Usability as a focus of multiprofessional collaboration: A teaching case study on user-centered translation

connexions l in e na ional p o essional communica ion jou nal 2015, 3(2), 147-166 ISSN 2325-6044 USABILITY AS A FOCUS OF MULTIPROFESSIONAL COLLABORATION A eaching case s udy on use -cen e ed ansla ion Ty i Suojanen Uni e si y o Tampe e, Finland Kaisa Koskinen Uni e si y o Eas e n Finland, Finland Tiina Tuominen Uni e si y o Tampe e, Finland As p o essional communica ion needs a e inc easingly mul ilingual, he me ging o ansla o and echnical communica o oles has been p edic ed. Howe e , i may be mo e ad an ageous o hese wo p o essional g oups o inc ease coope a ion. This means lea ning o iden i y and app ecia e hei dis inc bu mu ually complemen a y co e compe encies. Since bo h p o essions sha e he ideology o being he use ’s ad oca e, usabili y is a common denomina o ha can unc ion as a ocal poin o collabo a ion. While many ansla ion heo ies ocus on he eade and he a ge con ex , usabili y me hods ha e no adi ionally been a pa o ansla o aining. An inno a ion called Use -Cen e ed T ansla ion (UCT), which is a model based on usabili y and use -cen e ed design, is in ended o help ansla o s speak he same language as echnical communica o s, and i o e s conc e e usabili y ools which ha e been missing om ansla ion heo ies. In his eaching case s udy, we discuss he eaching o ou UCT me hods: pe sonas, he implied eade , heu is ic e alua ion, and usabili y es ing. We desc ibe ou eaching expe iences, analyze s uden eedback on all ou , and epo on he implemen a ion o a s uden assignmen on heu is ics. This case s udy sugges s ways in which UCT can o m an impo an nexus o p o essional skills and mul ip o essional collabo a ion. 148 Keywo ds . Mul ip o essional collabo a ion, Technical communica ion, T ansla o aining, Usabili y, Use -cen e ed ansla ion. A con empo a y wo kplaces, ansla o s and echnical communica o s o en wo k on he same p ojec s, and hey ace simila ypes o challenges du ing he ex p oduc ion p ocess. These challenges o en en ail so called end-o - he-line p oblems, e e ing o he ac ha ansla o s and echnical communica o s a e b ough in o he p oduc de elopmen cycle a a la e s age, when mos key decisions ha e al eady been made, and hey he e o e end o emain a a dis ance om co e discussions (Suojanen e al., 2015, p. 17–18). This p oblem was iden i ied as ea ly as 1989 by Pa icia Sulli an, bu i s ill seems o pe sis in bo h ansla ion and echnical communica ion. The wo p o essions also sha e common compe encies, such as he abili ies o analyse sou ce ma e ial and communica e wi h subjec ma e expe s (Risku, 2004). Bo h p o essions aspi e o high quali y ex s, and bo h ansla o s and echnical communica o s eel ha hey a e no always able o op imally ca e o he end use s’ needs. As Minaco i and Veisbla (2010) no e, bo h in he US and in Eu ope he e is “an unques ionable need o he wo p o essions o wo k closely oge he ” (p. 763). As business communica ion needs a e inc easingly mul ilingual by na u e, he me ging o ansla o and echnical communica o oles has been p edic ed (e.g., Gnecchi, Mayla h, Mous en, Sca pa, and Vandepi e, 2011). Fu he mo e, some ansla ion schola s ha e exp essed he need o in oduce new compe encies, beyond hose ha adi ional ansla ion cu icula ha e o e ed (Gouadec, 2007), and o encou age c oss- aining p ac ices by including echnical communica ion in ansla o aining p og ams (By ne, 2006). Likewise, ecen su eys epo ed by Gnecchi e al. (2011, p. 178) sugges ha p o essional/ echnical/scien i ic communica ion (PTSC) cu icula con ain ansla ion and localiza ion cou ses as well as w i ing cou ses ha ocus on plain language, usabili y, and s uc u ed w i ing. The esul s o hei su eys