This article presents a public goods-based theory that describes the process of producing multifirm, alliance-based, interorganizational communication and information public goods. These goods offer participants in alliances collective benefits that are (a) rlorrescllrdable, in that they are available to all alliance partners whether or not they have contributed, and (b) jointlv supplied, in that partners' uses of the good are noncompeting. Two
The concept that literacies are best understood when examined in their context has been promoted for decades by socio-cultural literacy researchers such as Brian Street and Shirley Brice Heath. Street's term 'literacy practice' is a combination of the actual 'events of literacy' and the cultural, social and political underpinnings that surround the event. Further, others in literacy studies have explored literacy in church settings. In this article, I explore the concept of faith as a heritage literacy practice. The combination of empirical literacy artefacts, such as biblical scripture used on everyday objects, the literacy events of acting out one's faith, and the 'folk models' or ways of conceptualising these events together make faith a literacy practice. Further, the ways that people adopt, adapt or alienate themselves from faith mark it as a heritage literacy practice. The following article examines the synchronisation of faith and action, specifically as it was exemplified in one northern Indiana Amish community and one multigenerational family.
This article reexamines the treatment of gender and feminism in technical, business, and workplace writing studies—areas in which the three of us teach. Surprisingly, the published discourse of our field seems to implicitly minimize the gendered nature of business and technical writing workplaces and classrooms. To understand this apparent lack of focus, we review five technical and business communication academic journals and build on previous quantitative evaluations done by Isabelle Thompson in 1999 and by Isabelle Thompson Elizabeth Overman Smith in 2006. We also review nine popular textbooks using a content analysis method based on Thompson’s work. Finally, we discuss current research in feminist pedagogies vis-à-vis these results and our own experiences in the professional writing classroom.
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