Have you ever wondered how a researcher from the periphery can gain an enduring foothold in the pantheon of researchers from the center? This essay will attempt to answer that question. Halcyon Lawrence was a researcher, writer, and professor from the Global South who has made a mark on a community of technical communication scholars, writers, researchers, and professors with her widely discussed research articles dealing with the pros and cons, perils and promises, boon and bane of speech recognition tools and technology. Lawrence's research explores the thickets of speech recognition and proposes strategic and revisionary measures toward neutralizing the lopsided corpora of speech recognition software, vaporware, and artificial intelligence (AI)-powered technology. To crystalize her contributions to justice, data justice, and racial-linguistic justice, I chose a chapter, "Siri Discipline," she (2021) wrote for the book Your Computer is on Fire (Mullaney et al, 2021). My essay highlights how her ideas have gained more traction in relation to the current disruption of the AI revolution (Gopal, 2020). That disruption is often exemplified through ChatGPT, a platform that shows how Lawrence's core insight from "Siri Discipline" can have a direct bearing on normative frameworks being developed to address burgeoning challenges ushered in by the AI revolution.

Privacy matters: Conversations about surveillance within and beyond the classroom presents a salient investigation into the impacts of surveillance upon writing education, embodiment, and culture. Authors Estee Beck and Les Hutchinson Campos set out to constellate surveillance-focused rhetoric, writing, and technical communication scholarship to empower educators, administrators, and professionals to "subvert the state" by investigating how privacy and surveillance impact writing practices, agency, community, identity formation, and citizenship. Organized thematically into three parts---surveillance and classrooms, surveillance and bodies, and surveillance and culture---this 2020 edited collection presents a snapshot in time of surveillance in writing technology as it is broadly defined, inviting scholars to continue the discussion as surveillance and cultures continue an entangled evolution.

I last heard from Dr. Lawrence about two weeks before she died when she responded to my request for her expertise: Dr. Neefe, Attached are my comments on the 2 surveys. I'm concerned about the length of the POE survey in particular...It's long and I'm assuming if people are responding to this this [sic] on their way out of the building, they are not going to give it the careful thought and reflection that many of the questions require. But maybe I have the context of the survey wrong... I hope my comments are helpful --- this is such an exciting project, Halcyon

Asynchronous workshops have potential as a flexible and accessible tool for instructor professional development. Translating synchronous workshops into asynchronous versions represents an opportunity to expand access to training materials, but translating across modalities is a challenge. As facilitators of the Colleges Online Learning Academy summer fellowship program, we outline our process for developing asynchronous workshops focused on pedagogy and digital learning for graduate student instructors. We evaluated participant engagement and accessibility based on survey responses (n=10) and workshop artifacts. Our four asynchronous workshops consisted of multimodal modules with video clips from the synchronous sessions and engagement opportunities on Jamboard. We found low Jamboard engagement from asynchronous participants, but high engagement in multimodal modules. Potential barriers to access included mental health, Wi-Fi access, English language comprehension, and a lack of discussion, but many participants (4 of 9) reported no access barriers. We provide recommendations for developing engaging, accessible, and content-rich asynchronous workshops from synchronous workshop materials.

In this article, we propose (re)designing privacy literacy as an essential component of our digital lives in an age of Generative Artificial Intelligence (genAI). Our study emphasizes the layered digital, technical, rhetorical, and algorithmic literacies associated with design thinking and genAI to support theorizing privacy literacy. We introduce Design as an analytical element complementary to Woods and Wason's (2021) multi-pronged framework for analyzing Terms of Service (ToS) documents. Using a cluster of Adobe Generative AI ToS, we illustrate the necessity of including Design , which allows those invested in Communication Design (CD) and Technical and Professional Communication (TPC) to interrogate how or if design supports or undermines values related to user privacy, data ownership, and informed consent. We conclude by detailing how collective surveillance apathy regarding emergent data infrastructures signal a Post-Surveillance era in our global society and digital lives.

