IEEE Transactions on Professional Communication最新文献

{"title":"Rethinking Your Writing: Rhetoric for Reflective Writers: E. Shelley Reid: [Book Review]","authors":"Diane Martinez","doi":"10.1109/TPC.2026.3685341","DOIUrl":"https://doi.org/10.1109/TPC.2026.3685341","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 2","pages":"257-258"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11552446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148171975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2026.3674695","DOIUrl":"https://doi.org/10.1109/TPC.2026.3674695","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 2","pages":"C4-C4"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11552440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148171974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategic CSR Communication: A Comparative Study of Legitimation in Chinese and American Energy Companies","authors":"Changhong Li;Yingqiu Wang","doi":"10.1109/TPC.2026.3686888","DOIUrl":"https://doi.org/10.1109/TPC.2026.3686888","url":null,"abstract":"<bold><i>Background:</i></b> While corporate social responsibility (CSR) reporting has been widely studied, fewer works have systematically examined how legitimation strategies are discursively constructed across generic structure in energy-sector disclosures. <bold><i>Literature review:</i></b> Prior research has explored microlinguistic features and move structures, but little attention has been paid to how rhetorical strategies of legitimation are embedded across generic stages. <bold><i>Research questions:</i></b> 1. How are the five major legitimation strategies linguistically realized across the move-step structures of Chinese and American energy CSR reports? 2. How do legitimation strategies co-occur with different discourse types of Chinese and American energy CSR reports? 3. How do the external factors influence the selection of legitimation strategies in CSR reporting practices? <bold><i>Methodology:</i></b> This study analyzes 40 CSR reports (2020-2023) from Chinese and American energy companies using a corpus-assisted and move-step-based approach that integrates critical genre analysis and an integrated analytical legitimation framework. Lexical bundles and grammatical features are annotated across generic stages and discourse types to identify legitimation strategies and trace how they vary by national context and external pressures. <bold><i>Results and conclusions:</i></b> This study identifies eight moves and 13 steps—including a newly observed move, M8: Elaboration of performance in the public health crisis—as well as four discourse types. Chinese reports emphasize authorization and moral narrative, while American reports favor rationalization, analogies of moralization and cosmos narrative. These strategies are embedded across moves and discourse types, adapting to institutional logics and external pressures.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 2","pages":"183-200"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148172033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IEEE Transactions on Professional Communication Information for Authors","authors":"","doi":"10.1109/TPC.2026.3698283","DOIUrl":"https://doi.org/10.1109/TPC.2026.3698283","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 2","pages":"C3-C3"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11552447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148172006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping AI Literacy Expectations in Technical and Professional Communication: Evidence From 137 AI-Referenced Job Postings","authors":"Shijie Liu;Jianfen Chen","doi":"10.1109/TPC.2026.3685842","DOIUrl":"https://doi.org/10.1109/TPC.2026.3685842","url":null,"abstract":"<bold><i>Background:</i></b> This exploratory study examines the emerging requirements of artificial-intelligence (AI) literacies reflected in technical and professional communication (TPC) job postings and provides empirical insights into how employers articulate these literacies in hiring practices. <bold><i>Literature review:</i></b> We situate this study within the existing scholarship regarding job postings analysis in TPC, AI in TPC, and AI literacy. <bold><i>Research questions:</i></b> How do employers reference AI literacy in TPC job postings? How are AI literacy dimensions distributed across the TPC job description domains? <bold><i>Methodology:</i></b> We collected job postings published between March 1 and June 10, 2025, across ten major online recruitment platforms, focusing on US-based positions that fall into six TPC job categories that explicitly referenced AI. This process yielded 137 eligible postings for analysis. Employing a multistage and mixed-method design for data analysis, we coded AI literacies using the AI literacy framework and coded the job descriptions using the four TPC job description domains. <bold><i>Results:</i></b> Our quantitative findings show growing integration of AI literacy into TPC roles, with uneven emphasis on specific AI literacy dimensions across TPC positions. Employers prioritize practical applications of AI tools, while ethical considerations receive little attention. Our topical modeling analysis also indicates that AI literacy is an integrative skill and functions as an embedded capability in TPC jobs. <bold><i>Conclusion:</i></b> This study has significant implications for TPC educators. AI literacy should be taught as an integrative skill that augments human expertise. TPC programs should embed AI instruction across the curriculum while continuing to emphasize the core competencies essential to professional communication.