In this article, we uptake the call for equipping researchers in practicing socially just CER in Indigenous communities through developing a framework for cultural humility in CER. Sparked by our research team's experience considering the potential of CER to transform and contribute to the needs of both tribal and academic communities, we present cultural humility as a personal precondition for socially just, decolonial CER practice. We use the Inuit cultural practice of nalukataq as a key metaphor to present our framework for cultural humility: listening to the caller, setting your feet, pulling equally, staying in sync.

This experience report describes the origin story and use journey of a visual tool for community engagement and organizational change work. We articulate the tool (i.e., the pyramid) as a theoretical framework and demonstrate how the tool has been used to intervene in organizations, engage coalitions, and mitigate risks as we move towards a more socially just future. It is both all about community-engaged research and also not about it at all: we built it in and with communities and coalitions and we have also brought it to communities and coalitions, adopted it, adapted it, and reinvented uses for it. By tracing its development and circulation, we are both documenting its past and present use cases and offering it up as a tool for others to adopt and adapt.

This article tells the story of YpsiWrites, a community writing resource that provides support, resources, and programs for all writers. It shows how ideas from adrienne maree brown's Emergent Strategy (2017) provide a generative framework for community-engaged initiatives. It uses this framework to examine the work of YpsiWrites, and, in doing so, illustrates the value of the framework for planning, carrying out, and assessing community-engaged work (CEW). The authors share responses to questions they posed to stakeholders, along with themes from those responses, which paint a more nuanced picture of the nature and potential of this work. They conclude with a call to engage and an invitation for others to use these questions as a heuristic in pursuing their own, unique community-engaged work.

This introductory dialogue invites readers to think with a range of scholars about the role of community engaged researchers in the field. It draws together a range of perspectives as way of honoring CER through both methodology and genre. The authors provide insight into their own experiences and draw attention to elements of CER that rarely get discussed and published.

Sonic rhetoric is still a relatively small field within writing studies. For the uninitiated, the editors define soundwriting as the study and practice of writing recorded texts. As a digital and multimodal text,Tuning in to Soundwritingexplores how aural rhetoric should be given as much consideration as visual and written composition. Building on their 2018 edited collection,Songwriting Pedagogies, editors Kyle D. Stedman, Courtney S. Danforth, and Michael J. Faris explore compositional approaches to soundwriting through interdisciplinary practices. All five chapters are grounded in practical applications showcasing how soundwriting can be a generative approach to composition, allowing students to consider accessibility, technology, and audience reception in meaning making.

In this dialogue, four recently commenced PhD students discuss and thus expound upon how their community-engaged research shaped their methodologies and vice versa. The four authors explain how they each individually overcame the double-binds of identities, space, and time associated with graduate school and community partnerships. They conclude by detailing how, in overcoming these double-binds, they were able to enact community-engaged practices not only tied to their respective methodologies but also focused on equity and social justice.

This introductory essay describes the need for clarity and openness surrounding community-engaged research projects, which comprise expertise, efforts, and experiences that often fail to make their way into traditional research accounts and articles.

Artists are an important, but under-recognized, aspect of rural community growth. This research article details a collaborative project between a statewide arts organization and academic researchers in West Virginia designed to document the needs of under-represented artists across the state. We share our theoretical approach that meshes stakeholder and standpoint theory and our research approach that uses participatory and arts-based methods such as asset-mapping and collage-based listening sessions. Ultimately, we provide a model for others interested in research projects that explicitly prioritize coalition-building throughout a project and demonstrate how cultural (in)equity shapes multiple facets of community life.

This experience report offers an applied example of coalitional communication design, written collaboratively by a white faculty member for a student grant writing program and a Black executive director of a community organization. Highlighting the needs, thought processes, and practical considerations of doing antiracist technical communication work collaboratively from varied identity positions, we detail an ongoing effort to redesign a Black community organization's public voice to honor Black humanity and communal healing. This example spotlights the possibilities of coalitional technical writing that deeply engages with and supports community needs, one way to meet the challenge of TPC's social justice imperative.