This article forwards a document analysis of the University Press of Colorado's publicly available academic and scholarly publishing policies and procedure materials. This analysis utilizes the online heuristic "Anti-Racist Scholarly Reviewing Practices: A Heuristic for Editors, Reviewers, and Authors," (ARRH) and a framework developed by the author that works to pinpoint places within publishing policy and process documents that may allow for discriminatory and oppressive practice. To conclude, this article forwards tangible changes to academic publishing process documents to ensure that inclusion remains an important consideration in the drafting of publishing policy and guideline documents.

This article reports on a study about design thinking pedagogy in technical communication courses taken by engineering students. The study suggests that design thinking pedagogy can foster engineering students' empathy for users, particularly their ability to recognize the feelings, knowledge, and perspectives of others. However, its findings reinforce the difficulty faced when encouraging students' societal-level empathy and the limitations of empathy. While engineering students may struggle to transfer user empathy to courses in their major, this study found that engineering students believe design thinking has relevance to their future careers. This article offers teaching strategies and project ideas for technical and professional communication instructors to facilitate students' ability to transfer user empathy to their disciplines.

The Fernweh Interdisciplinary Research Visualizer is a software tool employing the SCOPUS cross-disciplinary dataset to display the scope of research on interdisciplinary topics across subject areas in a bubble graph format. Researchers can conduct meta-research, discover relevant research across subject areas, and introduce students to the scope of interdisciplinary concepts with this tool. This experience report outlines the process of developing the tool, then demonstrates the results of the tool by visualizing a map of the interdisciplinary research area "social media" across 27 subject areas, 329 classifications, and 42,473 journals.

This teaching case applies design thinking to a large-scale client project in a technical and professional communication (TPC) class. Using the 5-step design thinking process ("empathize, define, ideate, prototype, test") over 8 weeks, the students in an upper-division TPC course developed social media content and strategy for a statewide public relations campaign. The two authors, the instructing faculty and a senior student who served as project manager, illuminate how iterative design thinking, as a UX pedagogical practice, can help students set boundaries around ill-defined problems; mirror workplace collaboration to contribute to professional development; and build a toolkit for exercising agency and creativity as researchers, writers, and designers.

This article reports on lessons learned from the first phase of an ongoing multimodal project aimed at promoting digital and environmental literacy in concert with access and accessibility on our university's main campus. We discuss an emerging, student-led locative media project, built to increase engagement with the North Woods, an approximately 300 acre parcel of unmanaged forests and wetlands on the north part of our campus. By layering together deep mapping and accessibility, this project intervenes in the binaries between art and science and nature and technology, with a strong focus on how digital, environmental, and community literacy can contribute to more accessible experiences.

In Salt of the earth: Rhetoric, preservation, and white supremacy , James Chase Sanchez examined rhetorical processes that sustain white supremacy: identity construction, storytelling, and silencing. This cultural rhetorics project used narrative inquiry, autoethnography, and constellation to explore "hegemonic storytelling" (p. 47--48). Sanchez centered narratives about growing up "Brown" (p. 10) in Grand Saline, Texas and returning to his hometown years later to create a documentary film, Man on Fire , about minister Charles Moore's self-immolation in a local parking lot. Ultimately, Sanchez argued that a deeper understanding of oppressive rhetorics is useful for rhetorical scholars, communications practitioners, and storytellers of all types (historians, journalists, filmmakers, archivists, etc.). He guided rhetoric and communications design towards more thoughtful consideration of embedded communicative norms and the harmful practices they conceal.

This article confronts challenges faced by users of technical information with hearing impairments. The increase in digital documents since 2000 has led to multimodal technical multimedia that features aural information (i.e., meaningful sound). However, there is little effort to train technical communication professionals to make audio more accessible. Herein, we share how to use descriptions, captions and subtitles, transcription, and sign language to make sound an accessible part of today's digital life. We explain using four accessible design elements to address challenges faced by users of digital documentation who cannot hear the information. Ultimately, we support technical communicators seeking aural information justice for all.