also indica e ha ansla ion cu icula should con ain cou ses on managing ansla ion/mul ilingual PTSC p ojec s. We ag ee wi h Gnecchi e al.’s (2011, p. 179) no ion ha he e is a need o u he s udy 149 on he cu en ends and o o ecas ing u u e de elopmen s. We also hink ha , a his s age, i is necessa y o y ou di e en app oaches in ansla o aining. In his pape , we epo on a eaching case whe e cou se con en amilia om echnical communica ion has been a ge ed speci ically a ansla ion s uden s. We a e sea ching o ways o he wo p o essions o enhance hei coope a ion and unde s anding o each o he ’s expe ise. Since bo h p o essions sha e he ideology o being he use ’s ad oca e, usabili y is a common denomina o ha can unc ion as a ocal poin o collabo a ion. Howe e , while echnical communica o s a e adi ionally ained o use di e en me hods o enhance he usabili y o documen a ion, use -o ien a ion is much mo e di use in ansla o aining. While many ansla ion heo ies (skopos heo y in pa icula ) also ocus on he eade and he a ge con ex (Suojanen e al., 2015, p. 40–47), usabili y me hods ha e no adi ionally been a pa o he ansla o ’s compe ence no ha e hey been included in ansla o aining. Since 2009, we ha e been in ol ed in designing and conduc ing cou ses wi h a usabili y ocus o ansla ion s uden s. Ou pedagogical inno a ions a e based on a no el, usabili y-based app oach o ansla ion called Use -Cen ed T ansla ion (UCT). Ou aim has been o enhance s uden s’ p o essional skills and collabo a i e compe encies o wo king in mul ip o essional eams. These cou ses ha e aken a numbe o shapes and hey ha e been—and a e being—o e ed in se e al Finnish uni e si ies. Use -cen ed ansla ion, which is he hea o ou eaching case, is de ined as ollows: “In use -cen e ed ansla ion, in o ma ion abou use s is ga he ed i e a i ely h oughou he p ocess and h ough di e en me hods, and his in o ma ion is used o c ea e a usable ansla ion” (Suojanen e al., 2015, p. 4). An i e a i e p ocess means ha use s a e analysed and usabili y is e alua ed h ough ecu si e usabili y esea ch me hods, which can be used a di e en s ages o he p ocess as needed. A he beginning, a de ailed speci ica ion is d a ed oge he wi h he commissione . The speci ica ion con ains in o ma ion conce ning he expec ed usabili y a ge s o he ansla ion (e.g., s yle, e minology, eadabili y), in ended a ge audience, and UCT me hods o be used. The speci ica ion is impo an , because he inished ansla ion will be e alua ed agains he 150 speci ica ion, no some ideal o a pe ec ma ch be ween he sou ce ex and he a ge ex . To achie e a usable ou come, he speci ica ion needs o include in o ma ion abou he a ge ed eade s and he desi ed unc ions o he ansla ion. Rubin and Chisnell (2008) o e he ollowing de ini ion o usabili y, which is he co e concep behind he UCT model: “when a p oduc o se ice is uly usable, he use can do wha he o she wan s o do he way he o she expec s o be able o do i , wi hou hind ance, hesi a ion, o ques ions” (p. 4). Du ing he ansla ion p ocess i sel , a a ie y o usabili y me hods can be used. In ou publica ions, we ha e, so a , discussed he ollowing usabili y me hods: • men al models (pe sona, in a ex ual eade posi ions, including he implied eade , and audience design) • heu is ic e alua ion • empi ical usabili y me hods (including usabili y es ing) • ecep ion esea ch (Suojanen e al., 2015, p. 3–6). In his eaching case s udy, we will epo on ou expe iences in eaching use - cen ed ansla ion, wi h pa icula emphasis on discussing how i can enhance ansla ion s uden s’ p o essional skills and compe encies o mul ip o essional collabo a ion. The need o collabo a ion ob iously ex ends beyond he neighbou ing p o ession o echnical communica ion, bu in his a icle we ocus on