Her sample structured writing curriculum includes four mod-ules: defining structure, structuring content, analyzing content, and reusing content
Some of her modules overlap with each other. Each module is like a different step: one would need to understand the context of what structure is before applying this term to content, and so on.
metadata
a set of data that describes and gives information about other data -google Since the boom of the internet, the term metadata had to be used since codes overlap each other with different information.
there is a glaring lack of involvement in CMS design by technical com-munication practitioners, teachers, and researchers.
It would be difficult to use a product that was developed without the user in mind. If the technical writers are not involved in the process of CMS, an entire different level of technical communication must take place to understand the developers choices in creating CMS.
Rather than thinking of the end productof their work as tangible products or even documents, they are beginning to see theirefforts as part of an endless flow of information
Once a technical communicator has done what they are told to do with data, whoever's in charge of the project can simply filter that technical writer's "end result" in with some other content someone else made or they made themselves.
as a solution to the short-term memory problem, theQuintilian tradition’s view of the physical writing surface as a structured space,and thus a means for visual memory,
Just as technical writers use content management to translate data for content, in order to memorize some this information in short-term is to use visual memory instead of textual.
ROI
"return on investment"
(a) ascontent being complete texts, and presentation being output structure, navigation,and visual style; and (b) as content being content modules, and presentation beingoutput structure, navigation, visual style, and genre definition
In this separation, content is the core concept, while the presentation is the ways in which that content is arranged and manipulated.
Changing the way people work is animmensely difficult task, especially if the changes most clearly benefit the organi-zation while doing nothing clearly beneficial for the individual users
Part of the challenge as a technical writer is the content matters more that the author. Of course the ways an individual technical writer my operate may seem better than the CMS framework, at the end of the day, it is the person who is instructing the technical writer who is the main focus, not the writer.
XML
(http://www.xml.com/pub/a/98/10/guide0.html) explanation
“process of collecting, manag-ing, and publishing information to whatever medium you need”
The basis of technical writing: the ability to take information and distribute it in the format that suits the situation
Inorder to achieve this level of control, every piece of information an organization is-sues has to originate from within the CMS database, and thus everyone writing forthe organization has to get used to creating, storing, sharing, and publishing withinthe system, which means that nearly everyone has to change his or her writingpractices to fit inside the CMS’s framework. Changing the way people work is animmensely difficult task, especially if the changes most clearly benefit the organi-zation while doing nothing clearly beneficial for the individual users.
Cms writing is difficult and one needs to learn how to adapt to different writing styles. Sometimes the data base may seem less user friendly because of how difficult it is to constantly changes writing practices to fit the framework
Clark argues that, while the separation of form fromcontent is not a new concept, “no content is [truly] free of presentation” and that“[c]ontent and presentation are never separated.” Within the content managementcontext, therefore, Clark suggests understanding this separation in two ways: (a) ascontent being complete texts, and presentation being output structure, navigation,and visual style; and (b) as content being content modules, and presentation beingoutput structure, navigation, visual style, and genre definition. This separation,dictated by the nature of structured writing and single sourcing and by the techno-logical nature of content management systems, is perceived in different ways interms of its affordances by different participant groups involved in the contentmanagement process.
This is a great argument Clark raises as we advance in technical communication some believe that form should be free, however these are norms that we have not yet escaped in rhetorical literacy. There are still rules in literacy that one must follow no matter the advancements in technical communication, and we must not escape the basis as they are foundations for learning.
No longer can writers think in terms of texts or even publications. They haveto start thinking in terms of asset management: the strict separation of form andcontent to allow for seamless repurposing of content, data mining, reduplication ofeffort control mechanisms, and writing in a collaborative environment with multi-ple authors and multiple purposes feeding off of and contributing to a conglomera-tion of assets that collectively make up a content archive.
Tech writing instructs one to learn and to make assessments collaboratively. The learn to go beyond book usage and use each other a resources.
For a content management system to be successful, Hall (2001) argues, two im-portant factors must be emphasized: end users (documentation specialists) anduser needs.
