Filter. Remix. Make.

Lisa Dusenberry Armstrong Atlantic State University ; Liz Hutter Georgia Institute of Technology ; Joy Robinson University of Alabama in Huntsville

Abstract

This article establishes traits of adaptable communicators in the 21st century, explains why adaptability should be a goal of technical communication educators, and shows how multimodal pedagogy supports adaptability. Three examples of scalable, multimodal assignments (infographics, research interviews, and software demonstrations) that evidence this philosophy are discussed in detail. Asking students to communicate multimodally drives them to effectively filter information, remix modes, and remake practices that are core characteristics of adaptable communicators. Beyond teaching students how to teach themselves as an essential part of living in an information society, contending with new and unfamiliar tools also prepares students for their roles as empathic mediators in the workplace.

Journal
Journal of Technical Writing and Communication
Published
2015-07-01
DOI
10.1177/0047281615578851
Open Access
Closed
Topics

Citation Context

Cited by in this index (5)

  1. Computers and Composition
  2. Journal of Technical Writing and Communication
  3. Journal of Technical Writing and Communication
  4. Computers and Composition
  5. Computers and Composition

Cites in this index (9)

  1. Computers and Composition
  2. Technical Communication Quarterly
  3. Journal of Business and Technical Communication
  4. Journal of Business and Technical Communication
  5. Journal of Business and Technical Communication
Show all 9 →
  1. Journal of Technical Writing and Communication
  2. Technical Communication Quarterly
  3. Technical Communication Quarterly
  4. Technical Communication Quarterly
Also cites 5 works outside this index ↓
  1. 10.1177/1080569905278863
  2. 10.2307/j.ctt6wrbkn.10
  3. 10.2190/HAT
  4. 10.7249/MG164
  5. 10.2307/3195309
CrossRef global citation count: 12 View in citation network →