he wo p o essions. We sugges ha a use -cen ed app oach o ansla ion can os e a sha ed amewo k o unde s anding ha acili a es coope a ion be ween ansla o s and echnical communica o s. Da a We ha e augh use -cen ed ansla ion in specialized UCT cou ses, and indi idual me hods included in he UCT model ha e also been in oduced in o egula ansla ion cou ses. F om ou expe iences, we ha e selec ed he ollowing me hods o be discussed in his eaching case s udy: he pe sona and he implied 151 eade as examples o men al models, heu is ic e alua ion, and usabili y es ing. We will sha e ou eaching expe iences om a ious cou ses ha ha e aken place be ween 2009 and 2015. In addi ion, we will use ecen s uden eedback (n = 18) ob ained on a cou se en i led Use -Cen e ed T ansla ion held a he Uni e si y o Tampe e in he sp ing o 2015, and s uden assignmen s (n = 38) om a ious cou se con ex s du ing he academic yea 2014–2015.1 In he s uden eedback, we asked s uden s o commen on each o he UCT me hods in oduced in he cou se. The eedback has been used in he sec ions o his a icle conce ning pe sonas, he implied eade , and usabili y es ing. The discussion on heu is ics, in u n, epo s on an analysis o he s uden assignmen s in which he s uden s pe o med a heu is ic e alua ion o a ansla ed ex and hen e lec ed and ga e eedback on his expe ience. The la e da a se o igina es om di e en cou se con ex s augh by ou sel es, by o he eache s, and in di e en uni e si ies. Usabili y Me hods in T ansla o T aining Fo each o he me hods p esen ed below, we will i s b ie ly desc ibe he me hod, hen explain how he me hod has been and can be augh , and sha e bo h ou main obse a ions as well as he s uden s’ iews. Finally, we will discuss he bene i s and po en ial isks o each in e e ence o de eloping skills o mul ip o essional communica ion. Pe sona De ining he a ge audience is one o he c ucial poin s o a ansla ion p ocess. One o he me hods wi h which ansla o s can pinpoin hei eade (s) is he use o a pe sona. Pe sonas a e ic i e a che ypes o use s: a pe sona has a name, backg ound, and pe sonali y. A pe sona can be in en ed, bu mo e o en i is 1 In acco dance wi h na ional e hical equi emen s, w i en in o med consen has been ob ained om all s uden s whose assignmen s and eedback a e used in his eaching case, and he s uden s’ anonymi y is p o ec ed. 152 based on empi ical in o ma ion on eal use s. Some imes i is necessa y o c ea e se e al pe sonas o mee he demands o a ied a ge audiences (Suojanen e al., 2015, p. 70).2 When using pe sonas in a class oom con ex , we usually di ide s uden s in o small g oups and p esen hem wi h a ansla ion scena io o ask hem o c ea e one hemsel es. We hen ask hem o design a pe sona o he u u e eade o he ansla ion. Finally, s uden s a e asked o conside wha ansla ion s a egies would sui his pa icula pe sona bes . The g oup w i es down ea u es and d aws a pic u e o hei pe sona on a lip cha and p esen s he pe sona o he whole g oup. We ind ha mos o en he pe sonas a e ealis ic and li e-like, and only a ely do he s uden s c ea e an unimaginable pe sona, which would no be use ul in he ac ual ansla ion wo k. S uden s ha e been able o g asp he idea o pe sonas qui e easily, and hei gene al eedback on he use o pe sonas has been p edominan ly posi i e. O he 18 cou se eedback esponses, only h ee exp essed exclusi ely nega i e a i udes, while se en made a posi i e e alua ion and i e ound bo h posi i e and nega i e aspec s in he use o pe sonas. One did no commen on hem a all, and wo desc ibed pe sonas in a neu al ashion. Those s uden s whose e alua ions we e posi i e ound pe sonas un and handy, ligh and agile, easy o lea n, and meaning ul. Fo example, one s uden s a ed ha “ he pe sona helps me unde s and in a somehow mo e conc e e way wha he a ge audience o he ansla ion will be.”3 Ano he commen ed ha a pe sona is “a un way o cla i ying he a ge audience, does no eel as hea y and labo ious as many analysis models.” The pe sona conc e izes he a ge audience and helps o ind ansla ion solu ions. Many s uden s ound ha he pe sona is pa icula ly sui able o long p ojec s, o epea ed ansla ions o he same gen e, when ansla ing ex s o he same clien , and in eams as a good kick-o o a p ojec . 