In this experience report, I discuss the difficult, often hidden, labor of setting up, developing, and maintaining the relationships that are foundational to community-engaged research. Drawing on my own partnership building experiences as a graduate student, a Director of Community Learning, and an Assistant Professor of English, I illuminate the complexities of relationship building while detailing practical examples of how to build and sustain strong community partnerships through three core processes: establishing connections, following through, and growing trust.

As threats against reproductive autonomy increase nationally, coalition building serves as an essential practice to advocate for the needs of reproductive persons. This experience report focuses on the work of coalition building for those seeking access to alternative family building services and fertility treatments like in vitro fertilization, which rely upon the availability of donor embryo/s. Our report sheds light on the often unseen moments essential to supporting community-driven coalitional efforts, identifies concepts to guide coalitional practice in technical and professional communication, and underscores the value of slowness in coalitional work despite the increasing threats limiting access to reproductive care.

This paper reports on The Coping with COVID Project, a qualitative study and public-facing platform that invited participants to share their experiences, via stories and images, with navigating COVID-related public health guidelines. The study revealed daily activities during the pandemic summarized in three themes: lived 'compliance;' emplaced, storied negotiations; and affective, embodied efforts. In light of such findings, this article outlines recommendations for a participatory, actionable story and visual-driven approach to public health communication that recognizes the various contexts---e.g., physical, material, affective, structural---which impact how such communication is interpreted and acted upon by people in their daily lives. A heuristic is included for communicators, researchers, and community members to use in enacting this approach.

Wilfredo Alvarez's (2022) Everyday Dirty Work: Invisibility, Communication, and Immigrant Labor premises its thesis around "the vital relationship among work, social and cultural integration, and language acquisition" (p. 3) for many multiply marginalized immigrants in the United States, particularly Latin Americans. In his case study of Latin American immigrants who served as janitors at a predominantly white public institute---Rocky Mountain University (RMU)---and their interactional, intercultural, and organizational communications with their patrons (e.g., university faculty, students, or staff), Alvarez theorizes how facets of social identities, communications, languages, and workplace settings are intimately intertwined to generate and reinforce public imaginaries and readings of marginalized immigrant individuals and communities.

Yvonne Cleary's The Profession and Practice of Technical Communication (2022) offers a narrative survey on communication design/technical communication as an academic field of study but also builds bridges between academic work (both pedagogical and research-oriented) to work environments and practitioners in the professional realm. Because of the book's organizational structure and approachable text, Cleary is highly successful both in her research and the presentation of it, creating a valuable resource for students and providing insight for field practitioners.

US healthcare is a complicated system not just for US-born citizens but also international students in the US. While universities inform international students about how US healthcare functions, these students still struggle with navigating healthcare owing to the cultural and technical challenges they face with the system. This paper investigates how US healthcare information can be conveyed effectively by universities so that international students navigate healthcare with fewer challenges. This research was conducted using qualitative methods with 12 international student participants at a US university. Using the collected data, the study provides recommendations to improve healthcare communication on campuses and insights to increase the scope of this study to further investigate international students' healthcare access challenges.

Web content management systems (WCMSs) are widely used technologies that, like previous writing tools, shape how people think about and create documents. Despite their influence and ubiquity, however, WCMSs have received exceedingly little attention from scholars interested in social aspects of technology. I begin to address this gap by analyzing the development of WordPress's content creation experience through the lens of structured content. Based on this analysis, I contribute to ongoing discussions of content management by first suggesting that concepts such as structured content need to be understood as the contingent products of technical lineages and technical and social relationships and by second drawing attention to emerging paradigms of content creation, such as the merging of content creation and arrangement and the conflation of visual and abstract representations of content objects.