This is a reply to demah007 as she says..."What type of information should the business include that will also help its users"
and I replied..."This too also focuses on what we have been expressing in class, as technical writing is about the audience..."it is not about you".
while the separation of form fromcontent is not a new concept, “no content is [truly] free of presentation” and that“[c]ontent and presentation are never separated.” Within the content managementcontext, therefore, Clark suggests understanding this separation in two ways: (a) ascontent being complete texts, and presentation being output structure, navigation,and visual style; and (b) as content being content modules, and presentation beingoutput structure, navigation, visual style, and genre definition.
Interesting to think about, because we do not think of form, when it comes to tech writing.
The most important part ofthis whole puzzle—the end user, i.e., technical communicator—is often left out ofthe process. The very expressioncontent managementexcludes any idea of writingor communicating and focuses on information independently of the people whoproduce or consume it.
This reminds me of our discussion in class on how most of the user content that we use such as iCollege is really meant for the instructor and not always the student.
To makeourselves a force to reckon with in the content management discourse, arguesAndersen, we need to raise the visibility and accessibility of our scholarship in thisarea, go beyond our focus on end users and rhetorical problems, and make strongbusiness arguments for rhetorical work so that those making critical business solu-tions will stop “view[ing] ECM as a technical solution to the sociotechnical andrhetorical challenges of empowerment, collaboration, quality, usability, and tech-nology adoption.”
I have to admit before this class I was unaware of the topic so I add that this is really good idea to note for advancing in the content managing discourse. There should be better awareness of these ideas problems , and the question is how can and what is the best way to raise these questions, and to whom is the best or the mainly targeted audience that we must get through to, and etc
No longer can writers think in terms of texts or even publications. They haveto start thinking in terms of asset management: the strict separation of form andcontent to allow for seamless repurposing of content, data mining, reduplication ofeffort control mechanisms, and writing in a collaborative environment with multi-ple authors and multiple purposes feeding off of and contributing to a conglomera-tion of assets that collectively make up a content archive.
Tech writing teaches you how to collaborate and write for others. Its interesting to think about how your writing is part of a big archive that will help people.
For a content management system to be successful, Hall (2001) argues, two im-portant factors must be emphasized: end users (documentation specialists) anduser needs.
What type of information should the business include that will also help its users
What also gets lost amid all this focus on technology (systems and soft-ware) is the content—“not just any content, but useful content”
This is important to remember because it is true. Again I think often times in tech writing and writing in general we lose focus on who the audience is and what information will be useful to them. Sometimes people don't want the the run around on how to get something done. Most people just want to get to the point.
Nevertheless, the authors see promising implications ofcontent management for technical communication: how workplace writing re-search may help transform organizational cultures and how technical communica-tors are in a capacity to provide expertise and critical services in helping smallbusinesses and nonprofit organizations in their transition to a new infrastructure.
This argument is good for the new age, as we need better ways to reach and relate to businesses to help them prosper and grow. Through technical communication individuals will find the best and most effective way to inform and involve audiences of business, organizations, and medias. With constant change of communication, which is mandatory for rhetorical literacy, businesses will advance and continue to grow through engagement. One cannot strive without the other, furthermore embracing interconnectivity in the technical communication world.
Another factor contributing to the difficulty of CMS implementation is thatmost content management systems take a systems-based approach toward manag-ing content/information/knowledge at the cost of considerations for content anduser needs. As Jefferey-Poulter points out, most CMSs do not allow for a widerange of exception and improvisation and may eventually demotivate users
Further shows the difficult of implementing CMS and how its not that adaptable. I think the main problem with CMS is that its too long and since we live in the age of technology where everything happens in the "right now" it fails to take take into account want the audience wants.
In addition, as far as we know, books on content manage-ment systems have almost exclusively approached the topic from the practical per-spective. In other words, they teach you how to design and/or use such systemswithout critical examinations of why such systems should be used in the first placeand why they succeed or fail. Nor do they consider what effect working in such en-vironments has on writing as a practice.
This is important because it details the how and why, which most people within the field seem to neglect such common questions and research. With these questions at hand gives raise to improvements in technical communication. People will begin to further asses ideas and structures for learning and teaching for technical communication.