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 2","pages":"148-167"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148172007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the Gap: A Comparative Study of Students’ and LSPs’ Perceptions of Translation Internships","authors":"Shuang Liu","doi":"10.1109/TPC.2026.3658891","DOIUrl":"https://doi.org/10.1109/TPC.2026.3658891","url":null,"abstract":"<bold><i>Background:</i></b> Both technical professional communication (TPC) and translation training call for a closer academia-industry link to cultivate students’ professional competence and enhance employability. Among the collaborative efforts, the internship serves as a key part in bridging the gap and enhancing students’ work-readiness. Their effectiveness, however, depends on the alignment of expectations among the internship stakeholders. <bold><i>Literature review:</i></b> While prior studies have examined translation internships, they typically center around either students or language service providers (LSP) in isolation. A significant gap exists in quantitatively comparing the perceptions of these two key stakeholder groups. <bold><i>Research questions:</i></b> How do students and LSPs differ in their perceptions of internships? What factors contribute to the misalignment in stakeholders’ perceptions from the perspective of university educators and administrators? <bold><i>Methods:</i></b> This study employed a mixed-methods approach. A survey was administered to translation students and LSP representatives to identify their perception differences across four key dimensions of internships, followed by interviews with university educators and administrators to explore the causes. <bold><i>Results:</i></b> Quantitative analysis revealed statistically significant discrepancies in 18 of the 44 items. The subsequent qualitative interviews identified four primary factors contributing to these discrepancies: inadequate internship management, curriculum misalignment due to the lack of qualified faculty, emphasis on hard skills over soft skills in evaluation, and pragmatic concerns from both students and employers. <bold><i>Implication:</i></b> The findings provided recommendations for students, employers, and institutions to improve the effectiveness of internships, which are relevant not only for translation but also for other practice-oriented disciplines like TPC.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 1","pages":"39-54"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147571060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"US Hospital Educators' Technology Needs: A Qualitative Study for Developing Action-Oriented Technology","authors":"Margaret Webb;Sweta Baniya;Alexa Smith;Nadra Rasberry;Ihudiya Ogbonnaya-Ogburu","doi":"10.1109/TPC.2026.3658847","DOIUrl":"https://doi.org/10.1109/TPC.2026.3658847","url":null,"abstract":"<bold><i>Background:</i></b> Hospital educators are designated individuals who provide hospitalized K-12 children with their schooling during the time of their stay. They play a vital role in maintaining educational continuity for hospitalized children, yet their professional information and communication practices remain understudied in US settings. <bold><i>Literature review:</i></b> We build on literature within technical and professional communication (TPC), specifically scholars who have studied technology and health in understanding US hospital educators' unique technological needs and communication practices within highly regulated healthcare environments. <bold><i>Research questions:</i></b> How do hospital educators navigate professional communication, adapt teaching practices to meet diverse student needs, and utilize technology in hospital settings? What opportunities exist for artificial-intelligence (AI) integration? <bold><i>Research method:</i></b> We conducted semistructured interviews with four hospital educators across US hospitals, applying reflexive thematic analysis, informed by Participatory Communication Theory, Sociotechnical Systems Perspectives, and Knowledge Justice. Analysis employed iterative open coding followed by theory-informed thematic development, where communication theory guided the identification of dialogical patterns, systems theory directed attention to sociotechnical interactions, and knowledge justice sensitized us to power dynamics affecting professional knowledge access and sharing. <bold><i>Results/discussion:</i></b> Findings reveal characteristics of US hospital education contexts in our study: short patient stays, strict security requirements, institutional variability across hospital settings, and emphasis on engagement over assessment. Educators demonstrate remarkable adaptability in coordinating among stakeholders while navigating institutional constraints and developing strategies for rapid assessment and flexible instruction. While educational technologies offer benefits, implementation faces significant challenges regarding security, practical limitations, and offline functionality needs. <bold><i>Conclusion:</i></b> We propose guideline themes for developing information and communication technologies–including some that use AI–that support hospital educators' professional needs while respecting hospital setting constraints. This research contributes to understanding how technologies can enhance hospital education while highlighting the importance of context-specific design that empowers rather than replaces educator expertise.