2 Fo an example o pe sonas, see Suojanen e al., 2015, p. 8–10. 3 All ansla ions o he di ec quo a ions om s uden eedback a e by he au ho s. 153 Those s uden s whose eedback was nega i e ound he pe sona o be a i icial, oo limi ing, and s e eo ypical. One s uden commen ed: “I am bo he ed by he hough ha I am limi ing my w i ing by choosing a s e eo ype o whom I am w i ing my ex .” One s uden men ioned ha he pe sona is sui able only when he a ge audience is al eady somewha limi ed. In addi ion, a ansla o migh make an e o o judgemen and gene alize oo much; wha happens i he pe sona ails? Ano he s uden men ioned ha he pe sona needs o be complemen ed wi h some hing else so ha i is no jus he ansla o ’s imp ession. This commen indica es a po en ially common mispe cep ion ha needs o be cla i ied in eaching: in he class oom he pe sona may o en be a igmen o imagina ion, bu in eal li e he pe sona should always be con i med wi h da a abou eal eade s. The pe sona seems o be an in ui i e me hod and easy o adop : we ha e disco e ed ha once in oduced o he idea, s uden s ans e he use o pe sonas o o he cou ses, oo. The eedback also suppo s his, as se e al s uden s epo ed ha hey would make use o pe sonas in he u u e. Pe sonas hus appea o be a good poin o con ac be ween echnical communica o s and ansla o s, as echnical communica o s a e al eady accus omed o using pe sonas egula ly in hei wo k. Pe sonas can also be c ea ed in mul ip o essional dialogue, o boos eam spi i , and bo h p o essional g oups can use he same pe sonas in hei wo k, hus adding consis ency in ex p oduc ion. In addi ion, he c ea ion o pe sonas may help highligh he need o ha e new pe sonas o new a ge languages, and new kinds o ex s o mee hei needs. Technical communica o s may also ha e access o use da a ha ansla o s can bene i om in c ea ing hei pe sonas. Implied eade Ano he me hod o de e mining he a ge audience is he implied eade , which e e s o eade posi ions buil in o ex s. In o he wo ds, implied eade s a e assumed eade s o whom w i e s a ge hei ex s (Suojanen e al., 2015, p. 63). Implied eade s can be disco e ed by analyzing a numbe o ea u es in he ex , such as he ways he eade is being add essed, o p esupposi ions which e eal 154 some o he eade ’s pe sonal cha ac e is ics and he expec ed le el o he eade ’s p e ious knowledge. As an example, le us ake a look a he ollowing sho ex ac o a blog ex : “Ha e you pu on weigh du ing he Ch is mas holidays? I ha e!” (Walls öm, 2005). In his case, he implied eade comes om a backg ound whe e Ch is mas is celeb a ed, is a luen enough o ha e o e indulged o e he holidays, has issues wi h sel -image, and is po en ially mo e likely o be emale han male. In addi ion, he w i e has c ea ed a sense o amilia i y and lack o dis ance by e e ing o supposedly sha ed expe iences and a i udes. In he class oom con ex , s uden s a e asked o ind a sou ce ex and i s ansla ion, and analyze he eade posi ions ha he ex s con ain. The s uden s should examine wha kind o an implied eade he cha ac e is ics o he ex s sugges and whe he he sou ce ex and he ansla ion exhibi di e ences in e ms o hei implied eade s, and why ha may be so. Al e na i ely, s uden s can be asked o selec ei he a ansla ion o a sou ce ex and analyze i s implied eade (s). As wi h