The most important part ofthis whole puzzle—the end user, i.e., technical communicator—is often left out ofthe process. The very expressioncontent managementexcludes any idea of writingor communicating and focuses on information independently of the people whoproduce or consume it.
The expert is the expert, however even he/she must look for answers and responses beyond themselves.The person who is reading the message is always most important, but most of the time left out on the idea. We are taught in class that audience is key and that it is not about you, but so much deeper and profound is where you have to dig.
The purpose of CMS software is to cen-tralize all communications practices, to standardize layout and design, and to in-crease efficiency when it come to distributing information, ensuring that the com-pany stays on message and does not issue redundant or conflicting statements. Inorder to achieve this level of control, every piece of information an organization is-sues has to originate from within the CMS database, and thus everyone writing forthe organization has to get used to creating, storing, sharing, and publishing withinthe system, which means that nearly everyone has to change his or her writingpractices to fit inside the CMS’s framework. Changing the way people work is animmensely difficult task, especially if the changes most clearly benefit the organi-zation while doing nothing clearly beneficial for the individual users.
The purpose of CMS is to turn something that is complex into something simple, without oversimplifying. To do this, you have to take into account the audience that your writing for and also the people who you are writing with. What I think is interesting about CMS is that you have different types of writing styles that can works with the framework. I think its a good way for companies to get dynamic writing styles and backgrounds
The effect of writing in these electronic environments hasbeen profound for technical communicators. Rather than thinking of the end productof their work as tangible products or even documents, they are beginning to see theirefforts as part of an endless flow of information.
This whole idea is key as the electronic world grows, our avenues in communication are endless as we find better ways of communication and expressing our ideas. Others get opportunities to add their own twists, or to even add comment, creating great debate and ongoing growth in technical communication awareness.
A content management system, then, is any systematic method designed to organizeand distribute information, while content management system software automatesthe system, typically providing “a platform for managing the creation, review, filing,updating, distribution, and storage of structured and unstructured content”
This is important because throughout readings we establish tools to help content management. A platform is always best, when analyzing the platform one must consider the best possible outputs, through application and practice, and as the New London Group brings up the "idea of re-practice", in "A Pedagogy of Multiliteracies: Designing Social Futures".
Wehope, with the assembly of this special issue, not so much to offer definitive an-swers on these issues as to open up discussions for a better understanding of thephenomenon and its implications for technical communication.
This was a very good concluding sentence as it outlined the whole objective for the article, and the class. The topic of endless conversation, and open dialogue is key in technical communication. Although questions were answered , the article was a lead for discussion of problems that arise in technical communication world.
We started our work on this special issuewith a rather ambitious mission—to bring together some diverse perspectives oncontent management and CMSs, to both theorize and operationalize the contentmanagement practice, and to rationalize our participation in the broad domain ofcontent management discourse. Grounded on the premise that technical communi-cation requires information and knowledge management, this special issue is oneof the first systematic and deliberate attempts to extend our perspectives, both the-oretical and practical, about technical communication from the relatively staticsphere of document design to the more dynamic horizon of content (informa-tion/knowledge) management.
Here it is important to understand what the framework of this article is about. The authors are researching how to better understand content management and content management systems in technical communication. They are also attempting to extend the perspectives of content management and bring from a static hemisphere to something more dynamic
Clark argues that, while the separation of form fromcontent is not a new concept, “no content is [truly] free of presentation” and that“[c]ontent and presentation are never separated.” Within the content managementcontext, therefore, Clark suggests understanding this separation in two ways: (a) ascontent being complete texts, and presentation being output structure, navigation,and visual style; and (b) as content being content modules, and presentation beingoutput structure, navigation, visual style, and genre definition. This separation,dictated by the nature of structured writing and single sourcing and by the techno-logical nature of content management systems, is perceived in different ways interms of its affordances by different participant groups involved in the contentmanagement process.
It is important to understand that content and presentation cannot be completely polarized, because in many rhetorical situations the medium is also the message.
For a content management system to be successful, Hall (2001) argues, two im-portant factors must be emphasized: end users (documentation specialists) anduser needs.