Despite scholarly alignments between user experience (UX) principles and contract grading, further accounts and studies of grading in UX courses are needed. My self-study of a UX course found that labor-based contract grading helped de-center instructor and peer evaluation and foreground user, client, and stakeholder priorities in community-engaged work, and that it supported engagement in a process of connected UX activities. However, I was also challenged to accommodate flexible UX processes and develop a course engagement model that maximized access to UX process opportunities. I conclude with a heuristic to guide the design of grading models for UX courses.

In this experience report, we share our approach to a Community-Engaged User Experience (CEUX) (Lee et al., 2023) pedagogy for a graduate-level technical writing research methods course in a traditional English department at Portland State University. We narrate the institutional context and history of the course and two sections of the course with different community partners: the Spring 2022 collaboration with the Oregon Health Authority (OHA) focused on the state's COVID-19 response websites and the Spring 2023 collaboration with the Oregon Health & Science University (OHSU) focused on OHSU's main website and its Spanish and Russian microsites. We discuss the opportunities and challenges of each instance of the course and of our variation of a "one-to-many" model for CEUX.

Dear Halcyon, You probably didn't realize the impact you had when, sitting on that bench outside of The Medical University of South Carolina (MUSC) at the 2023 CPTSC conference, you changed the topic of our conversation from your new house to, "And what is your research on, Sarah?" No one had ever asked me that before.

This experience report describes a six-week unit at the intersection of technical and professional communication and user experience design (TPC-UX). Drawing on the work of Patricia Sullivan and Thomas Kent, it argues for a paralogic hermeneutic approach to TPC-UX pedagogy and illustrates how the Double Diamond design process can be used to scaffold assignments and create methodological balance. It also describes how commonplace TPC assignments---such as the technology tutorial---can be reframed according to user experience methods. Details about readings and deliverables are included.

This article discusses a newly created method of UX journey mapping---User Experience as Racial Storytelling (UXRS)---designed to centralize Black user narratives in design thinking, and the teaching implications as a Black woman non-tenure track (NTT) online technical and professional communication (TPC) instructor. Revisiting an assigned group activity in a synchronous online technical writing course for engineers at a Predominantly White Institution (PWI), this essay will share pedagogical approaches of user experience as TPC pedagogy used to scaffold this method of racial storytelling as an anti-racist practice to adapt a social justice framework. This essay suggests UXRS can aid engineering students' perspective of inclusive design.

This experience report describes a fully online graduate course on user-centered design that was designed to scaffold self-regulated learning and then redesigned to follow Anaissie et al.'s 2021 iteration of the Liberatory Design process. The pivot to Liberatory Design helped strengthen the self-regulated learning scaffolding, as each phase of the Liberatory Design process includes the processes of noticing, reflecting, and seeing the system. This article describes the prompts incorporated into major assignments, student perceptions, lessons learned, and the ways that Liberatory Design and self-regulated learning prompting can be used throughout the user-centered design process to improve the work of designers.

This article explores the challenge of implementing diversity, equity, and inclusion literacies in popular buyer persona platforms such as HubSpot and FlowMapp. Drawing on a practitioner interview with a public relations and marketing director, Dr. Danielle Feldman Karr, this article contextualizes Feldman Karr's efforts to revise her design team's internal buyer persona construction process to better engage DEI issues. This article considers the successes and challenges of applying an ethics of care informed by Graham's Black feminist ethics in order to analyze how designers think about "the good life" (flourishing) in persona redesign.

In the introduction, we describe the exigence for the special issue and discuss how technical and professional communication (TPC) instructors teach user experience (UX) in ways that are unique, divergent, and innovative. Given the interdisciplinary nature of UX, sharing teaching stories as we do in this special issue demonstrates the multivocality of UX pedagogy and highlights the unique perspectives TPC instructors have to offer.

This article is the introduction to the Communication Design Quarterly special issue on digital life. It explains the exigency for this issue and details how digital literacies in technical and professional communication are complicated by emerging technologies. It also demonstrates the potential for moving toward a model of digital life as a flexible way of foregrounding and talking about the work we are all already doing to understand and improve our post-human lives.