he pe sona, s uden s’ a i udes owa d he use o he implied eade ha e been e y posi i e. In he cou se eedback, hi een s uden s exp essed exclusi ely posi i e a i udes, while wo s a ed bo h posi i e and nega i e iews, and h ee desc ibed he me hod in a neu al ashion. None o he s uden s exp essed only nega i e commen s abou he implied eade . The s uden s desc ibed he me hod as un o use and in e es ing, and hey ound i use ul. One s uden e lec ed on he su p ises ha he analysis migh p oduce: “I is bo h un and con using o cons uc an implied eade , because one can ind peculia eade s wi hin ex s. The implied eade is an e icien aid in ecognizing he w i e ’s a i udes, s yle, ypical exp essions and ways o handling opics.” The implied eade was conside ed pa icula ly use ul in cases whe e he speci ica ion does no p o ide much backg ound abou he a ge audience and when he eade s in he sou ce and a ge ex s a e assumed o be simila . Many s uden s el ha hey in ui i ely al eady hink abou he eade , bu he implied eade exe cise made hem mo e awa e o how he eade is e lec ed in ex s. Fu he mo e, hey el ha i ac s as a use ul eminde o he po en ial 155 di e ence be ween he eade o whom hey hink hey a e ansla ing and he pe son o whom hey ac ually end up ansla ing. In addi ion o iden i ying he w i e ’s a i udes, s yle and ypical exp essions, he implied eade was also seen o be a sui able ool o examining and e alua ing one’s own a i udes and endencies. While many s uden s epo ed plans o using he me hod in he u u e, many also said ha hey would no use i sys ema ically bu ha hey migh u n o i in si ua ions whe e he a ge audience is especially ague. While pe sonas can be conside ed a me hod mo e amilia o echnical communica o s bu easily communica ed o ansla o s as well, he implied eade may be mo e democ a ic in e ms o p e ious exposu e: bo h ansla ion s udies and echnical communica ion li e a u e ha e employed concep s such as he implied eade in discussions conce ning in a ex ual eade posi ions (Suojanen e al., 2015, p. 66–68). This me hod also holds g ea po en ial o enhanced cul u al usabili y, as discussed by Suojanen, Koskinen and Tuominen (2015, p. 19–25). Fo example, in mul ilingual p ojec s, ansla o s o all a ge languages can be asked o analyze he sou ce ma e ial p oduced by echnical communica o s. This analysis o he sou ce ex ’s implied eade can e eal di e en in e p e a ions o assumed p e ious knowledge, expec ed a i udes and li es yles, and p ojec ed socie al hie a chy le els, o name jus a ew in e es ing po en ial esul s. This kind o de ailed eedback would allow a mu ual lea ning oppo uni y o echnical communica o s and ansla o s a uned o di e en cul u al con ex s. Heu is ic E alua ion In addi ion o men al models such as pe sona and implied eade , ansla o s can make use o ano he agile me hod, namely heu is ic e alua ion, o e alua e he usabili y o hei ex s. Heu is ics a e usabili y guidelines o p inciples, basic ules o humb, and he e alua ion is pe o med by expe s—no he end use s. Heu is ics a e being used in i e a i e p oduc de elopmen : he p oduc is e alua ed epea edly, p oblems a e ixed and he ollowing e alua ion ounds a e used o make su e ha he p oblems no longe exis (Kuu i, 2003, p. 47–49). 