Beyond Digital Literacy: Investigating Threshold Concepts to Foster Engagement with Digital Life in Technical Communication Pedagogy.
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| Title: | Beyond Digital Literacy: Investigating Threshold Concepts to Foster Engagement with Digital Life in Technical Communication Pedagogy. |
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| Authors: | Stambler, Danielle Mollie1 (AUTHOR) stambldm@jmu.edu, Ranade, Nupoor2 (AUTHOR), Hocutt, Daniel L.3 (AUTHOR), Fonash, Stephen4 (AUTHOR), Campbell, Jessica Lynn5 (AUTHOR), Duin, Ann Hill6 (AUTHOR), Pedersen, Isabel7 (AUTHOR), Tham, Jason8 (AUTHOR), Veeramoothoo, Saveena9 (AUTHOR), Verhulsdonck, Gustav10 (AUTHOR) |
| Source: | Technical Communication Quarterly. Apr-Jun2025, Vol. 34 Issue 2, p218-238. 21p. |
| Subjects: | Digital literacy, Threshold concepts (Learning), Digital technology, Learner autonomy, Web accessibility, Communication of technical information, Curriculum planning, Equality |
| Abstract: | As digital technologies rapidly evolve, updating and enhancing models of digital literacy pedagogy in technical and professional communication (TPC) becomes more urgent. In this article, we use "digital life" to conceptualize the ever-changing ways of knowing and being in postinternet society. Using collaborative autoethnography, we investigate features of threshold concepts in TPC pedagogy that may support models of digital literacy that are resistant to tools-based definitions, foster student agency, and facilitate accessibility, equity, and justice. [ABSTRACT FROM AUTHOR] |
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| Database: | Engineering Source |
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| Abstract: | As digital technologies rapidly evolve, updating and enhancing models of digital literacy pedagogy in technical and professional communication (TPC) becomes more urgent. In this article, we use "digital life" to conceptualize the ever-changing ways of knowing and being in postinternet society. Using collaborative autoethnography, we investigate features of threshold concepts in TPC pedagogy that may support models of digital literacy that are resistant to tools-based definitions, foster student agency, and facilitate accessibility, equity, and justice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10572252 |
| DOI: | 10.1080/10572252.2024.2388038 |