Previous research has recognized the neoliberal trends that permeate the rhetorics of academic wellness, placing the responsibility for wellbeing on individuals rather than institutions and systems. In this study, the authors implemented a participatory action research (PAR) project to collaborate with different stakeholders in one university writing program and develop programmatic approaches to support the wellbeing one subset of academic faculty: graduate student instructors. Along with an account of how we adapted our PAR methodology to align with the wellness needs of our participants, we also provide a description and analysis of the intervention developed collaboratively in the PAR group. We end with five takeaways that researchers and stakeholders in graduate student education can apply to developing programmatic interventions that better support graduate instructor wellbeing: 1) research methodologies should adapt to foreground wellbeing; 2) productive conversations about wellbeing should start by acknowledging and validating the lived experience of graduate instructors; 3) students want to be involved in programmatic processes and procedures that support their wellbeing; 4) facilitating (but not requiring) non-productive social interaction among grad students can support GI wellbeing; 5) the work of supporting wellbeing is never fully done---we call on administrators, faculty members, and students to continue this work.

Augmented reality (AR) technologies are increasingly being implemented in various workplace contexts; however, they pose a number of ethical design challenges. To discern the ethical implications of workplace AR, this article conducts an analysis of the promotional discourses surrounding a workplace AR system. This analysis demonstrates a tendency to frame AR technologies in terms of a transhumanist evolution in worker agency and organizational efficiency. Such discourses elide applications of workplace AR for purposes of worker surveillance and exploitation. The article concludes by outlining speculative ethical design guidelines that communication designers can take up in their work on workplace AR systems.

In Vibrant Matter: A Political Ecology of Things (2010), Jane Bennett encourages her readers to slow down the internal thoughts of human superiority over "intrinsically inanimate matter" --- thoughts that prevent them from "detecting...a fuller range of the nonhuman powers circulating around and within human bodies" and their political systems (p. ix). Some readers of CDQ may wonder why a book from 2010 is worth our attention in 2022. The COVID-19 pandemic, the U.S. Supreme Court's ruling on women's reproductive autonomy, and the restrictions placed on the EPA's control over carbon emissions all suggest a clear resurgence of what Bennett calls the oft-repeated "vitalism-materialism debate" (p. 90)---the debate over how far affect, agency, animacy, and vitality extend. Bennett resolves the tensions of that debate by fusing traditional ideas of mechanistic materialism with the notions of an unknowable agency in all matter (not just humans), an agency that lacks representation in current political thought. If technical communicators and designers dedicated to crisis/risk communication as well as those studying and producing political technologies (Cheek, 2021, 2022) didn't see the application of Bennett's "vital materialism" at the end of the Bush era's heated debates over stem cell research and the war in Iraq as well as the North American power blackout of 2003, then perhaps, given the current political climate, I can persuade them to find merit in revisiting Bennett's arguments.

Communication and collaboration are essential parts of the game development process. However, during the global pandemic, the shift to remote work marked a sudden change in how developers could communicate and collaborate with one another, as usual ad-hoc conversations that happen in physical offices were nonexistent. Based on a partnership grant study with the International Game Developers Association (IGDA), this piece focuses on the results of a survey that examined developers' mental health and productivity during the COVID-19 pandemic. Our findings suggest that most game developers want a hybrid or fully remote position even after pandemic conditions subside. Failure to address the pandemic's impact on the game development industry risks ignoring a rich area of technical communication complicated by, and responsive to, hybrid workplaces.

Beyond the Makerspace: Making and Relational Rhetorics (2021) provides an engaging study of contributions makerspaces provide (both within and outside the making movement) to meaning making through the lens of rhetoric and storytelling. Shivers-McNair situates herself as both a storyteller and an amateur maker in the makerspace she studies and considers applications from these stories for instruction and making knowledge. Situating rhetoric within makerspaces allows Shivers-McNair to create a broad understanding of the relational rhetorics that are "both more than symbolic and more than human" (p. 11). Questioning and evaluating the boundaries between individuals within these spaces allows Shivers-McNair to evaluate conceptualizing meaning making beyond the making movement, an important trend towards reconceptualizing making as an embodied and relational practice that extends to different contexts in society (Gollihue, 2019). Through six chapters, Shivers-McNair provides a concise look into how meaning can be embodied by the individuals of the SoDo Makerspace and how considerations towards making as a relational rhetorical act can extend beyond the scope of one specific makerspace. Readers are invited to consider making as a boundary-marking practice that can speak to the larger nature of how we understand meaning beyond words.