Dear Halcyon, You probably didn't realize the impact you had when, sitting on that bench outside of The Medical University of South Carolina (MUSC) at the 2023 CPTSC conference, you changed the topic of our conversation from your new house to, "And what is your research on, Sarah?" No one had ever asked me that before.

I last heard from Dr. Lawrence about two weeks before she died when she responded to my request for her expertise: Dr. Neefe, Attached are my comments on the 2 surveys. I'm concerned about the length of the POE survey in particular...It's long and I'm assuming if people are responding to this this [sic] on their way out of the building, they are not going to give it the careful thought and reflection that many of the questions require. But maybe I have the context of the survey wrong... I hope my comments are helpful --- this is such an exciting project, Halcyon

In this article, we propose (re)designing privacy literacy as an essential component of our digital lives in an age of Generative Artificial Intelligence (genAI). Our study emphasizes the layered digital, technical, rhetorical, and algorithmic literacies associated with design thinking and genAI to support theorizing privacy literacy. We introduce Design as an analytical element complementary to Woods and Wason's (2021) multi-pronged framework for analyzing Terms of Service (ToS) documents. Using a cluster of Adobe Generative AI ToS, we illustrate the necessity of including Design , which allows those invested in Communication Design (CD) and Technical and Professional Communication (TPC) to interrogate how or if design supports or undermines values related to user privacy, data ownership, and informed consent. We conclude by detailing how collective surveillance apathy regarding emergent data infrastructures signal a Post-Surveillance era in our global society and digital lives.

This article examines the technological literacies reflected by participants in the transnational "White Paper Movement"/"A4 Revolution" in the Chinese diaspora, against the Chinese government's stringent "dynamic zero-COVID" policy. The analysis reveals how protestors engaged with the technological literacy framework of Hovde and Renguette (2017): functional and conceptual; critical and evaluative, in layered and interconnected ways. But these literacy skills are also extended tactically where they must not only know how to use technologies well, but also understand how a technology works enough in order to use it subversively. Thus, this article proposes a tactical technological literacy to contribute to the theorization of a "post-digital" life-especially in transnational activism contexts-where not only do people have to consider how (not) to use technologies (in the broadest sense) in both online and offline spaces but also how technologies may impose constraints and oppression on their daily life. The article ends with some pedagogical implications on how to foster a tactical technological literacy in TPC classrooms.

This article reports on lessons learned from the first phase of an ongoing multimodal project aimed at promoting digital and environmental literacy in concert with access and accessibility on our university's main campus. We discuss an emerging, student-led locative media project, built to increase engagement with the North Woods, an approximately 300 acre parcel of unmanaged forests and wetlands on the north part of our campus. By layering together deep mapping and accessibility, this project intervenes in the binaries between art and science and nature and technology, with a strong focus on how digital, environmental, and community literacy can contribute to more accessible experiences.

The FemTech industry, a booming segment of the health technology market, trades in feminist empowerment largely by data tracking and collection. As issues of privacy and surveillance related to users' data collection have grown, scholars in health, design, and communication have explored how health-related technologies complicate the liberatory potential of self-tracking and self-monitoring health, signaling digitally collected, intimate data as concerning and gesturing toward critical digital literacy as a requirement for technology users. By analyzing user comments about pelvic floor training devices, this article reframes intimate data to understand the ways that people create and use it to learn about themselves. This move demonstrates a new kind of literacy: biodigital literacy, which I offer as a concept and framework that highlights the unique competencies of embodied digital life.

This article confronts challenges faced by users of technical information with hearing impairments. The increase in digital documents since 2000 has led to multimodal technical multimedia that features aural information (i.e., meaningful sound). However, there is little effort to train technical communication professionals to make audio more accessible. Herein, we share how to use descriptions, captions and subtitles, transcription, and sign language to make sound an accessible part of today's digital life. We explain using four accessible design elements to address challenges faced by users of digital documentation who cannot hear the information. Ultimately, we support technical communicators seeking aural information justice for all.

