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In Kelli Cargile Cook’s (2002) article, “Layered Literacies: A Theoretical Frame for Technical Communication Pedagogy” she proposed a “theoretical frame for technical communication pedagogy based on six layered literacies: basic, rhetorical, social, technological, ethical, and critical” (p. 5). Cook synthesized the current narratives surrounding the teaching of technical communication, assessed the six layered literacies (basic, rhetorical, social, technological, ethical, and critical), knowing oneself and the audience, effectively collaborating, working with technologies, knowing your role and how it affects the user-centered design, the ethical force that moves things along towards a center, recognizing ideological power structures and taking action to assist others, and the incorporation of the literacies into the curriculum. Cook’s purpose was to demonstrate that “most importantly, they can use the frame both to promote and to assess the increasingly complex range of knowledge and skills students require to become successful technical and professional communicators in the twenty-first century” (p. 24). Cook’s intended audience was potential and current instructors of technical communication who might need guidance about teaching such complex material. Cook clearly described each type of literacy distinctly and established their importance into the curriculum.

Redish J. (2010). Technical Communication and Usability: Intertwined Strands and Mutual Influences. IEEE Transactions on Professional Communication, 53(3), (pp. 191-201). doi: 10.1109/TPC.2010.2052861

In Janice Redish’s (2010) article, “Technical Communication and Usability: Intertwined Strands and Mutual Influences” she acknowledged that “Before we consider how technical communicators can contribute to the future of usability, we need to understand how the fields of technical communication and usability have influenced each other in the past” (p. 191). Redish explored the history of UX, the development of practice and techniques, the extensive research on usability, the importance of teamwork and collaboration, the emphasis on communication, the complexity of both the process and the products, and the need to adapt to new changes. Redish’s purpose was to propose that “Perhaps being reminded of how deeply and how long technical communication and usability have been intertwined will increase mutual respect and collaboration in future work on the entire UX—interfaces, architecture, content, and more” (p. 199). Redish’s intended audience was technical communicators and researchers of user experience. Redish offered an extensive analysis of the history of UX, which effectively promoted reflection and appreciation for how much the field has developed.

Lay, M. M. (1991). Feminist theory and the redefinition of technical communication. Journal of Business and Technical Communication, 5(4), (pp. 348–370). https://doi.org/10.1177/1050651991005004002

In Mary M. Lay’s (1991) article “Feminist Theory and the Redefinition of Technical Communication,” she explored “how current views of scientific objectivism and the adoption of ethnographic studies-particularly those of collaborative writing-necessitate a new and, perhaps, revolutionary affiliation for technical communication and feminist theory” (p. 349). Lay analyzed six common characteristics of feminist theory, three issues that divide feminists, the collaboration aspect of feminist theory in technical communication, standpoint feminists, the awareness of both audience and subject, and ethnographic studies. Lay’s purpose was to demonstrate how the “interdisciplinary nature of technical communication will lead the field in the direction of feminist theory,” which necessitates a redefining of the definition (p. 365). Lay’s intended audience was skeptical technical communicators and scholars in search of broadening the field even further. Lay articulated a convincing argument and expanded how technical communication is understood, but she still has unanswered questions that should be answered to support her claims.