In Dislike-Minded , Jonathan Gray makes a fascinating case for why the idea of dislike, away from disgust, anger, or hatred is worthy of its own lane of study. Pointing out that ratings, algorithms, collection data, and even academia prioritizes positive attributes like likes , Gray suggests that we in fact do a disservice to our understanding of choice (what it is, who it's for, and why) by excluding ideas that represent dislike. As an extension of taste, he points out that our connection of dislike to negative opinions like hate or aversion are misdirected as a group opinion instead of an individual idea. Further, the book suggests that this view reduces dislike's complex emotional engagement---comprised of a number of factors that include things like disappointment or expectation, the inescapable nature of the work, or the critical reception of a text or its handling of specific ideas---down to a simplistic dismissal or nonchalance. Instead, Gray posits that dislike works as a focused narrow consideration that often requires a deep connection to either the subject, or the subject field. However, it is often thought of based off a grouping of generalized characteristics akin to assumptions or stereotypes, as opposed to its actual singular positionality, where dislike straddles the complicated line between scrutiny and dissatisfaction.

Our paper centers embodiment as a theme and a process in research through describing the fine-grained practices and everyday interactions that shape collaborative research in the contexts of watershed restoration and environmental monitoring. We focus on embodiment because it offers a means for attending to the process and politics of knowledge production within and across boundaries. We offer two case studies that focus on embodiment to structure research processes and shape ongoing, emergent, and collaborative research practices. We argue technical communication as a field is well positioned to include embodied practices in research design and writing.

Drawing on qualitative data collected from program participants in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), I show how federal government assistance information infrastructure often does not remediate, and instead exacerbates, existent inequalities. I use the example of WIC's Approved Product List (APL) to show how the APL, as a genre that's part of WIC's information infrastructure, contributes to a hyper-standardized benefit redemption process that increases visibility and vulnerability for program participants. This article argues that increased attention to the genres that make up information infrastructures may help to better locate sites of inequity like the APL, and better understand how systemic/structural problems perpetuate infrastructurally.

In this article, we ask what it means to think of infrastructure discursively through situational analysis. First, we consider how policymakers have historically used writing and rhetoric to redefine, reframe, and resituate what infrastructure can be in technical documents. Second, we address the impact of policymakers' discursive practices on the spaces and material realities of communities. We view the infrastructural function of writing "as a conceptual foundation for revealing structures and foundations of organizations that affect people" (Read, 2019, p. 237). We use three texts as the space of our discourse mapping: President Franklin Roosevelt's "Fireside Chat on the Recovery Program," the Green New Deal, and President Joseph Biden's recently proposed American Jobs Plan. Through these three cases, we argue that infrastructure has always been defined in relation to environment. Any definition of infrastructure is rooted in environment or seeks to change environment. These shifts in definition have been used strategically to bring more visibility to marginalized communities and make their concerns central to the concerns of the United States' socio-economic agenda. We close with implications for both communities and policymakers.

Discursive infrastructures are forms of writing that remain mostly invisible but shape higher-level practices built upon their base. This article argues that citational practices are a form of discursive infrastructure that are bases that shape our work. Most importantly, we argue that the infrastructural base built through citation practices is in a moment of breakdown as increasing amounts of people call for more just citational practices that surface multiply marginalized and underrepresented (MMU) scholar voices. Consequently, this article both theorizes citations as infrastructure while also focusing on a case study of the MMU scholar database to help build a more equitable and socially just disciplinary infrastructure.

This article is the introduction to the second of two Communication and Design Quarterly special issues focused on conceptualizations of infrastructure. While there are more continuities than differences between the themes and methodologies of articles in the first and second issues, this second issue leans towards articles that have taken up infrastructure as it pertains to writing and rhetoric. This introduction frames the value of infrastructure as a metaphor for making visible how writing and rhetoric structure and enact much of our world, especially for writing pedagogy. In addition, this article concludes by introducing the six contributions in this issue.

There is a gap in the academic literature examining how visual elements enhance verbal communication. We intuitively know that a well-placed graph or diagram can help get a complex point across, but the "how"s and "why"s remain more art than science. When you look at the average academic journal, this shortage of visual research is not so surprising. Despite all the urgent dialog in recent years about multimodalities and visual literacy, the publishing process makes it very difficult to challenge this "text first" status quo.