162 Mo e speci ically, we looked a he in e ace be ween ansla o s and echnical communica o s. F om a eache ’s iewpoin , using he me hods o pe sona, implied eade , heu is ic e alua ion, and usabili y es ing has been a conc e e and hands-on expe ience, s imula ing in-dep h discussions wi h s uden s on ansla o s’ compe encies, abili ies, limi a ions, and bounda ies. The s uden s’ o e all esponse o he me hods has been highly posi i e: he assignmen s we e ound o be in e es ing and di e en — un e en—and he majo i y el ha hey would be use ul when examining he a ge audience o a ansla ion and in p oducing an app op ia e ansla ion o ha audience. Howe e , he s uden s ended o ocus on he usabili y o hese me hods om he pe spec i e o he ansla o only, a he han en ision a collabo a i e con ex in which hey would be wo king side by side wi h o he p o essionals such as echnical communica o s. They also exp essed some skep icism abou he use ulness o he me hods, and wi h ega d o heu is ic e alua ion, he heu is ics had some usabili y p oblems. Abo e all, he skep icism add essed he oppo uni ies o ansla o s o ac ually ake ad an age o hese me hods in he hec ic ansla ion indus y. I may well be he case ha he s uden s’ ision o hei u u e ole as subcon ac o s in he ansla ion indus y p e en ed hem om seeing po en ial collabo a i e wo k con ex s, whe e usabili y is no an add-on bu a he an in eg al pa o he se -up. Bu s uden s may also al eady ha e accep ed he end-o - he-line p oblem as he unques ioned s a us quo. One eason o hese p oblems migh be ha he pe spec i e o mul ip o essional collabo a ion and ue eam membe ship has emained oo implici in he eaching sessions. Al hough he imp o emen o ansla o s’ p o essional collabo a ion skills has been one d i ing o ce behind he de elopmen o he UCT model, he need o ocus on he p ac ical applica ion o hese new me hods has led o a lack o anspa ency o i s mo e me a-le el objec i es. In he u u e, we need o be mo e explici in communica ing and discussing he aims o he UCT model wi h ega d o i s in e aces o o he p o essions. 163 So a , he UCT model and some o he me hods ha e been es ed p ima ily in academic se ings, al hough some indus y cases exis (see O a a, 2013), and we ha e also ecei ed some indus y eedback. The nex s ep is o sc u inize he model and i s me hods in eal-li e scena ios, o de elop hem i e a i ely o i di e en ypes o indus y si ua ions, and o b ing ha knowledge back in o he class oom. P ima y indus y conce ns include he cos s and bene i s o in oducing UCT in o a business en i onmen . This wo y is also echoed by s uden s. Howe e , a leas in use -in e ace design, usabili y me hods ha e been shown o gi e posi i e e u ns on in es men (Ma cus, 2004). We expec simila esul s when usabili y me hods a e applied in ansla ion. F om he iewpoin o in e na ional p o essional communica ion, UCT and i s me hods help ansla o s speak he same language as echnical communica o s, de elope s, and enginee s, and i o e s conc e e ools ha ha e been missing om ansla ion heo ies. We belie e ha once ansla o s adop hese ools, hey will be be e p epa ed o ne wo k, ake hei expe posi ion alongside o he p o essions in in e na ional communica ion con ex s, and p o ide a aluable con ibu ion. ■ Re e ences By ne, J. (2006). Technical ansla ion: Usabili y s a egies o ansla ing echnical documen a ion. Do d ech , he Ne he lands: Sp inge . Gnecchi, M., Mayla h, B., Mous en, B., Sca pa, F., & Vandepi e, S. (2011). Field con e gence be ween echnical w i e s and echnical ansla o s: Consequences o aining ins i u ions. IEEE T ansac ions on P o essional Communica ion, 51(2), 168–184. doi:10.1109/TPC.2011.2121750 Gouadec, D. (2007). T ansla ion as a p o ession. Ams e dam and Philadelphia: John Benjamins. Ko en an a, H. (2005). Asian un ija-a ioinni . [Expe e alua ions]. In S. O aska, A. Aula, & P. Maja an a (Eds.), Käy e ä yys u kimuksen mene elmä . [Me hods in 164 usabili y enginee ing] (pp. 111–124). Tampe e, Finland: Tie ojenkäsi ely ie eiden lai os, Tampe een yliopis o, apo i B-2005-1. Koskinen, J. (2005). Käy e ä yys es aus. [Usabili y es ing]. In S. O aska, A. Aula, & P. Maja an a (Eds.), Käy e ä yys u kimuksen mene elmä . [Me hods in usabili y enginee ing] (pp. 187–208). Tampe e, Finland: Tie ojenkäsi ely