Slack, Social Justice, and Online Technical Communication Pedagogy

被引：3

作者：

Sano-Franchini, Jennifer ^{[1
,2
]}

Jones, Andre M., Jr. ^{[3
]}

Ganguly, Priyanka ^{[3
]}

Robertson, Chloe J. ^{[3
]}

Shafer, Luana J. ^{[3
]}

Wagnon, Marti ^{[4
]}

Awotayo, Olayemi ^{[3
]}

Bronson, Megan ^{[3
]}

机构：

[1] West Virginia Univ, Rhetor & Writing, Morgantown, WV 26506 USA

[2] West Virginia Univ, English, Morgantown, WV 26506 USA

[3] Virginia Tech, Blacksburg, VA USA

[4] Virginia Tech, Rhetor & Writing Program, Blacksburg, VA USA

来源：

TECHNICAL COMMUNICATION QUARTERLY | 2023年 / 32卷 / 02期

关键词：

Collaboration; instructional technologies; social justice/ethics; online instruction; disability studies/accessibility; pedagogical theory; racial studies/ethnic studies/cultural studies; digital technologies/emerging technologies;

D O I：

10.1080/10572252.2022.2085809

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.

引用

页码：134 / 148

页数：15

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