Critical Power Tools: Technical Communication and Cultural Studies (Suny Series, Studies in Scientific and Technical Communication)

Winner of the 2007 National Council of Teachers of English (NCTE) Award for Best Collection of Essays on Technical and Scientific Communication

The first sourcebook for rethinking technical communication theory, practice, pedagogy, and research through a cultural studies lens.

The first book to focus on the intersection of cultural studies and technical communication, Critical Power Tools draws on various traditions of cultural studies to develop new or expanded theoretical, methodological, and pedagogical approaches to technical communication. Offered as a sourcebook for the field, the book is organized into three parts. The first section, emphasizing theory building, reconceptualizes key concepts or practices, such as usability, through a cultural studies lens. The second section illustrates alternative research methods through several case studies. The third section offers critical and productive pedagogical approaches, including specific assignments, applicable to both undergraduate and graduate courses.

“Drawing on the tradition of situated and engaged research and teaching in technical communications, the authors of this collection … offer both robust theoretical frameworks and close links to the everyday practices of teachers, practitioners, and researchers.” — Journal of Business and Technical Communication

“Thinking about technical communication through some of the theoretical concerns of cultural studies is relatively rare, and long overdue. Talking about these issues is bracing and exciting. Figuring out how to put them to work in classrooms is vastly more difficult. The consistent attention not only to theorizing practice, but also to doing is a real credit to this volume.” — Carl G. Herndl, coeditor of Green Culture: Environmental Rhetoric in Contemporary America

“This book is unique in that no other text addresses the issue of cultural studies in technical communication. The contributors provide thoughtful, smart essays that initiate a useful discussion for the field.” — Stuart C. Brown, coeditor of The Writing Program Administrator’s Resource: A Guide to Reflective Institutional Practice

Contributors include Elizabeth C. Britt, Bradley Dilger, Jeffrey Doak, Diana George, Jeffrey T. Grabill, Jim Henry, Steven B. Katz, Bernadette Longo, David James Miller, Myra G. Moses, Alan Nadel, Michael J. Salvo, Beverly Sauer, J. Blake Scott, Jennifer Daryl Slack, and Katherine V. Wills.