ie eiden lai os, Tampe een yliopis o, apo i B-2005-1. Kuu i, W. (2003). Käy e ä yys, suunni elu ja a ioin i. [Usabili y, design, and e alua ion]. Helsinki: Talen um. Ma cus, A. (2004). Re u n on in es men o usable use -in e ace design: Examples and s a is ics. Re ie ed om h p://www.amanda.com/joomla_uploads/whi epape s/ AM+A_ROIWhi ePape _20Ap 0%201.pd Minaco i, P., & Veisbla , L. (2010). T ansla ion and echnical communica ion: Chicken o egg? Me a: jou nal des aduc eu s/Me a: T ansla o s’ Jou nal, 55(4), 752–768. doi:10.7202/045689a Nielsen, J. (1993). Usabili y enginee ing. Bos on: Academic P ess. Nielsen, J., & Molich, R. (1990). Heu is ic e alua ion o use in e aces. P oceedings o human ac o s in compu ing sys ems (CHI 1990) (pp. 249–256). New Yo k: ACM. Re ie ed om h p://dl.acm.o g/ esul s.c m?h=1&c id=466900177&c oken= 67970579 O a a, A. (2013). Focus on he audience: Th ee cases o use -cen e ed ansla ion (mas e ’s hesis), Tampe e, Finland: Uni e si y o Tampe e. Re ie ed om h p://u n. i/URN:NBN: i:u a-201311151601 Risku, H. (2004). Mig a ing om ansla ion o echnical communica ion and usabili y. In G. Hansen (Ed.), Claims, changes and challenges in ansla ion s udies. Selec ed con ibu ions om he EST cong ess, Copenhagen 2001 (pp. 181–195). Ams e dam and Philadelphia: John Benjamins. Rubin, J., & Chisnell, D. (2008). Handbook o usabili y es ing: How o plan, design, and conduc e ec i e es s (2nd ed.). Indianapolis: Wiley Publishing. Sulli an, P. (1989). Beyond a na ow concep ion o usabili y es ing. IEEE T ansac ions on P o essional Communica ion, 32(4), 256–264. 165 Suojanen, T., Koskinen, K., & Tuominen, T. (2015). Use -cen e ed ansla ion. London and New Yo k: Rou ledge. Suojanen, T., & Tuominen, T. (accep ed). Käännös en käy e ä yyden heu is inen a ioin i. [Heu is ic e alua ion o he usabili y o ansla ions]. Suokas, J., Puka inen, K., on Wol , S., & Koskinen, K. (submi ed). Tes ing: Pu ing ansla ion usabili y o he es . Walls öm, M. (2005, Jan. 13). Tsunami, Ba oso Commission, Fado music. [Blog en y]. Re ie ed om h p://ec.eu opa.eu/a chi es/commission_2004-2009/blogs/ walls om/we_w i e_2005_and_a.h ml Abou he au ho s Ty i Suojanen is senio lec u e and head o he Technical Communica ions P og amme a he Uni e si y o Tampe e, Finland. She is he coau ho o Use - Cen e ed T ansla ion (Rou ledge 2015) oge he wi h Kaisa Koskinen and Tiina Tuominen. He esea ch in e es s include echnical communica ion his o y, he o ic, use ins uc ions as gen e and use -cen e ed ansla ion. Email. y i.suojanen@u a. i Con ac . Ty i Suojanen School o Language, T ansla ion and Li e a y S udies 33014 Uni e si y o Tampe e Finland Kaisa Koskinen is p o esso o ansla ion s udies a he Uni e si y o Eas e n Finland in Joensuu. She is he au ho o se e al monog aphs, including Use -Cen e ed T ansla ion (Rou ledge 2015) oge he wi h Ty i Suojanen and Tiina Tuominen. He cu en esea ch in e es s include he concep o ansla o ial ac ion, as well as ansla ion, use expe ience and a ec . Email. kai[email p o ec ed] 166 Con ac . Kaisa Koskinen P o esso o T ansla ion S udies Uni e si y o Eas e n Finland PO Box 111 80101 JOENSUU Finland Tiina Tuominen is he ac ing p o esso o ansla ion s udies (English–Finnish) a he Uni e si y o Tampe e, Finland. He PhD hesis (2012) in es iga es he ecep ion o sub i led ilms. She is he coau ho o Use -Cen e ed T ansla ion (Rou ledge 2015) oge he wi h Ty i Suojanen and Kaisa Koskinen. He esea ch in e es s include audio isual ansla ion, ecep ion esea ch and use -cen e ed ansla ion. Email. iina.k. uominen@u a. i Con ac . Tiina Tuominen School o Language, T ansla ion and Li e a y S udies 33014 Uni e si y o Tampe e Finland Manusc ip ecei ed Ap il 23, 2015; e ised July 24, 2015; accep ed Sep embe 7, 2015.