Have you ever wondered how a researcher from the periphery can gain an enduring foothold in the pantheon of researchers from the center? This essay will attempt to answer that question. Halcyon Lawrence was a researcher, writer, and professor from the Global South who has made a mark on a community of technical communication scholars, writers, researchers, and professors with her widely discussed research articles dealing with the pros and cons, perils and promises, boon and bane of speech recognition tools and technology. Lawrence's research explores the thickets of speech recognition and proposes strategic and revisionary measures toward neutralizing the lopsided corpora of speech recognition software, vaporware, and artificial intelligence (AI)-powered technology. To crystalize her contributions to justice, data justice, and racial-linguistic justice, I chose a chapter, "Siri Discipline," she (2021) wrote for the book Your Computer is on Fire (Mullaney et al, 2021). My essay highlights how her ideas have gained more traction in relation to the current disruption of the AI revolution (Gopal, 2020). That disruption is often exemplified through ChatGPT, a platform that shows how Lawrence's core insight from "Siri Discipline" can have a direct bearing on normative frameworks being developed to address burgeoning challenges ushered in by the AI revolution.

Digital life for older women seeking employment includes several hurdles. Their stories and experiences illuminate the range of pressures they're experiencing (e.g., societal, economic) and the negative emotions that accompany those. Their challenges illustrate why some of their digital tools are hard to work with and how they can have a negative impact on them. Two women also named internal dialogues that may also influence their experience with digital tools and may prevent them from having the confidence or desire to develop their digital literacies further.

Over the course of my friendship with Dr. Halcyon Lawrence, I would often spend weekday evenings completing a mundane chore like washing dishes or feeding the cat. I would then hear my phone's alert for an incoming text message: "I need company. Are you working tonight?" Within 30 minutes or so Halcyon and I were on Zoom, cameras off, and nothing displayed on screen but our login names. Other times I'd receive a text like "I need your advice. Do you have time?" and we convened over the phone. When we talked, answers to our mutual question "How was your day?" prompted stories, and those stories led to musings and reflections. When I became befuddled when an assignment would flop or disappointed by a flat discussion, Halcyon gently queried, "So what were you trying to do?" or "Why do you think that activity didn't go well?" Her responses always reoriented me. When venting was no longer productive, we teased apart the problem, speculating what skill or knowledge students needed but had not sufficiently developed. These conversations often gave me enthusiasm for a new pedagogical approach or revealed insights about the gaps in our teaching and our students' learning. In the months since Halcyon's passing, I miss most acutely these nightly conversations about what was happening in our classrooms. My goal in this essay is to underscore the fact that part of Halcyon's legacy as a social justice-oriented technical communication scholar is her ethos as a teacher and collaborator who cared capaciously about student learning and the development of teaching practices and assignments.

This research used a participant observer method to describe and analyze the digital literacy practices of one grassroots community group that organized around the issue of municipal city council redistricting. The group proposed and advocated for city council district lines that reflected the minority-majority makeup of the city's population. The group effectively crafted different genres, including informational Google Docs, maps, form letters, petitions, social media graphics, press releases, and public speeches to advocate for their position. This research argues for the study of activists' digital literacy practices and the role of digital technology in activist efforts.

This article explores the challenge of implementing diversity, equity, and inclusion literacies in popular buyer persona platforms such as HubSpot and FlowMapp. Drawing on a practitioner interview with a public relations and marketing director, Dr. Danielle Feldman Karr, this article contextualizes Feldman Karr's efforts to revise her design team's internal buyer persona construction process to better engage DEI issues. This article considers the successes and challenges of applying an ethics of care informed by Graham's Black feminist ethics in order to analyze how designers think about "the good life" (flourishing) in persona redesign.

