Teaching Information Design that Emphasizes Data: Revisiting Professional Writing Outcomes and Assignments

Abstract

This paper introduces a foundation for revising how a professional writing program approaches information design learning for students across the university. We argue that the rise of information-related skills as a technical communication competency alongside the rise of big data as a sociotechnical phenomenon require us to rethink outcomes and assignments. In particular, these issues point to the need to emphasize design at the level of complex information rather than only at the broad level of the page or screen. As a first step in planning an approach to information design that is responsive to these needs, the authors have reviewed their local professional writing learning outcomes in response to a review of relevant literature, have developed flexible assignment guidelines, and have constructed a plan for integrating new assignments into the curriculum. The next stage of this research will implement a theory-driven information design assignment and evaluate its effectiveness.