A directory of resources inthe field of technical communication.

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76.
#25465

Voice-Enable Your Web Page with Multimodal 4.3.2

Become fluent in X+V, today's versatile Web markup language (WML). X+V, short for XHTML+Voice, is a Web markup language that is comprised of voice and visual elements used for developing multimodal applications. This article provides the novice developer of Multimodal X+V, Web pages, and handheld devices with a process for creating and testing an X+V application. This article uses the IBM® Multimodal Toolkit 4.3.2 running on WebSphere® Studio Site Developer (Site Developer) or on WebSphere Studio Application Developer (Application Developer) 5.1.2.

Celi, Miriam. IBM (2005). Articles>Web Design>Accessibility>Audio

77.
#13910

What We Do Best

This lecture describes the need for the field to clarify how we represent ourselves and think about ourselves.

Bernhardt, Stephen A. CPTSC Proceedings (1996). Presentations>Lectures>Streaming>Audio

78.
#18836

What you Can't Hear Can Hurt You: Overcoming Physical and Emotional Barriers of Hearing Impairment in the Practice of Technical Communication   (PDF)

Children who fail hearing tests but who function in educational settings are assumed to have only unimportant handicaps. These children learn to live with their problems, but a significant hearing impairment diminishes the information such children receive. Help is available for children, but also for adults who have not fully recognized their handicaps. This paper describes the problems of people with moderate hearing loss, and provides information on what can be done to ameliorate their problems.

Gillen, Lori. STC Proceedings (2002). Articles>Workplace>Accessibility>Audio

79.
#35910

What’s the Best Microphone for Screencasting?

The other week I visited Performance Audio in downtown Salt Lake to see what recommendations they had for microphones. The clerk asked me what audio interface I was using. I said I was just plugging my mixer directly into the computer. He looked shocked and said no matter how good of a microphone I bought, the real increase in performance would come with an audio interface.

Johnson, Tom H. I'd Rather Be Writing (2009). Articles>Multimedia>Audio>Screencasting

80.
#10119

'Where The Hell Did I Put It?': Users in Heterogeneous Communications Environments Negotiating the Production, Distribution and Archiving of Knowledge Objects

A qualitative glance at how people in contemporary, heterogeneous communications environments--especially those involved in collaborative enterprises--were handling multiple communication events and the incoming and outgoing products of their communications, for example, texts, files, e-texts parked on shared file servers, e-texts parked on a user's hard-disk, web pages and useful http addresses, all of those sorts of things.

Wilkes, Gilbert Vanburen IV. EServer (1998). Presentations>Lectures>Streaming>Audio

81.
#39220

Which Sounds are Significant? Towards a Rhetoric of Closed Captioning   (peer-reviewed)

This article offers a way of thinking about closed captioning that goes beyond quality (narrowly defined in current style guides in terms of visual design) to consider captioning as a rhetorical and interpretative practice that warrants further analysis and criticism from scholars in the humanities and social sciences. A rhetorical perspective recasts quality in terms of how genre, audience, context, and purpose shape the captioning act. Drawing on a range of Hollywood movies and television shows, this article addresses a set of topics that are central to an understanding of the effectiveness, significance, and reception of captions: overcaptioning, undercaptioning, subtitles vs. captions, the manipulation of time, non-speech information, series awareness, and the backchannel.

Zdenek, Sean. Disability Studies Quarterly (2011). Articles>Multimedia>Accessibility>Audio

82.
#28304

A Writer's Thoughts about Technical Writing, Part 2

I have recorded episodes with two of the writers on the Microsoft VSTO UE team (McLean and Norm), and here is the third writer, Brett Samblanet. We talked about the writing process, how Brett became a writer, how school prepared him for his work, and the importance of being able to communicate well and to take criticism.

Miller, Harry. Microsoft (2006). Articles>Writing>Technical Writing>Audio

83.
#19500

Year II and Growing: A Report from the STC Special Needs Committee: The Nature of Deafness   (PDF)

Deaf persons are not a monolithic group. Persons born deaf or who become deaf before learning the language of their environment (prelingual deafness) have a significant educational challenge as well as a communication challenge. Other deaf persons have a communication challenge. Deaf persons may be divided into five categories. For the purposes of this paper the categories are prelingual deafness, prelingual hard-of-hearing, postlingual deafness, postlingual hard-of-hearing, and presbyacusis. (oldage deafness) Each of these categories are discussed in detail including the characteristics of persons within the categories, and the nature of the problems they encounter.

Malcolm, Andrew. STC Proceedings (2001). Articles>Usability>Accessibility>Audio

 
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