WHAT DO INSTRUCTORS NEED TO KNOW ABOUT TEACHING INFORMATION GRAPHICS?: A Multiliteracies Approach

Jeff, a doctoral student at a small technological university, has been planning his first technical communication course for several weeks and feels quite confident about most of the major areas of coverage, including reports, correspondence, document design, project management, collaborative writing and editing, and technical style. With the support of his technical communication pedagogy professor and the other teaching assistants enrolled in the practicum, he has identified a community organization—a local food pantry—with which to collaborate, worked up a general framework for the course, and blocked out a series of carefully scaffolded assignments. The topic that remains to