------------------------------------------------------------------------ December, John. (1994). Computer-Mediated Communication as a Component of Technical Communication Education. Paper to be presented at the Society for Technical Communication annual conference. Minneapolis, Minnesota, May 16, 1994. ------------------------------------------------------------------------ Copyright (c)1994 by John December. All rights reserved. You can print this for personal or academic use. Do not store this paper in any other information retrieval system. URL: http://johndecember.com/john/papers/stc94.txt ------------------------------------------------------------------------ Computer-Mediated Communication as a Component of Technical Communication Education John December Computer-Mediated Communication (CMC) involves the application of computer-based tools to transfer information among people over computer networks. CMC is becoming more prevalent with the rapid growth of the global network of networks known as the Internet. Because of this growth, the ability to communicate using CMC on the Internet is an important part of technical communication education. Communicating effectively using CMC involves appreciating the technical, social, and psychological factors of network use; gaining competence in using tools for Network Information Retrieval (NIR); and understanding how to communicate in CMC forums by analyzing au- dience, distribution medium, access methods, information-sharing practices, and social context. The rapid growth of computer and information technologies worldwide and their potential for advancing the functions of scientific and technical communication dramatizes the need for technical communicators who are competent in Computer-Mediated Communication (CMC). In this paper, I first describe CMC as a means of communication on the Internet. Then, I review reasons for teaching CMC as a part of technical communication education. Finally, I outline a skill set for CMC. THE INTERNET AND CMC Today, global computer networks proliferate rapidly. One of the largest publicly-accessible computer networks in the world is the Internet computer network. The Internet grew from 213 host computers in 1981 to 727,000 host computers in 1992 [7 ], as its use spread from a few research and academic institutions to many businesses, government agencies, public access sites, colleges, and K-12 schools. As of late 1993, the Internet connects more than fifteen million people in over 50 countries [8 ]. Computer-mediated Communication on the Internet occurs in many forms_ electronic mail, computer conferences, online databases, real-time computer conferencing, as well as a variety of information services. Tools for Network Information Retrieval (NIR) such as Archie, Gopher, Wide Area Information Server, and the World Wide Web give users access to a wealth of constantly changing information. CMC forums such as LISTSERVs, Usenet, Internet Relay Chat, Multiple User Dialogue, allow users to create and interact in social and information communities [3 ]. Rising numbers of businesses are adopting the Internet as a means for CMC. Moreover, many businesses already use CMC sys- tems not necessarily connected to the Internet. Applications include project management, collaborative composition of reports, task scheduling and track- ing, product and customer support, administrative tracking, and group de- cision support [4 , p. 456]. As these applications become more widespread in industry, technical communicators can expect to use CMC as a medium for communication on a regular basis. CMC IN TECHNICAL COMMUNICATION EDUCATION Practitioners and researchers in the field of technical communication have recognized the need to address computer and communication technologies in technical communication instruction. Elizabeth Tebeaux has pointed out the need for instructors to consider a wider range of issues for technical communi- cation instruction involving high-tech communication via email and computer conference communications [12 , p. 141-143]. James Souther has called for for acknowledging computer-mediated means for creating and disseminating information as a requirement for the success of the field of technical commu- nication [11 , p. 12]. Ronald Rice points out that "communication curricula that do not cover new media issues are ignoring topics of great interest to both popular and business publications" [10 , p. 306]. By recognizing the growth of CMC technologies and integrating them into technical communi- cation education, the technical communication instructor can give students competency in a media increasing in applications, scope, and importance. Computer-Mediated Communication Skills Computer-Mediated Communication as an academic field has a theoret- ical and empirical base [9 , 1]. As a component of technical communication education, CMC should be taught as a skills-oriented topic informed by CMC research literature, including not only hands-on instruction in CMC applica- tions but an understanding of the social and psychological factors at play in this medium. In order to achieve such a focus, concepts and skills for a CMC should use a widely available and well-documented computer infrastructure as a basis for instruction. Because the Internet computer network is widely accessi- ble and documented, it serves an an excellent platform for students to learn about Computer-Mediated Communication. The Internet gives users access to many CMC tools and forums [3 ]. Many books have been published about the Internet [5 , 6 ], and a wide variety of information sources about the Inter- net are accessible by using Internet-based information retrieval tools [2 ]. An Internet-based unit on CMC gives the student exposure to a major global network that is growing in importance, and its extent and scope give the student many chances to experience CMC issues and concepts in action. A unit on CMC for technical communication give the student the oppor- tunity to: 1. Appreciate the technical, social, and psychological issues that arise when engaging in CMC on the Internet. 2. Gain a competence in using Internet tools for communication and in- formation retrieval. 