This article theorizes infrastructures and their components as rhetorical objects for analysis and persuasive use. Though the term infrastructure has been applied broadly to several studies in the social sciences, writing, technical communication, and technology studies, infrastructures have yet to be systematically theorized as an active persuasive consideration for those engaging in communicative practice. This article makes a case for a taxonomic theoretical understanding and conceptualization of infrastructure that may lead to new methodological developments in future research. This theory builds from theories of infrastructures as relational networks of social interaction around objects. The article aims to assist the persuasive endeavors of those engaged in communicative practice in infrastructural settings.

This article contributes to a growing research area in writing studies that examines how documents perform infrastructure functions. The article uses document analysis and interviews to examine the ecology of documents necessary to establish oyster aquaculture in the state of Alabama. The results show that performative infrastructural documents exist in a larger ecology of documents and that they can embed themselves in natural environments and living creatures. This analysis extends the analytical framework of infrastructure-based writing studies by connecting writing and infrastructure with the natural world.

Eli Goldblatt and David A. Jolliffe's 2020 Literacy as Conversation: Learning Networks in Urban and Rural Communities is to be interpreted as a "book of essays" and, more importantly, as vivid and lived conversations that aim to showcase nearly three decades of friendship between two colleagues concerned about meaningful community participation and literacy. This collection captures their reflections on their participation in community-based projects within the urban neighborhoods of Philadelphia and rural and semirural towns of Arkansas, but also offers an expanded and active understanding of literacy as social practice with complex relationships between sponsors, learning networks, power, and taking place in non-school environments having an access point through conversation and written symbols. Goldblatt and Jolliffe's endeavor to highlight the social connections and complexity of literacy aligns with their intent to include not just scholars in higher education, but also "everyday folk" or ordinary people including educators, government officials and policy makers, and people from all walks of life. As a scholar of color and teacher of a Hispanic-serving institution and as a community member of a predominantly Hispanic city in Texas, I was immediately intrigued and captured by the authors' commitment to highlight the stories of people who persevere and design interventions to construct hope and shape themselves and the world into a better place.

This article is the introduction of the first of twoCommunication Design Quarterlyspecial issues focused on conceptualizations of infrastructure. This introduction explains the inspiration for these two special issues and details the growth of infrastructural research across the humanities and social sciences. This article also explains the structure of the issue and argues that the articles found across these two issues make a strong case for centering infrastructural knowledge in our work going forward.

Building sustainable infrastructure is a core principle of Constructive Distributed Work (CDW), an integrated approach to project management and team building. In this article, we explain the origins of CDW and describe the theory of sustainable infrastructure that underpins our approach to training, supporting, and coordinating work across a diverse and distributed team. We illustrate how mapping strategies can help us make infrastructure more visible, and therefore more available for reflection and iteration, and demonstrate how a participatory approach to developing and sustaining infrastructure helps our team maintain its commitment to more ethical and inclusive research practices.

As one kind of designed communication, technical communication is created for readers we assume use the content for some situated purpose. Understanding users and their situations to be varied, communicators rely on simplified models of both to create usable content. In many cases, this approach works, but in some commercial sectors, companies are recognizing a need to engage with users directly and to include them in the production of communication. Including users in the production of communication may ease the burden of communicating in ways that are sufficiently detailed, accurate, inclusive, localized, and timely, but these ventures also create challenges of collaboration that direct attention to how users are situated in infrastructures that allow them to act as effective readers and collaborators. This article presents a model of users, situating them amid infrastructures that extend their ability to take rhetorical action. The authors explain and demonstrate a heuristic for analyzing infrastructure as an extension of a user's "mediated potential" for rhetorical action.

Despite their central importance to a variety of endeavors and despite widespread use in both industry and academia, version control systems (software for tracking versions of files) have not been extensively studied in fields related to technical communication, rhetoric, and communication design. Git, by far the most dominant version control system today, is largely absent. This study theorizes Git as boundary infrastructure---infrastructure used to facilitate collaboration across disciplines and domains. The unique characteristics of boundary infrastructure explain how something as prominent as Git can be so invisible and help identify dangers posed by boundary infrastructure. Drawing on modes of resistance developed in feminist rhetorics, this article concludes with suggestions to ameliorate the negatives effects such infrastructure might have on collaborative knowledge work.

