imagining technical communication instruction.
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520 $a Most teachers of technical communication generally agree with Bertie E. Fearing and W. Keats Sparrow's statement in 1989 that the chief aim of technical communication service courses is to prepare students for work. Although some studies can tell us something about the competency requirements necessary for membership in technical and scientific communities, they cannot reveal the nuances of implicit knowledge that underlie their localized practices. Because we are not privy to these localized ways of knowing, we need to re-imagine technical communication instruction in ways that address how communities of practice enculturate newcomers.
520 $a I argue that narrative ways of knowing—the construction of stories about practice—can be used to create a pedagogy of enculturation to establish a localized community within the classroom that positions students as newcomers. Narrative's role in this imaginary community is that it creates a context for role playing, providing material for enculturating and inhabiting the community of practice established in the classroom. Because narrative is inherently interpretative, it supplies a rhetorical context that encourages meta-analysis, especially in terms of understanding the nuances of implicit knowledge. By engaging in meta-analysis, students learn to recognize and interpret a community's narrative accrual that embodies its ways of working, expectations for belonging, and rules for negotiating meaning.
520 $a Using this conceptual framework, I designed a technical communication service course that uses narrative ways of knowing as a pedagogy of enculturation and developed an evaluation schema for measuring students' level of interpretable access—the ability to recognize, reiterate, and add value to a community's narrative accrual in ways that legitimate competent membership. I then apply this evaluation schema to students' technical documents, demonstrating the procedures for evaluating interpretable access. Based on the results of this analysis, I conclude with some consideration of the challenges and implications for using narrative ways of knowing as a pedagogy of enculturation.
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