In the Fall of 2023, my professor, a fellow graduate student, and I dedicated months of intensive work to a project that held great significance for us because of its relevance to human values and the broader conversation on social justice. We applied to a conference and were eager to disseminate our methodology and findings. This conference promised to be a landmark experience for me; it was going to be my first time attending this conference and an opportunity to present our work to a like-minded audience. We were accepted and the schedule listed our presentation last on the panel. I anticipated our presentation with a mix of excitement and responsibility.

Privacy matters: Conversations about surveillance within and beyond the classroom presents a salient investigation into the impacts of surveillance upon writing education, embodiment, and culture. Authors Estee Beck and Les Hutchinson Campos set out to constellate surveillance-focused rhetoric, writing, and technical communication scholarship to empower educators, administrators, and professionals to "subvert the state" by investigating how privacy and surveillance impact writing practices, agency, community, identity formation, and citizenship. Organized thematically into three parts---surveillance and classrooms, surveillance and bodies, and surveillance and culture---this 2020 edited collection presents a snapshot in time of surveillance in writing technology as it is broadly defined, inviting scholars to continue the discussion as surveillance and cultures continue an entangled evolution.

In Salt of the earth: Rhetoric, preservation, and white supremacy , James Chase Sanchez examined rhetorical processes that sustain white supremacy: identity construction, storytelling, and silencing. This cultural rhetorics project used narrative inquiry, autoethnography, and constellation to explore "hegemonic storytelling" (p. 47--48). Sanchez centered narratives about growing up "Brown" (p. 10) in Grand Saline, Texas and returning to his hometown years later to create a documentary film, Man on Fire , about minister Charles Moore's self-immolation in a local parking lot. Ultimately, Sanchez argued that a deeper understanding of oppressive rhetorics is useful for rhetorical scholars, communications practitioners, and storytellers of all types (historians, journalists, filmmakers, archivists, etc.). He guided rhetoric and communications design towards more thoughtful consideration of embedded communicative norms and the harmful practices they conceal.

The Fernweh Interdisciplinary Research Visualizer is a software tool employing the SCOPUS cross-disciplinary dataset to display the scope of research on interdisciplinary topics across subject areas in a bubble graph format. Researchers can conduct meta-research, discover relevant research across subject areas, and introduce students to the scope of interdisciplinary concepts with this tool. This experience report outlines the process of developing the tool, then demonstrates the results of the tool by visualizing a map of the interdisciplinary research area "social media" across 27 subject areas, 329 classifications, and 42,473 journals.

Embodied Environmental Risk in Technical Communication , edited by Samuel Stinson and Mary Le Rouge, is a timely collection of essays addressing the ways that humans conceptualize and interact with their environment when attempting to communicate the dangers of crises---such as climate change and COVID-19. Explicitly responding to the work of Jeffrey Grabill and Michelle Simmons (e.g., in their seminal 1998 essay, "Toward a Critical Rhetoric of Risk Communication"), this collection offers a broad variety of lenses for thinking about humans' relationships to their surroundings, especially while communicating environmental risk. The 14 chapters in this volume apply methodologies including rhetorical and discourse analysis, ethnography, integrated risk communication, and antiracist framing to topics ranging from university communications about the pandemic to groundwater pollution to upcycled art installations, in the process complicating traditional understandings of risk as something that exists "'out there,' independent of our minds and cultures, waiting to be measured" (Slovic, 1999, p. 690). Considered broadly, the collection offers human bodies and ecological impact as more effective barometers for risk than abstract calculations; individual chapters offer heuristics grounded in human experience or environmental considerations, along with discussion questions and assignments for use in classroom settings. The diversity of topics and methodologies represented ensure that the collection offers something of interest to most scholars and practitioners of risk communication, environmental communication, or embodiment in technical communication.