As artificial intelligence (AI) automates technical and dialogic processes, technical communicators produce value through articulating complex problems, facilitating new forms of participation, and managing user-generated content via experience architecture. Automated and intelligent agents are least able to grasp the context of experiences, requiring human input/feedback for maximum performance. The examples we trace both prepare communities to embrace AI as part of the available information infrastructure and create an automated infrastructure of intelligent augmented action. Following Star's anthropological investigation of infrastructure, we analyze organizational examples where rhetoric entangles AI, automation, generative design, additive manufacturing, gift labor, and assembly lines.

Teaching writing involves helping students develop as critical communicators who use writing to question often-unseen systems of power enabled by infrastructures, including digital spaces and technologies. This article uses Walton, Moore, and Jones' (2019) 3Ps Framework---positionality, privilege, and power---to explore how, through assignments we developed incorporating the Fabric of Digital Life digital archive, instructors can make visible to students the invisible layers of infrastructure. Using the 3Ps framework, we illustrate how our pedagogical approach encourages students to use writing to interrogate digital infrastructure and the ways it is entangled with positionality, privilege, and power.

The use of design thinking (DT) as a pedagogical and problem-solving strategy has been gaining interest in technical and professional communication (TPC) for years, and Jason Tham'sDesign Thinking in Technical Communicationis the best and most comprehensive statement on this topic that our discipline has created yet. The book first overviews its central concepts (DT and "making"), then illustrates very concretely how those concepts can improve pedagogy, social advocacy, and collaboration in TPC. All the book's chapters (except the conclusion and first chapter) contain empirical elements, which Tham uses to support his points.

Understanding the characteristics of letters---their names, sounds, relations to the other letters, and shapes (aka letterforms)---is at one point in our lives so new that we need elaborate learning aids. But, after decades of reading and writing, letterforms become nearly invisible to most people, despite our daily use of text. Type Matters: The Rhetoricity of Letterforms challenges that invisibility.

The use of images of students from traditionally underrepresented racial and ethnic backgrounds in college recruitment materials presents a seemingly difficult dilemma. Should colleges and universities use diversity in recruitment materials to try and attract students from underrepresented racial and ethnic backgrounds even if those images do not accurately represent the amount of diversity at the university? To discover student perceptions relating to this question, I used a mixed-methods approach in which I surveyed 117 students and then interviewed 10 survey participants. Survey and interview questions were based on utilitarian versus deontological ethics with an emphasis on whether exaggerating diversity in recruitment materials is ethl. The results of this exploratory study showed that most students believe using a disproportionate amount of diversity in recruitment materials is unethical. Student participants who identified as a person from an underrepresented racial/ethnic group indicated that it is unethical to exaggerate diversity in recruitment materials at a higher percentage than their white counterparts. This is likely because people from underrepresented backgrounds face a much higher risk of harm from misleading recruitment materials than their white peers.

In this project experience report, we describe our experience working as researchers specializing in technical communication that informed the risk communication decisions for an interdisciplinary, grant-funded, risk communication website called HazardAware. We first discuss how content audits serve as a website design research method. Next, we provide our Content Audit Selection heuristic in a process flowchart format to enable communicators to understand how practical application of content audits serve as a formative tool to streamline the decision-making processes for complex website design content. Finally, we describe how we used the Content Audit Selection heuristic to inform the risk communication decisions for HazardAware.

Technical communication instructors, especially those with expertise in visual rhetoric, information design, or multimedia writing are well-suited to teach an introductory Digital Humanities (DH) course. Offering a DH course provides an opportunity to reach extrafield audiences and work with students from a variety of humanities disciplines who may not have the option of taking such a course in their home department. The article advocates for a DH course that offers a methods-driven pedagogy that engages students with active learning by requiring them to research, dissect, and report on existing DH projects, as well as work with existing datasets and methods from prior student research projects or existing DH tools. The sample student project reviewed here uses the data visualization software ImagePlot, and discussion includes how the student used the tool to examine changes in brightness, hue, and color saturation, as well as calculate the total number of distinct shapes from 397 comic book covers. Ultimately, the students are tasked with developing a research question and moving to an articulated methods-driven approach for exploring the question. The student project along with the tools and sample datasets available with them are treated as a module that may be included in an introductory DH course syllabus or training session.