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 1","pages":"66-85"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147571081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Information Experience: The Strategy and Tactics of Design Thinking: Craig Baehr: [Book Review]","authors":"James Berryhill","doi":"10.1109/TPC.2026.3659939","DOIUrl":"https://doi.org/10.1109/TPC.2026.3659939","url":null,"abstract":"Presents reviews for the following list of books, Information Experience: The Strategy and Tactics of Design Thinking.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 1","pages":"124-125"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11457763","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147571082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expanding the Inclusive Potential of Federal Plain Language Guidelines Through Intersectional Critical Empathy","authors":"Kristin C. Bennett","doi":"10.1109/TPC.2026.3658117","DOIUrl":"https://doi.org/10.1109/TPC.2026.3658117","url":null,"abstract":"<bold><i>Background:</i></b> This research article evaluates the potential for federal plain language (FPL) guidelines to promote socially just documentation strategies that support neurodivergent readers. <bold><i>Literature review:</i></b> I begin with a history of plain language’s legal, rights-based foundations and detail its application in technical and professional communication (TPC) and disability access contexts. I also overview TPC scholarship that has engaged disability justice to demonstrate the need for critically examining the social justice potential of FPL guidelines. <bold><i>Research methodology:</i></b> Using critical discourse analysis, I analyze how assumptions present in FPL guidelines may influence writer beliefs, values, and practices in composing documentation. <bold><i>Results/discussion:</i></b> Findings indicate that FPL guidelines may encourage standard design for average users, equate agency with efficient compliance, and confuse empathic understanding for consensus. Like other forms of legal, rights-based discourse, FPL guidelines can promote equal access to existing systems that often exclude neurodivergent individuals due to underlying ablest assumptions. <bold><i>Recommendations:</i></b> I encourage technical and professional communicators (TPCers) to move from practices grounded solely in legal access, or efforts that help individuals function in exclusive systems, to more socially just efforts of inclusion, or tactics that support neurodivergent individuals as they are. Situating recommendations in a plain language workshop, I call for TPCers to adopt critical empathy, or empathy that prioritizes intersectional difference, by emphasizing embodied positionality, challenging homogenous ableism, and interrogating intersectional privilege in documentation. <bold><i>Conclusion:</i></b> Through critical empathy informed by disability justice, TPCers can apply plain language in more inclusive ways.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 1","pages":"3-22"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147571037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Risk Communication in Carbon Capture and Storage: Diverging Perceptions Among Community Members and CCS Professionals","authors":"Emily Cecchini;Jessica Smith;Vivian Underhill;Elizabeth Reddy;Manika Prasad","doi":"10.1109/TPC.2026.3658118","DOIUrl":"https://doi.org/10.1109/TPC.2026.3658118","url":null,"abstract":"<bold><i>Background:</i></b> With climate change becoming a critical issue, scientists and policymakers are developing solutions to address the risks it poses. One such solution is Carbon Capture and Storage (CCS), which reduces the amount of CO₂ that enters the atmosphere by capturing it and storing it underground. <bold><i>Literature review:</i></b> Previous research on CCS has focused on the technical interpretation of risk through quantitative risk analyses. Social science research has focused on public acceptance of CCS, and to what extent knowledge about risks plays a role. However, a comparison of risk perceptions from both CCS developers and local community members during a CCS study, and why these perceptions are different is absent. <bold><i>Research questions:</i></b> This article attempts to fill this gap by asking: 1. How do perceptions of potential CCS risks vary between interested local community members and CCS technical professionals, and how do these perceptions influence the messaging and receiving of risk communication? 2. What personal, institutional, and other factors, such as past experiences with heavy industry, influence how people view CCS and its risks? <bold><i>Methodology:</i></b> Through 30 interviews and participant observation, this study examines the varied perspectives on the risks of CCS among local community members and CCS professionals analyzed using thematic coding and a quantitative analysis of codes. <bold><i>Results and discussion:</i></b> Findings suggest that there are clear differences in how local community members and CCS professionals think about the risks of CCS, such as CCS professionals addressing risks to the project rather than risks of the project that community members reference most frequently. <bold><i>Implications:</i></b> By identifying institutional reasons why these gaps in risk perceptions appear, this article provides insights into what risk communication practices are being used and how they impact project communication.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"69 1","pages":"23-38"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147571083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}