Update culture and the afterlife of digital writing represents an ambitious project in which John R. Gallagher explores two primary claims. First, he introduces the idea of "interactive and participatory internet (IPI) templates" (p. 8) as structures that allow for constant rewriting and rereading of digital content. He argues that these templates foster communication by providing a model that encourages users to compose to each other based on certain characteristics, and arguably constraints, unique to digital environments. Second, he explores the idea that digital writers have developed new strategies that impact how they (re)compose, as well as interact, with participatory audiences who are closer to writers than ever before. In order to analyze these claims, Gallagher performs a series of interviews with forty writers who are top performing Redditors, Amazon reviewers, and online journalists/bloggers. Through these interviews, Gallagher connects common writing strategies that are employed by the writers as they work within the framework of specific templates and interact with their different audiences.

This article forwards a document analysis of the University Press of Colorado's publicly available academic and scholarly publishing policies and procedure materials. This analysis utilizes the online heuristic "Anti-Racist Scholarly Reviewing Practices: A Heuristic for Editors, Reviewers, and Authors," (ARRH) and a framework developed by the author that works to pinpoint places within publishing policy and process documents that may allow for discriminatory and oppressive practice. To conclude, this article forwards tangible changes to academic publishing process documents to ensure that inclusion remains an important consideration in the drafting of publishing policy and guideline documents.

Asynchronous workshops have potential as a flexible and accessible tool for instructor professional development. Translating synchronous workshops into asynchronous versions represents an opportunity to expand access to training materials, but translating across modalities is a challenge. As facilitators of the Colleges Online Learning Academy summer fellowship program, we outline our process for developing asynchronous workshops focused on pedagogy and digital learning for graduate student instructors. We evaluated participant engagement and accessibility based on survey responses (n=10) and workshop artifacts. Our four asynchronous workshops consisted of multimodal modules with video clips from the synchronous sessions and engagement opportunities on Jamboard. We found low Jamboard engagement from asynchronous participants, but high engagement in multimodal modules. Potential barriers to access included mental health, Wi-Fi access, English language comprehension, and a lack of discussion, but many participants (4 of 9) reported no access barriers. We provide recommendations for developing engaging, accessible, and content-rich asynchronous workshops from synchronous workshop materials.

This article presents a case study of instructor and student perceptions of collaborative learning in multiple sections of an upper-level, online business writing course. Our goals are to understand current attitudes toward collaboration among business writing instructors and students and to examine points of dissonance regarding attitudes, frameworks, and definitions of collaborative writing. Further, we aim to understand how collaboration is valued, how it is framed and valued in terms of either process or product, and various associations between collaboration and community. Our results revealed collaboration to be a shared interest by business writing instructors and students alike but at the same time it is received differently in online versus in-person interactions. In this article, we identify these dissonances and discuss what they mean for collaborative learning.

This paper introduces a method, Exhibit Based Research (EBR), in which we deploy standalone gallery exhibits as a central component of our research program. We adopt this method to distill complex visual research problems and problematize technological affordances. In the two case studies outlined in this paper, we deploy this method to articulate the role played by algorithms in processes of inspiration, design, and curation. EBR includes a practice-based component, the co-design of an exhibit, a participant engagement component, and interactive, multimodal data collection. The EBR approach creates a dynamic engagement between the public, academia, and creatives, increasing the relevancy of findings across audiences and advancing public understandings. This methodological paper aims to encourage other researchers in the community to consider EBR as an inclusive, immediate, and effective means of revealing opaque concepts and mechanisms via exhibition design.

The first time I recall encountering artificial intelligence was in the early 2000s while working in a recording studio. After singing a take of a song, I watched as an engineer opened a plug-in called Auto-tune and then listened as he worked on tuning my vocals. I recall him explaining to me that the vocal had to be pretty close to the note I was trying to sing, otherwise the tuned version would sound fake. He demonstrated by tuning my vocal too sharp and then too flat. The sound of the stressed vocal created a distorted tremolo effect, with maybe even a bit of delay. It no longer sounded like me. It sounded like a robot who was impersonating me. I bristled. "No, not like that," I said uncomfortably laughing. "That doesn't sound like me."

