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.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/297050 |
| Date | January 2013 |
| Creators | Verzosa Hurley, Elise |
| Contributors | Kimme Hea, Amy C., McAllister, Ken S., Licona, Adela C., Kimme Hea, Amy C. |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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