Reshaping Technical Communication and Art field, Mapping Research Questions
Introduction
Mapping of Research Questions in correlation to the field of Technical communication is an easy way of promoting networks of various visual representations, categories, and boundaries. To ensure that the area is fundamentally understood, the map should significantly enhance the invitation and attraction of the researches with the aim of possession and exploration. According to Blakeslee & Spilka (2014), the mapping of questions should also show priority shifts without affecting the central issue in the field of the research. The map will, therefore, embrace the analysis of both activities which occurred before and after incorporation of various changes in the Technical Communication field. Additionally, art field is one of the areas which are fundamental in mapping research questions due to the increased misunderstanding of the artistic researchers on various topics. Just as technical communication field, art field also promotes the idea of possession and exploration the most significant aspect in any research. It is therefore the fundamental role of the researchers to ensure that research questions are specifically addressed and understanding of the research through the questions are profoundly enhanced. Therefore, to ensure that such aspects are understood, it is fundamental to promote Rude’s idea and methods to the later. It is essential to understand that mapping of questions in technical communication is vital since other than promoting techniques in the area, it enhances the researcher's understanding through self-description as well as a description of others. The research also ensures that the Technical field is pushed to a higher capability through effectively understanding the textual and the technical content. More importantly, ways regarding the Technical communication may also be opened for further research and identification of spaces which requires attention. The paper, therefore, probes mapping of research questions, specifically in the field of Technical Communication and art field.
Methodology
Collection of data was conducted through the adherence to secondary sources and focused on answering various research questions. The secondary sources used include case studies, articles and books. The sources were qualitatively analyzed. The research questions includes reshaping Technical Communication and Art field and technique which are profoundly required. During the textual analysis of the secondary sources, credibility was determined by ensuring that the credentials of the authors are purely based on Technical Communication. Various authors with appealable credentials in the art field were also identified and their sources effectively analyzed to understand how to develops and map research questions in the art field. While focusing on the art field, Rude’s idea were heavily addressed and incorporated due to the effective correlations between the two fields, the art field and the field of technical communication. Through correlating the method to the credentials of the author, the argument by Anderson (2013) is profoundly embraced. Anderson (2013) argues that to attain reliable and valid data through secondary analysis, the authors must be given a priority and only those with the ideas are focused on. The research, therefore, must address only secondary sources which are published by the schematic scholars and peer-reviewed. Researching the stipulated method is fundamental since according to Blakeslee (2014) a lot of questions are raised regarding the power and the methods. The authors emphasize that the task of finding a qualitative that is well correlated to technical communication is intensively based on the power of industry, science, and business. More importantly, during the textual analysis, there was also the focus on the publications of the sources to ensure that the credibility and relevancey of data is promoted. According to Blakesle (2014), to make a research relevant and updated, dependence on the old sources should be avoided since various changes may be enacted in the recent research rendering the old research irrelevant. Therefore, only updated sources where analyzed to adhere to the stipulations of Blakesle (2014). While considering the publication of the sources, only recognizable publication companies were identified. Blakesle (2014) views research not as necessarily analytical but participatory which profoundly requires empowerment from the researchers as well as the target audience. The audience must be adequately addressed and disciplinarily understood. Such strategies are fundamental since the field of Technical communication has massively expanded to various areas including to practitioners, programs and academics.
Findings and Analysis
Based on the data, collected through the review of secondary sources, it was revealed that many individuals are going through a lot of constraints and frustrations which wholly makes them from carrying their report efficiently and without any complexities. Generally, the secondary data revealed that about 32% of such individuals are faced with many challenges and justified through the study done by Blakeslee (2009), who stipulates that one significant problem that is associated with such types of research include finding the most significant sources since there is increase privacy of both public sources which makes it difficult for the researches to identify their more prominent role in establishing their role? Additionally, understanding how and what the writers do beyond the academy have become a challenge since the determination of where and how they attain such information is not secure. What shapes the thinking of the researcher is the usability shapes and how technology is applied to achieve innovative curriculum. The data collected thus have various connections with other researchers which is a clear indicator that the data is valid and reliable.
Critically analyzing the data collected, it is important to note that since the establishment of various studies, there have been several attempts in ensuring that technical communication is applied to both the industry and academia. The research thus further tends to address the stipulated relationship and application of complex information in fully integrating the information complex. Through such interception, the most significant group that is heavily assisted is the research and technical team by enabling them to address the complexities in association with technical communication adequately. Additionally, critically analyzing the data and correlating it to the intensive research conducted by Carolyn Rude, it is fundamental to understand that there are a lot of findings that have been confirmed from the study. The most important result that has been established is the manner in which different areas will intensively push against each other due to the difference in connected interests and exigencies (Rude, 2009). According to Rude (2009), through the increasing push on the exigencies, the strengths and the weaknesses will be conclusively be established and the participants adamantly classified. In contrary, other than the confirmation of the findings through the research, there is also an intensive manner in which some of the findings are complicated. It is complicated to understand the style in which Technical communication is related to both industry and academia due to lack of significant tools in carrying out essential analysis. Generally, it is, therefore, crucial to note that based on the idea of system communication and the intensive research done, mapping of the research questions is fundamental since both the study and the field must necessarily be understood.
Regarding the art field, a lot of findings were found in addressing how research questions are asked in the field. Just as technical communication field, art field requires intensive application of updated technologies which are not only meant for the establishment of effective products but also the satisfaction of the researchers. It was found that phenomenography and phenomenology are the two key aspects which must heavily be considered in asking of research questions and enhancing art experience through the unification of both the viewers. Eisner (2016) argues that focus on the two key aspects of phenomenography and phenomenology establishes unification of theories which is heavily important in art research. Additionally, it was found that to adequately promote effective research questions, visualization analysis must be addressed and any question should embrace visuality. According to O’Donoghue (2009), focusing on visuality not only enhances active participation but ensures that the visual data is traceable and modifiable.
Critically analyzing the data regarding how to ask research questions in art field, it is fundamental to understand that two stipulated aspects, phenomenography and phenomenology is also identified by Rude in the technical communication research, and being that the two fields are correlated, these two aspects plays a crucial role in promotion of mapping of the research questions. From the data, it is also noticeable that to enhance research questions in art field, the researcher must be capable of providing the historical basis of the questions since most of the arts are not generated easily but rooted through historical perspective and analysis.
In a nutshell, to ensure that the field is mostly understood, the map should significantly enhance the invitation and attraction of the researches with the aim of possession and exploration. The research, therefore, must address only secondary sources which are published by the schematic scholars and peer-reviewed since understanding how and what the writers do beyond the academy have become a challenge since the determination of where and how they attain such information is not accessible. The research, therefore, plays a crucial role in the establishment of a compelling correlation between academia and industry.
References
Anderson, P. V. (2013). Technical communication. Cengage Learning.
Blakeslee, A. M. (2009). The technical communication research landscape. Journal of Business and Technical Communication, 23(2), 129-173.
Blakeslee, A. M., & Spilka, R. (2014). The state of research in technical communication. Technical communication quarterly, 13(1), 73-92.
Rude, C. D. (2009). Mapping the research questions in technical communication. Journal of Business and Technical Communication, 23(2), 174-215.
O’Donoghue, D. (2009). Are we asking the wrong questions in arts-based research?. Studies in
Art Education, 50(4), 352-368.
Eisner, E. (2016). Does arts-based research have a future? Inaugural lecture for the first
European conference on arts-based research Belfast, Northern Ireland, June 2005. Studies in art education, 48(1), 9-18.