To produce the most efficient system, these two components must be at the forefront of those creating it. To avoid information not needed and disturbing the text, user needs is important. And to avoid confusion with interface and such things, the end user has to be taken into account.
as far as we know, books on content manage-ment systems have almost exclusively approached the topic from the practical per-spective. In other words, they teach you how to design and/or use such systemswithout critical examinations of why such systems should be used in the first placeand why they succeed or fail. Nor do they consider what effect working in such en-vironments has on writing as a practice
It would not be enough to simply rationalize content management because it only answers the "how" from a practical perspective. A critical examination is also needed.
“the process of coming to content management touches nearly everythingabout the culture of writing in an organization, beginning with how texts are under-stood and encompassing every step of the text generation life cycle up to and in-cluding the way a text should behave when a user interacts with it.” More impor-tantly, they argue, organizations should view content management “as a change inthe technological and social infrastructure that makes their organization work.”
The piece discussed "Coming to Content Management" shows the benefits of content management in different environments. The only problem is getting everyone on the same so that this type of efficiency can actually be produced.
A potential solution to this problem, proposes Whittemore, can be found inthe heart of technical communication theory—the rhetorical tradition—and, morespecifically, the rhetorical canon of memory. To Whittemore, the rhetorical canonof memory’s “concern for retrieving and adapting existing knowledge to the exi-gencies of shifting rhetorical situations” provides valuable insights into tacklingsome of the contemporary issues confronting content management: “contentcustomizability and granularity, information retrieval, and on-demand delivery.”
Memory is always an important canon mentioned when discussing literacies. The art of remembering and applying are always intertwined concepts.
The very expressioncontent managementexcludes any idea of writingor communicating and focuses on information independently of the people whoproduce or consume it.
As noted earlier, the main focuses when dealing with content management is the end result and the end user. Because technical communicators are seen as the end users, but are not involved in the development process, and then furthermore, their skill of writing and communication is not even mentioned in the name and concept, the relationship between the two can become tricky.
Content manage-ment, no doubt, is still a relatively new area within the academic circle, although itis by no means a new practice in the industry.
Because it is a newer field of study, content management cannot completely be figured out in one article. But posing questions like these "why's" and "how's" mentioned are essential to progressing and fixing the quirks between technical communicators and these systems.
Content management, broadly defined, refers to the “process of collecting, manag-ing, and publishing information to whatever medium you need” (Boiko, 2005, p. xv).A content management system, then, is any systematic method designed to organizeand distribute information, while content management system software automatesthe system, typically providing “a platform for managing the creation, review, filing,updating, distribution, and storage of structured and unstructured content”
In order to understand Pullman and Gu's points on rationalizing and rhetoricizing content management, it must first be defined. Although the definitions were general, they were necessary. And the detail to make sure the reader understood the difference in simple content management versus its systems helps to better understand the overall article.
o makeourselves a force to reckon with in the content management discourse, arguesAndersen, we need to raise the visibility and accessibility of our scholarship in thisarea,
Although I am sure it already is, I believe that this subject should be its own area of study and classes on CMS should be offered to individuals hoping to obtain higher education degrees.
The authors here in-vestigate not just thehowfor content management but thewhy, not just to rational-ize the content management practice and our participation in the practice but torhetoricize such practice, i.e., to construct and deconstruct the discourse surround-ing content management and to contextualize the design and implementation ofCMSs for the benefit of not only the end result—information design and dissemi-nation—but also the end users—technical communicators.
It is important for Pullman and Gu to mention not only the constructing of the discourse involved in content management, but also destruct. To fully understand a concept and answer the "why" of content management, I think that both are required.
“process of collecting, manag-ing, and publishing information to whatever medium you need
This makes sense- "Content Management" is simply the process by which information is made available. I believe this is what we will be doing with our service learning projects. Medium can be a multitude of things, including brochures, the internets, visuals, etc.
technical communi-cation requires information and knowledge management
This introduction to this paper explains how content management play a bigger role than first assumed. Technical communication (what this course is about) requires multiple steps being taken before any progress can begin. This includes 'information and knowledge management" both characteristics found in CMSs/
“a platform for managing the creation, review, filing,updating, distribution, and storage of structured and unstructured content”
A perfect example of this is a website. Similar to what I am creating in my digital publishing class with Dr. Pullman.