3. Understand how to communicate effectively on the Internet by ana- lyzing one's audience and purpose as well as considering the nature of the medium's distribution and access methods, information-sharing practices, and social context. In order to accomplish these goals, a lesson plan would first provide the students with an introductory set of information and discussion and then give the students experience in using several kinds of Network Information Retrieval (NIR) tools and CMC forums. Many training materials and infor- mation can be obtained online [2 ]. Introduction to CMC The following outline describes topics that could be covered in a unit on CMC for a technical writing course made up of advanced undergraduates or beginning graduate students. 1. CMC is a means to communicate and share information (a) Types of CMC: synchronous, asynchronous; dyad, group, organi- zational, and mass. (b) Uses for CMC (c) The infrastructure of a CMC system: hardware, software, netware. (d) Social and psychological effects of CMC i. CMC filters out information ii. Online communities develop iii. Phenomenon like 'flaming' occurs iv. Socioemotional exchanges occur 2. The Internet as a global computer network for CMC (a) The Internet is a global network of networks, cooperatively run, employing a common communications protocol (b) The Internet provides a wide range of NIR tools and forums for CMC [3 ] 3. Local computer environment (a) How the university is connected (b) What university support organizations help with computer use (c) Where the computers are and how to find out how to use them Using Internet CMC Tools and Forums 1. Communicating (a) One-to-one: Email (b) Computer conferencing: LISTSERV (c) Computer BBS: Usenet (d) Real-time: talk (e) Real-time conferencing: Internet Relay Chat 2. Retrieving Information (a) Finding remote files: Archie (b) Getting Remote files: FTP (c) Getting online information: telnet (d) Using the Mosaic Interface (e) Searching databases: WAIS (f ) Finding information: Gopher/Veronica, World Wide Web (g) Finding out more [2 ] Writing for the Internet 1. Considerations for CMC (a) Purpose: consider the purpose for the communication; is it is one for which CMC is appropriate? (b) Audience: select which forum or tool would bring the desired au- dience for the given purpose; analyze that audience. (c) Distribution: analyze how the reader will encounter the informa- tion, the type of competing discourse on that medium, and the context in which new information appears. (d) Access: understand how the reader will retrieve the information from the CMC system; consider chunking information, organiza- tion, headings, naming, and indexes. (e) Social Context: understand how information-sharing practices (e.g., Frequently Asked Questions (FAQ) lists on Usenet) contribute to communication, and how the social/psychological nature of CMC affects communication practices and expectations. 2. Assignments for CMC: increasing levels of involvement; intervening class discussions and sharing. (a) Write an email note to a classmate. (b) Obtain information from a mail-based information service (e.g., Comserve, HCIBIB, Netserv) (c) Subscribe to a LISTSERV mailing list. (d) Obtain an information file via ftp. (e) Read Usenet newsgroups. (f) Compose and post a note to a LISTSERV mailing list. (g) Compose and post an article to Usenet. (h) Find on-line information (document or database) relevant to a selected academic field. (i) Find an example of a discussion on Usenet or LISTSERV dis- cussing a topic in a selected academic field. (j) Contribute to a discussion in a selected academic field. (k) Examine real-time conferencing, such as IRC or MUDs CONCLUSION Computer networks are growing in importance. Increasingly, computer- mediated methods are being used for communication as well as cooperative work in business and organizations. The tradition of technical communica- tion education has been to embrace new media and new forms of commu- nication. Computer-mediated communication as a component of technical communication education can provide students with experience in a rapidly growing medium. References [1] E. J. Burge. Computer Mediated Communication and Education: A Selected Bibliography. Distance Learning Office, Ontario Institute for Studies in Education, Toronto, Ontario, April 1992. [2] J. December. Information sources: The internet and computer- mediated communication. Anonymous ftp from ftp.rpi.edu, file pub/communications/internet-cmc, December 1 1993. [3] J. December. Internet tools summary. Anonymous ftp from ftp.rpi.edu, file pub/communications/internet-tools, December 1 1993. [4] S. R. Hiltz and M. Turoff. The Network Nation: Human Communication via Computer. The MIT Press, Cambridge, MA, revised edition, 1993. [5] B. P. Kehoe. Zen and the art of the internet: A beginner's guide to the internet. Anonymous ftp from csn.org, directory pub/net/zen/, January 1992. [6] E. Krol. The Whole Internet User's Guide and Catalog. O'Reilly & Associates, Sebastapol, CA, 1992. [7] M. K. Lottor. Internet growth (1981-1991). Anonymous ftp from nic.merit.edu, file documents/rfc/rfc1296.txt, January 1992. [8] M. W. Miller. Contact high. The Wall Street Journal, November 15 1993. [9] R. E. Rice. Contexts of research on organizational computer-mediated communication: a recursive review. In M. Lea, editor, Contexts of computer-mediated communication, pages 113-144. Harvester Wheat- sheaf, New York, 1992. [10] R. E. Rice. The study of computers as communication media: A course overview. In L. C. Lederman, editor, Communication pedagogy: ap- proaches to teaching undergraduate courses in communication, pages 303-322. Ablex, Norwood, NJ, 1992. [11] J. W. Souther. Teaching technical writing: A retrospective appraisal. In B. E. Fearing and W. K. Sparrow, editors, Technical Writing: Theory and Practice, pages 2-13. Modern Language Association, New York, 1989. [12] E. Tebeaux. The high-tech workplace: Implications for technical com- munication instruction. In B. E. Fearing and W. K. Sparrow, editors, Technical Writing: Theory and Practice, pages 136-144. Modern Lan- guage Association, New York, 1989. John A. December Ph.D. Candidate Department of Language, Literature, and Communication Rensselaer Polytechnic Institute Troy, New York 12180 Internet: johndecember@gmail.com John December has taught technical communication at Rensselaer and is re- searching Internet-based Computer-Mediated Communication. He earned a M.S. in Computer Science from the University of Wisconsin-Milwaukee, an M.F.A. in Creative Writing from The Wichita State University, and a B.S. in Mathematics from Michigan Technological University.