Toward a Pedagogy of Visual Communication as Critical Practice in Professional and Technical Communication

Persistent Link:
http://hdl.handle.net/10150/297050
Title:
Toward a Pedagogy of Visual Communication as Critical Practice in Professional and Technical Communication
Author:
Verzosa Hurley, Elise
Issue Date:
2013
Publisher:
The University of Arizona.
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.
Embargo:
Release after July 15, 2015
Abstract:
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.
Type:
text; Electronic Dissertation
Keywords:
design; pedagogy; professional and technical communication; service learning; visual communication; Rhetoric, Composition & the Teaching of English; composition
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Rhetoric, Composition & the Teaching of English
Degree Grantor:
University of Arizona
Advisor:
Kimme Hea, Amy C.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleToward a Pedagogy of Visual Communication as Critical Practice in Professional and Technical Communicationen_US
dc.creatorVerzosa Hurley, Eliseen_US
dc.contributor.authorVerzosa Hurley, Eliseen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.en_US
dc.description.releaseRelease after July 15, 2015en_US
dc.description.abstractThis 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.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectdesignen_US
dc.subjectpedagogyen_US
dc.subjectprofessional and technical communicationen_US
dc.subjectservice learningen_US
dc.subjectvisual communicationen_US
dc.subjectRhetoric, Composition & the Teaching of Englishen_US
dc.subjectcompositionen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineRhetoric, Composition & the Teaching of Englishen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorKimme Hea, Amy C.en_US
dc.contributor.committeememberMcAllister, Ken S.en_US
dc.contributor.committeememberLicona, Adela C.en_US
dc.contributor.committeememberKimme Hea, Amy C.en_US
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