The evolution of digital tools and platforms has ushered in new possibilities for researchers, scholars, and practitioners of rhetoric and composition and adjacent fields like technical communication. These technologies change the ways we can gather, store, and use larger datasets, prompting new discussions on what big data methods look like in the field. The chapters housed in Amanda Licastro and Benjamin Miller's edited collection Composition and Big Data investigate the promises, concerns, and areas for further conversation regarding the applications of big data methods in composition-focused research.

Rhet Ops: Rhetoric and Information Warfare provides a timely set of perspectives on the intersections of digital rhetoric and militarized operations conducted to foment or curtail violence. Rhet ops, shorthand for rhetorical operations, refers to the use of rhetorical theory by state or non-state actors to carry out coordinated military actions (operations). Perennial questions about rhetoric, ethics, and technical and digital communication (i.e., Katz, 1992; Lanham, 1993; Ward, 2014) inform 16 chapters by practitioners and academics who provide analytical and practical insights into "what it means to learn the art of rhetoric as a means to engage adversaries in war and conflict" (Ridolfo & Hart-Davidson, p. viii, emphasis in original). Rhet Ops' focuses on "the dark side of digital composing" (Ridolfo & Hart-Davidson, p. 3, emphasis in original)---from GamerGate to ISIS to the seemingly benign digital interfaces we interact with every day---making it especially salient in a time when violence and rhetoric intertwine constantly. Further, editors Ridolfo and Hart-Davidson have curated examples of #RhetOps on Twitter for years which fosters indefinite public tracking of #RhetOps, a move toward accountability.

The COVID-19 pandemic has shown us many weaknesses in crisis communication, especially at universities where campus communities are often rendered as disembodied monoliths. In this article, we select a case example from our own institution to show that when bodies are erased from university crisis communication, power imbalances are reinscribed that render campus community members powerless. Using a critical feminist methodology, we end with several suggestions for more inclusive embodied institutional crisis messaging.

Students' participation in relevant service learning can have a unique impact on their institution of higher education, if provided the opportunity. This article explores student-designed sexual misconduct prevention efforts taking place in an undergraduate project management course at one institution of higher education. We found that involving students in particular kinds of campus communication design and implementation simultaneously improved those efforts and offered students the opportunity to participate in impactful civic projects. In our article, we first examine the most common approach to sexual misconduct prevention, while considering its limitations. We then introduce a nontraditional collaboration---technical communication student involvement within prevention work---which resulted in new efforts. Finally, we illustrate how instructors can integrate similar collaborations.

Historically, the field of technical and professional communication (TPC) has seen its ethical responsibility in a rather narrow way: TPC has been thought to be related only to precisely and correctly transmitting information, and TPC's ethical responsibilities are more related to either technology creators or users, but less so to technical communicators (Dombrowski, 2000). However, in recent years, with the rapid development and application of science and technology, scientific discourse and technical communication have made greater impacts on society and people's lives than ever before. Our discpline has increasingly realized the "complex, active, and creative" (Dombrowski, 2000, p. 3) roles technical communicators can play. Under the influence of modern theorists (Weaver, Burke, Foucault, etc.), we start to think of science itself as a value and ethical system that involves goals, ethical procedures, and decision making, and more importantly, we realize the power of the language we use for scientific and technical communication. Our ethical decisions relating to the genre, language style, layout design, and inclusion/exclusion of certain information influences readers' perceptions of the fact, shaping their knowledges, values, and beliefs of the world. As Dombrowski (2000) puts it: "as our influecne grows, so do our responsiblities" (p. 3). Now it is the right time for technical communicators to realize our expanded roles and responsiblities in doing our work and to embrace the ethical and social justice turn in our field.

