Digital Literacy for Technical Communication: 21st Century Theory and Practice


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Design new processes for managing and publishing content. Adopt new authoring and publishing technologies. Take on new roles such as information architects and content strategists. Develop new competencies, such as topic-based authoring, user-experience design, and localization coordination. Some of the impacts of content management on the profession include the following: Authoring approaches and methodologies.

A transition from a document-based to a topic-based approach to information development.


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In this approach, content is created in the form of stand-alone topics such as a product description or procedure rather than documents or books. These topics conform to predefined rules that ensure the topics are consistently structured and can be assembled into different information products such as a user guide or online help rendered in different outputs such as HTML or PDF for different delivery channels such as mobile phones or websites.

Key components of this approach include, among others, structured authoring, minimalism, writing for reuse, XML schemas, and XML-based standards.

The Need for Greater Digital Literacy in Technical Communication

Business and publishing processes. A transition from processes that support the writing, review, and publishing cycles of whole documents to processes that support the lifecycle of individual content topics, from how they are created to how they can be reused to how they can be rendered and delivered.

Key processes that must be defined include, among others, reuse strategies what content can be reused and how , workflows how people and tasks will interact , governance who has authority to make content decisions at different times and stages , and collaborative writing how teams members will coordinate and carry out the different phases and tasks of a project.

Processes that support translation and localization practices of stand-alone topics, too, must be defined, as limited knowledge of possible contexts for a translated topic can negatively impact translation work processes. Authoring and publishing technologies. A transition from desktop publishing and help authoring tools to integrated content management systems.

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Although the market offers several content management systems for professional and technical communicators, including document management systems, web content management systems, and enterprise content management systems, the most radical change has been brought by component content management systems. These systems include XML editors, database platforms, and publishing engines that allow writers to author, review, and then assemble content topics in various outputs for various audiences and purposes.


  1. Digital Literacy for Technical Communication : 21st Century Theory and Practice.
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  4. A research initiative focused on interactive digital storytelling;
  5. The Need for Greater Digital Literacy in Technical Communication.
  6. Competencies of professional and technical communicators. A transition from professional and technical communicators who primarily need core competencies in writing, editing, and document design to professionals needing a broader range of competencies, including topic-based authoring, information design, information architecture, user-experience design, multimedia presentation, localization coordination, writing with translation in mind, project management, and business analysis.

    In addition, the transition to content management requires professional and technical communicators to have a deeper understanding of, and involvement in, translation and localization practices to ensure quality of multilingual information.

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    Why are these important questions to investigate? Literature review: from what point of view do you examine the content management phenomenon in question i. How does your study fit within the larger body of content management literature, including academic and practitioner conversations? Methodology: How did you investigate the research questions?

    Who were your participants, and how did you collect and analyze data? Results and discussion: what did you learn? How do the results contribute to our understanding and knowledge of content management? What future work is called for? What problem were participants trying to solve or what challenge were participants trying to overcome? How is this particular case representative of a larger class of cases? Research questions: what research questions underlie the case study? Methodology: how was the case study designed and how was data collected and analyzed?

    Project particulars: how did participants approach solving the problem or overcoming the challenge? To what extent were participants successful? The full text of this article hosted at iucr. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account.

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    View Preview. Learn more Check out. Abstract This paper describes a literature review, institutional audit and analysis of practice in the area of digital literacy provision, based on research across the UK Higher Education sector. Citing Literature. Volume 28 , Issue 6 December Pages Related Information.

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    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Digital Literacy for Technical Communication: 21st Century Theory and Practice Digital Literacy for Technical Communication: 21st Century Theory and Practice

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