ABSTRACT
Many technical communication educators are in a non-stop game of trying to catch up with industry practices related to content. Whereas some have thrown in the towel, others have tried to keep up and adapt curricular approaches. We make a case for why educators should embrace content management as a core disciplinary competency and should expand discussions of content-related work to include the concepts of content operations and the disciplines of content. Because structured authoring is key to modern content workflows, we further suggest that academia can no longer afford not to talk about structured content.
