Posted by jackiecummings
In my introductory college English class, our professor had us do a research project where the final result was going to be a website instead of a paper. He stressed the importance that this kind of web publishing was going to have in our work lives, likely independent of the kind of field we entered. His emphasis went over most of the students’ heads(even my own if I’m being honest, I just had an easier time with the project because of my previous blogging experience), and they were frustrated with the project. I noticed many of them, because this was an introductory class, had never been asked to write in this way and were frustrated at having to learn another writing style in a relatively short time for what they assumed was just a whim from the professor. Since that class I’ve had to write for web content three times, once working for the school, for my professional website, and lastly for the website for our senior capstone game.
I am not a communications major, but I think my previous English professor was correct in introducing that kind of writing to a swath of undergraduates. Reading through Professional and Technical Communications in a Web 2.0 World, and the first chunk of Digital Literacy for Technical Communication, I noted how both works emphasized the way that technical communications specialists are being asked in their work field to have more technical literacy, and be more knowledgeable in visual communications styles and software.
What I’ve experienced as a design major, is that the same thing is happening on our end and our schooling is reflecting this. In John Moore William’s webflow blog article, 4 reasons designers should write, he mostly notes how writing can improve anyone’s communication skills, but also notes how in web-design designers often have to write their own copy unless they’re lucky enough that the studio has hired a copywriter.
The way technical communicators are becoming amateur designers and designers are becoming amateur technical communicators is called upskilling, and it has anxiety-inducing implications for the job market. In a previous blog post I worried over Adobe Sensei “stealing my job”, and now I worry about communications majors “stealing my job”, but it occurs to me that I could just as simply apply for and land a job traditionally expected of someone with a communications degree. What’s happening isn’t that one major is finding a way to slip into the field of another, it’s more so that employers are stressing the need for multiple skills for flexible teams. Or, more concerningly, are simply hiring fewer people for the same amount of work.
In the 2016 research paper, UPSKILLING: DO EMPLOYERS DEMAND GREATER SKILL WHEN WORKERS ARE PLENTIFUL?, Sassier Modestino et al. results implied that when there were more people seeking employment, the amount of skills employers required of those they hired went up significantly. Employers are asking more and more of their workers, in terms of job variance, and are hiring fewer people because of it.
While having more workers trained in different skills can help out a team and facilitate faster production, I have to worry that not all those seeking work will see the benefits are employers ask more and more of applicants.
Despite this, I keep in mind as Digital Literacy for Technical Communication’s 1st chapter reminded me, that jobs in the tech industry are still really new, and that jobs and job descriptions change over time because they’re made up to suit the current era they exist in.
Posted by Rebecca Snyder
In this week’s readings, we take a look at how social media has changed and, in some cases, re-defined the role of a Technical Writer. I thoroughly enjoyed reading through the research collected by Blithe, Lauer, and Curran in their article, Professional and Technical Communication in a Web 2.0 World. They point out that the job title of “Technical Writer” seems dated in this current Web 2.0 world, and the authors quote Bernhardt (2010) in saying: “Our graduates are getting jobs, but it is becoming ever more difficult to say just what kind of jobs are out there and what kinds of skills they demand” (265).
I graduated with my Bachelor’s Degree in English with a Technical Communications concentration in May of 2001. My first job out of college was a Technical Writer position with a local water heater manufacturer. I was the sole writer at the time as the position had been created not long before I came on board and had only been filled prior to myself by a graphic design/CAD operator who had some writing aptitude. I recall applying for positions and many companies having absolutely no idea what a Technical Writer was or what I could possibly do for their company. I can’t even count the number of times I was asked if I was, “some kind of secretary.” To say that our field has progressed by leaps and bounds since then is an understatement and, perhaps, social media has played a role.
Some of the data that I found most interesting from the Blithe, Lauer, and Curran study was that most writers responding to their survey seemed to be under the age of 40 and the authors, “…admit that the survey results give us a more reliable picture of what younger alumni are doing, and a less reliable picture of what older alumni in advanced positions are doing” (270).
So, what does this suggest for someone like me – someone who graduated in the field 17 years ago, took a great deal of time off, returned to graduate school, and will graduate and return to the field in the next few years as someone in the over 40-years-old category? While I feel that my current job with Vantel Pearls has helped me to gain some social media skills and aptitude, I question whether it will be enough – or whether I will be skilled enough in the advancing trends in social media to prove competitive with my younger colleagues vying for the same positions. I had better get to work learning these social media nuances!
But – Where is this Headed for the Social Media Illiterate?
In her article, Using Social Media for Collective Knowledge-Making: Technical Communication Between the Global North and South, author Bernadette Longo states that, “We in technical communication applied our expertise in what Maggiani (2009) described as ‘one-to-many’ communication” (p. 23). “In contrast, …Maggiani argued:
In a social setting, the skill set of the technical communicator grows. The ability to successfully apply these skills, however, become more transparent. Ultimately, though, while the line of authorship blurs, content would become richer, deeper, more useful, and would include multiple ownership or collaboration. A collaboration through social media, properly undertaken, results in the truest form of audience-centered content” (p. 24).