This article interrogates the competing narratives present in one online community for Asherman syndrome to highlight how certain stories about infertility/parenthood thrive in online discussions while others are suppressed or silenced. The author argues that employing a research stance centered on reproductive justice creates new possibilities for coalition building across differences in community-engaged research design. As reproductive justice frameworks aim to protect all reproductive freedoms, these methods eschew cohesive narratives and instead prioritize amplifying diverse patient voices. The article concludes with patient recommendations for communication design interventions to improve user experience with social support online.

In this community insight paper, we share conversations that took place over the course of two years that we believe shed light on the informal and less-recognized ways that humans forge trust as they design communication to help each other survive as communities in times of scarcity. We hope that this paper will legitimize the communication pathways and resource exchange that we believe make for a sustainable food system centered around abundance rather than deficit. In doing so, we also hope to start a greater conversation on how communities build trust and communication nimbly and quickly in times of crisis as policymaking often lags behind the needs of the community. As we saw during the COVID-19 food crisis, ad hoc communities fill the gaps that policymakers (such as the United States Department of Agriculture (USDA)) can't when infrastructures fail. We take inspiration from the plants around us, farmers, scientists, community members, and the individuals and mutual aid groups that came together during the food crisis to build trust and dialogue as the first (and often most responsive) step towards sustainable food systems.

In this article, we discuss the unique challenges of Community-Engaged User Experience (CEUX) by using storytelling and present a framework of emergent patterns (brown, 2017) to make visible labor, practice, and messiness of the process of building, maintaining, and renewing partnerships with community members and partners. We share three models for CEUX engagements: one-to-many, many-to-many, and one-to-plural. Within the models, we detail the structure of each CEUX engagement, what students did, and the affordances and constraints of each model. In addition, we share thoughts or voices from the community partners or collaborators or students engaged in the projects. We conclude by connecting the models to the elements of Emergent Strategy in the section From Patterns to Possibilities where we call on fellow instructors and community partners to embrace abundance-oriented questions.

In the wake of the controversy surrounding the new AI chatbot application, ChatGPT, I wonder how Logie would seek to include this new technology in his work. I ponder this because, throughout the book, Logie presents compelling evidence for why the concepts of invention, composition, and internetworked writing should be embraced and not feared. While some denounce the application and take to social media to disparage the possible negative impact on students, creativity, and composition, ChatGPT, I believe Logie would argue, would be a powerful tool we can implement to become "composers." He believes that through cloud computing services we are now more apt to collaborate, use, remix, and create rhetorical modes that extend far beyond the formulaic argument, therefore we are composers. So, Logie applies the idea of a composer as someone who is a "prosumer" (Toffler). This composer is media literate and transforms traditional rhetorical canons into multimodal compositions such as memes, Google Docs, and digital collages. However, his overarching argument is that internetworked writing tools have democratized writing through that same offering of innovative outlets. His book is arranged in a way that walks the reader through this argument.

Will someone please think of the children? W.C. Fields has been notoriously associated with the warning "never to work with children and animals." And he was right! Both varieties of co-performers are guaranteed to steal the show from any adult in the general vicinity. It is generally accepted that commercials with a cute puppy and a Sarah Mclachlan soundtrack, or a baby amid famine and natural disaster is much more likely tug at heartstrings and garner cash donations than a city planner with a spreadsheet and a clip board. Consequently, the "adorable baby" cliché can be found everywhere from sitcoms to advertisements for products as diverse as healthcare, luxury brand cars, and banking securities services.

In User Experience as Innovative Academic Practice , editors Kate Crane and Kelli Cargile Cook present and curate fresh perspectives for instructional and curriculum design by arguing that technical and professional communication (TPC) programs will benefit if user experience (UX) methodologies are applied in pedagogical settings to gain greater insight into the student user's needs, challenges, and environments, thereby not only making student users the center of the course design process, but also co-creators of instructional materials and strategies. To support the effectiveness of UX methodologies in learning about student needs and assessing program success, Crane and Cargile Cook bring together authors who present case studies where UX methods such as user profiles, journey maps, usability studies, diary entries, affinity diagramming, and so on were applied in various aspects of pedagogic design and re-design.