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.