During my time as a technical writer for the water heater manufacturer, we went through an issue where I was only receiving feedback from the engineer and the voice of the user was not being heard when it came to the manual design and content. We tried bringing in representatives from the customer service department to help bridge the gap, but it never was quite enough to make the voice of the people fully heard. I left the position in 2003, but a few years ago, they decided to use social media to allow customers to give feedback on the usability of their current manuals. Much has changed since this was done and the manuals have become much more novice user friendly with actual photos (rather than CAD art), larger print, online access, etc. – check it out: Residential Electric Water Heater Manual – Photos/online. While this social media outreach was successful, some voices were still not “heard.”
Longo speaks mostly to the way that social media is not available to everyone around the world (in developing countries) the way that it is here in the US. But, she fails to mention that many people in the US still do not have access. I know families in my area who still live “too deep in the woods” or “too high in the mountains” for internet providers to be able to connect them to a line – or cell phone tower signals to be able to reach their remote locations. Then we also have to consider age as well as expense when it comes to constant connectedness. My mom is almost 70. She has a cell phone but feels she can’t afford monthly internet access on her fixed income. She doesn’t own a laptop or PC and she uses her cell phone date for anything she may want to do online. While that does mean that she is “connected,” she does not have the benefit of a a large screen or keyboard, and some companies have very unusable mobile websites. As social media takes center stage in the lives of the current generations, some in the older generations are being left behind. My momma would much rather make a phone call or go by and visit someone than to go find them on social media or send them a personal message through the messenger app. As a human, that matters to me. When we are discussing peoples’ “voices being heard,” I don’t like to think that we are phasing out the elderly and the poorer people and nations.
I suppose you could say that, in my advanced age, I am accepting change a lot more slowly than I once did.
Posted by jebehles
If Part I of Rachel Spilka’s 2009 anthology Digital Literacy for Technical Communication was intended to frighten the reader of portents of being outsourced (and presumably destitute as a result), then Part II was meant to assuage some of those fears. In fact, my concerns about managers playing the “everyone can write” card was almost directly addressed by William Hart-Davidson in chapter 5, “Content Management”:
But managers do need to recognize the following: that writing needs to assume a high status in corporate work, and be viewed as a critical means to just about every organizational end. The lingering idea that writing is somehow a “basic skill” rather than an area of strategic activity for a whole enterprise sometimes causes managers to make poor choices…. Many see these as a chance to automate or, worse, eliminate the work that writing specialists do. I hope this chapter helps to dispel that myth and prevent such decisions. (pp. 141-2)
In other words the “writer” should be so much more than a writer. Hart-Davidson’s chapter describes how a technical communicator can pivot into any number of essential job roles related to the managing of content.
Similarly, in chapter 4, “Information Design,” Michael J. Salvo and Paula Rosinski argue that to be truly digitally literate, technical communicators must understand information design and information architecture and by doing so, remain relevant and vital to their organizations. In fact, they state that technical communicators have always had a greater task than writing alone: “Effective technical communication has never been simply about writing clearly, but rather, about effectively organizing written communication for future reference and application” (p. 123).
Both chapters agree that although writing is still essential, the structure, high-level design, usability, findability, and reusability are all vital parts of content generation. Technical communicators are uniquely suited and situation ensuring all of these needs are met while anticipating potential future needs.
Salvo and Rosinski provide several reasons why technical communicators are ready to evolve from content production to information architecture and design. First, technical communicators have historically applied effective design principles regardless of context (p. 106). Second, technical communicators understand historical principles of user-centered, which can be built upon to innovate, yet still advocate for the user (p. 106).
Finally, technical communicators have ensured that good design remained a focus, even as the scope of documentation evolved from simple content writing to building full Web sites. One part of this was making sure that design was driven by context; that is, the designs developed were appropriate for the context in which they would be viewed (p. 108).
Taken together, these three points argue that technical communicators can either call upon past experience, genres, and conventions and apply them to new contexts or develop new practices and styles for these contexts, all while anticipating and meet the user’s needs. They are able to effectively straddle the documentation of the past and the information design and architecture of the future. However, Salvo and Rosinsky point out, this requires that technical communicators maintain an ever-increasing knowledge of publication contexts—in other words, they must be digitally literate and remain so.
Returning to chapter 5, Hart-Davidson tells us, “Today’s technical writer… is typically expected to… perform a host of other tasks that relate directly to the management of content and not necessarily to its creation” (p. 128). In addition to content-creation tasks like writing or designing templates, the technical communicator must also manage the documentation, how individual pieces of documentation are related, and the workflows and production models used to produce and publish content.
When considered together, Hart-Davidson and Salvo and Rosinsky’s advice offers two ways technical communicators can remain relevant in a world that—regrettably—no longer values traditional writing or editing skills. The first is to shift from creating content to developing new, modern ways of presenting information in never-before-seen contexts—or adapting preexisting genres and conventions to these contexts. Second is to manage the content in addition to creating it—and also manage all aspects of content creation.
Combined, these new modes of technical communication should lead to a new breed of technical communicators that become future proof by continually adding new value to their organizations.