Content management has a direct bearing on our field because a central issue incontent management is the role (or a lack thereof) of technical communicators inthe process of CMS design and implementation
This is ironic to me as it seem within the "job description" of technical communicators to design and implement the steps necessary to be taken with CMSs.
Changing the way people work is animmensely difficult task, especially if the changes most clearly benefit the organi-zation while doing nothing clearly beneficial for the individual users.
This is why it is so important that technical communicators take place in the CMS process. That way, the transition can be as painless as possible. It is obvious that the benefits outweigh the negatives in these scenarios.
need for us to teach content management in our tech-nical communication courses, it is high time for our field not only to gain a betterunderstanding of CMSs but also to formulate a theoretically sound and pedagogi-cally viable approach to content management
The most effective way to accomplish this task is to ask the individuals who will be using the CMSs what they most want to see when implementing the program.
No longer can writers think in terms of texts or even publications. They haveto start thinking in terms of asset management:
This requires the writers to take their time and examen every step critically before continuing their process. I believe that, by doing this, they are coming up with a more finished product.
glaring lack of involvement in CMS design
I honestly find this very surprising. It seems as if this job is what these technical communicators study for, as I cannot think of another profession better suited for this task. Technical communicators must be in high demand in the current job market.
The very expressioncontent managementexcludes any idea of writingor communicating and focuses on information independently of the people whoproduce or consume it.
This is silly. It makes so much sense to focus on the individuals making use of this information, rather than just the information itself. This way, you can fully satisfy whatever audience your'e trying to reach.
In other words, they teach you how to design and/or use such systemswithout critical examinations of why such systems should be used in the first placeand why they succeed or fail
This seems like a separate area of study all in its own. An individual hoping to be well versed in Content Management Systems needs to have all pieces to the puzzle: the technical aspect of it (the steps and processes) as well as the the real-world application of it. After all, at the end of the day we are still working with people, not solely computers.
plementation in business settings, and sadly in university settings as well, involvesonly managers and IT personnel such as developers. The most important part ofthis whole puzzle—th
This seems to be the major problem of trying to ratilionalize content management systems. If the end users are not involved in important like design and development, it will pose a major problem when they are expected to use these technologies.
XML
I'm not very code savvy so I looked up what XML is. XML is a markup language (like HTML) that stands for Extensible Markup Language and is used a lot to make CMSs. This post by Margaret Rouse helped me understand what XML is if your curious: http://searchsoa.techtarget.com/definition/XML
intranet
Intranet= a network that can only be used by members of an organization.
Extranet= a part of an intranet that people outside of the organization that owns the intranet can use. (helpful) Source: http://www.hcidata.info/inet.htm
Enterprise ContentManagement
Enterprise Content Management is the way (method) information is stored and arranged for an organization (an enterprise). Source: https://www.onbase.com/en/learn-ecm/what-is-ecm#.V893iCgrLIU
the difficulty involved in understanding the relationshipsbetween different pieces of information
As a student, I can relate to this problem.
Busi-ness leaders, who are often the decision makers in the adoption and implementa-tion of ECM systems, “tend to examine the value of ECM solutions and theirdisparate applications from a production process model, the extent to which thetechnologies promise to increase process efficiencies and reduce maintenance andsystem costs.”
I feel like it if it costs the organization less money, even if the ECM solution is not ideal for technical communicators, it is still their job to work with what is best for the company overall. Like we said in class, technical writing is not about yourself, and affordability is no small issue.
What gets lost amid this ECM vender rhetoric
I think it is interesting that professors of rhetoric also use the word rhetoric with a negative connotation. I guess the way it is used here is more of a colloquial usage rather than talking abut the study of persuasion though.
the possibility of content management system design that could affordmeans for the writer to use her own text to “keep track of certain pieces of metadataduring composition.”
This idea seems really helpful. It reminds me of what we are doing with our individual class blogs. How we can structure the information from the class in the way we feel is best for us.
Whittemore believes the mnemonic systems employed by ancient rhetors offerpractical implications for the design of the memory tools in content managementsystems.