Awful Archives presents a timely discussion of controversies and the line between what constitutes "good" versus "bad" evidence within empiricism and the scientific process. Calling attention to the fact that evidence is rhetorically constructed, Rice implores us to interrogate the conception of bad evidence as equally constructed. Blurring the lines between "good" and "bad" evidence, Rice moves away from rhetorical conceptions of evidence as imbued "with a kind of thingfulness " (p. 5), as this theory of evidence lends itself to clear demarcations between authentic and inauthentic distinctions. Contemporary conceptions of evidence seen through the thing/object binary deny opportunities for nuanced discussions about the evidentiary process and ultimately ignore evidence's ability to do something as a performative property. Ultimately, Rice inquires into evidence as an act through which we attempt to "figure out what the fuck is happening around us" (p. 11) without the limiting characteristics of validity or empirical fidelity with which evidence is so often concerned. Alongside her analysis of the ways evidence is implemented, and often weaponized, by conspiracy theorists who frequently challenge the more empirical understandings of what evidence represents, Rice makes the rhetorical move from whether evidence is "good/bad" or "valid/invalid" to an alternative foundational rhetorical theory of what is the evidence doing.

Literacy and Pedagogy in an Age of Misinformation And Disinformation (2021) joins ongoing engagement with the topics of post-truth rhetorics (Carillo, 2018; McComiskey 2017; McIntyre 2018), evolving technologies in composition (Laquintano and Vee, 2017; Craig, 2017), and literacies pedagogies for our current moment (Colton and Holmes, 2018; Vee, 2017). Stemming from renewed interest in fake news after the 2016 election, the effects of the Trump presidency and its impacts in literacy education are represented throughout. This collection of 18 essays edited by Literacy in Composition (LiCS) journal editors Tara Lockhart, Brenda Glascott, Chris Warnick, Juli Parrish, and Justin Lewis continues the work of their 2017 special issue, "Literacy, Democracy, and Fake News." By bringing together "a range of perspectives---from literacy professionals in higher education, K-12, journalism, information technology, and other fields" (p. 2), the collection models a central condition for teaching within this context: to combat misinformation and disinformation, it is necessary to take a collaborative, interdisciplinary approach that expands outside of academic settings and brings together a wide range of expertise. Supporting this goal, the collection features six interviews moderated by Tara Lockhart. Each interview engages with a professional and/or educational staff, including social media strategists/curators/editors and curriculum/program coordinators, to explore how misinformation and disinformation is affecting all of us. Thus, Literacy and Pedagogy in an Age Of Misinformation and Disinformation "creates a polyphonous interrogation" (p. 6) to open up spaces and "opportunities for different kinds of literacy workers to hear and learn from each other---a networked approach that echoes the patterns of information ecologies themselves" (p. 6). Readers are invited to engage with the collection through "four essential threats that emerge most urgently from the collection's contributions" (p. 8). These include: 1) keywords and definitions; 2) contextualized praxis and pedagogy; 3) rhetorical analysis; and 4) "citizenship and civic literacies" (p. 13) based on people's different positionalities relating to misinformation and disinformation---as students, professors, journalists, social media specialists, etc. However, as readers will find, other organic pathways emerge based on format (curricular/course design, interviews, etc.) and context (higher education, K-12, online environments, etc.). Ultimately, it is within this complex web that we find a sustained engagement with practical and tangible strategies, pedagogies, and processes to think critically about how we combat misinformation and disinformation inside and outside of the classroom.

While various forms of smart home technology have been available for decades, they have yet to achieve widespread adoption. Although they have risen in popularity during recent years, the general public continue to rate smart home devices as overly complex compared to their benefits. This article reports the results of an eight-month study into the effects of training on smart home technology adoption. Building upon the results of a previous study, and using the same living laboratory approach, we studied the effects of training on the attitudes of a group of residents toward use of smart home technology. Results show that training influences those attitudes toward smart home technology, including increased confidence in future use, and increased actual use of more complex smart home features. Results also indicate that users tended to seek out other users rather than training materials for advice, and that privacy concerns were not a deterrent to using smart home devices.