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Technology literacy for the interpreter

  • Alexander Drechsel
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The Evolving Curriculum in Interpreter and Translator Education
This chapter is in the book The Evolving Curriculum in Interpreter and Translator Education

Abstract

According to the European Commission’s “Digital Skills Indicator 2014,” 39% of the EU workforce has insufficient digital skills and 23% has none at all (DG Connect 2014). But some estimates predict that, in the future, up to 90% of jobs will require digital skills. Technology literacy is rapidly becoming a key asset for anyone on the labor market, including interpreters. Some may have to catch up (cf. Rosado, 2013) if they want to be able to compete. While there is no reason for doom and gloom, interpreters have to up the game in terms of technology literacy. This article discusses the various aspects of technology literacy in the field of interpretation and makes suggestions for interpreter training.

Not blind opposition to progress, but opposition to blind progress.

John Muir

Abstract

According to the European Commission’s “Digital Skills Indicator 2014,” 39% of the EU workforce has insufficient digital skills and 23% has none at all (DG Connect 2014). But some estimates predict that, in the future, up to 90% of jobs will require digital skills. Technology literacy is rapidly becoming a key asset for anyone on the labor market, including interpreters. Some may have to catch up (cf. Rosado, 2013) if they want to be able to compete. While there is no reason for doom and gloom, interpreters have to up the game in terms of technology literacy. This article discusses the various aspects of technology literacy in the field of interpretation and makes suggestions for interpreter training.

Not blind opposition to progress, but opposition to blind progress.

John Muir

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
https://doi.org/10.1075/ata.xix.12dre

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. The evolving curriculum in interpreter and translator education 1
  4. Part I. Conceptualizations of curricula
  5. Translation and the internationalization of higher education in the anglophone West 25
  6. “TI literacy” for general undergraduate education 53
  7. European Masters in Translation 75
  8. Doctoral training in Translation Studies 99
  9. Part II. Innovation and reform
  10. Undergraduate and graduate level interpreter education 119
  11. Structure and process 141
  12. Innovations in online interpreter education 161
  13. Bridging the gap between curricula and industry 185
  14. Part III. Technology
  15. A singular(ity) preoccupation 205
  16. The proper place of localization in translation curricula 229
  17. Technology literacy for the interpreter 259
  18. Part IV. The course and the curriculum
  19. A relevancy approach to cultural competence in translation curricula 271
  20. Knowing what and knowing how 301
  21. Teaching translation in a multilingual practice class 319
  22. Part V. Stakeholder networks
  23. The contribution of institutional recruiters to interpreter training 343
  24. Institutional cooperation in the area of training – a two-way collaboration 369
  25. The role of the European Commission’s Virtual Class Program in university curricula 379
  26. The hidden curriculum revealed in study trip reflective essays 393
  27. Notes on contributors 409
  28. Name index 417
  29. Subject index 423
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