This is really intriguing, especially how techniques created centuries ago are still useful. Also what is interesting is how these ideas can bring us to an understanding of new technologies that we have and how we as humans relate to them.
What does all this discussion about content management issues mean, then, forour curriculum design?
This question is more a matter of why it is important to have content writers and how we should not take them for granted.
Also recognizing the plight of technical communicators confronted with con-tent management systems
Tech communicators are important because their job requires a lot of knowledge and they must think about the safety of others before themselves.
Coming to Content Management,” Bill Hart-Davidson, Grace Bernhardt,Michael McLeod, Martine Rife, and Jeffrey Grabill
A publication by Bill Hart-Davidson, et al. discussing the nature of Content Management.
aspects of contentmanagement are not yet well understood
Understanding all aspects of content management would go a long way because if more than one person is competently able to do the job, there it would make it easier for more people to expand the knowledge that is already attained.
glaring lack of involvement in CMS design
There is obviously a high need for more people in this field. It takes someone who is able to understand information that takes time to code. This sentence states that there is a need for creative minds to help with the CMS design.
only managers and IT personnel such as developers
CMS design should expand to more than just the managers and IT personnel. If there is to be efficient coding these researchers and managers should look to teaching and reaching out to anyone available or interested party.
The purpose of CMS software is to cen-tralize all communications practices, to standardize layout and design, and to in-crease efficiency when it come to distributing information, ensuring that the com-pany stays on message and does not issue redundant or conflicting statements.
CMS was designed to make certain information easily attainable to anyone regards of how much they understand. The software was created to help those interested and to make everything efficient.
(http://www.cm-strategies.com)
A link with information about the CMS conferences past and present.
process of collecting, manag-ing, and publishing information to whatever medium you need
Content management roughly defined as the "Process of collecting, managing, and publishing information to whatever medium you need" which means that writers are making sure they take information that is difficult to read and they make it easy for anyone to be able to understand.
Mark Zachry,
TCQ Editor
Busi-ness leaders, who are often the decision makers in the adoption and implementa-tion of ECM systems,
They are probably some of the most important people in this business
McDonalds has hard seats - to keep you moving.
Interesting example, I never thought about this.
For instance, children who have acquired a first language through immersion in the practices of their communities do not thereby, in virtue of that fact, become good linguists.
On the other side, good linguists do not always acquire another language.
Design
Why is the word "Design" capitalized?
Through critical framing, learners can gain the necessary personal and theoretical distance from what they have learned, constructively critique it, account for its cultural location, creatively extend and apply it, and eventually innovate on their own, within old communities and in new ones.
This sounds like what colleges try to do. You find out that a lot of the stuff you learned in high school was kind of an oversimplification or just scratching the surface of what was going on. I feel like this applies to pretty much every subject, from math to literature
The word "community" is often used to describe the differences that are now so critical - the Italian-American community, the gay community, the business community, and so on - as if each of these communities had neat boundaries.
I agree with this completely. I feel like most people belong to multiple types of "communities" and thinking they are all separate from each other is an untrue and arbitrary distinction.
The decline of the old, monocultural, nationalistic sense of "civic" has a space vacated that must be filled again. We propose that this space be claimed by a civic pluralism. Instead of states that require one cultural and linguistic standard, we need states that arbitrate differences
I like the idea of embracing the diversity of language but I just wonder if they are ignoring some benefits to having one standard type of dialect taught in school.Just one that I could think of is that more people could probably understand each other because everyone was raised learning that dialect. I feel like a country needs a standard language dialect in some ways. Not in oral language maybe, but definitely in written.
we are designers of social futures - workplace futures, public futures, and community futures.
Kind of poetic language for an academic article.That is interesting. Also, think this line applies not only to technical communicators, but everyone in the world.
new communications media are reshaping the way we use language
This is really true. Especially with regards to internet slang. Also, just the new names of technologies are adding words into languages. For example, how you can use Google as a verb.
When technologies of meaning are changing so rapidly, there cannot be one set of standards or skills that constitute the ends of literacy learning, however taught.
This is so true for technical writers. Technical communication is definitely a field where you never stop learning.