Beyond Digital Literacy: Investigating Threshold Concepts to Foster Engagement with Digital Life in Technical Communication Pedagogy
DOI
10.1080/10572252.2024.2388038
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.
Document Type
Article
Publication Date
8-6-2024
Publisher Statement
Copyright © 2018 Informa UK Limited
Recommended Citation
Stambler, Danielle Mollie, Nupoor Ranade, Daniel L. Hocutt, Stephen Fonash, Jessica Lynn Campbell, Ann Hill Duin, Isabel Pedersen, Jason Tham, Saveena (Chakrika) Veeramoothoo, and Gustav Verhulsdonck. 2024. “Beyond Digital Literacy: Investigating Threshold Concepts to Foster Engagement with Digital Life in Technical Communication Pedagogy.” Technical Communication Quarterly, August, 1–21. doi:https://doi.org/10.1080/10572252.2024.2388038
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