This article considers how learning environment design can help TPC instructors using social media tools in their courses to better support students' practicing of digital literacy. Based on findings from an IRB-approved qualitative study of a social media pedagogy that makes use of the platform Slack, this article contributes insight into how learning environment design in social media learning communities can assist instructors hoping to support their students as they practice digital and social media literacy activities.

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.

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.

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 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.

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.

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 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.

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.

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.

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.

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.

Discussions about communication and education have become focused on social justice in recent years, and with good reason. Social justice is at the forefront of many aspects of our daily lives in news, education, and even entertainment. As digital rhetoricians and educators, we have found ourselves looking for ways to work at the intersections of our field and social justice to improve both learning experiences and networked communication in non-academic contexts. This work is both timely and needed, as the hierarchies and inequities experienced in "real life" often translate to, and are amplified by, networked and digital forms of engagement. Fortunately, Rhetoric, Technology, and the Virtues offers an insightful and practical discussion about ethical frameworks that contribute to our understanding of digital social justice. Colton and Holmes persuasively argue for the value of Aristotle's virtue ethics, especially the idea of hexis , as a model for empowering students, educators, and others to enact digital social justice. As they explain, Aristotle identified virtues "such as patience, courage, temperance, and liberality" that contribute to ethical behavior and "are developed not solely through reason or by learning rules but through practice of the emotional and social skills that enable us within a community to work toward...human flourishing and general well-being" (p. 32). An essential part of Aristotle's framework is hexis , a person's disposition that has been crafted through habit and repeated practice (p. 11). Colton and Holmes effectively demonstrate how a virtue ethics framework can empower individuals to take ownership of the ethical implications of digital practices. Throughout the book, Colton and Holmes address familiar topics in digital rhetoric ranging from captioning (pp. 3--5, 49--73), remixing (pp. 74--94), and issues inherent in online activism (pp. 95--126).

Technical communicators should be conscious of how the algorithms that govern "middleware" (software that structures the presentation of data) constrain their ability to represent information. We use critical theory from the digital humanities to discuss how critical visual literacy allows designers to better present contextual information to enhance the user experience. We illustrate this approach with an example of medical communication by using social network analysis software to demonstrate the spread of Ebola in Africa.

As Information and Communication Technologies (ICTs) utilized in workplaces, classrooms, and community organizations continue to proliferate, it follows that the kinds of knowledge necessary to assemble those technologies in order to engage in effective professional communication are becoming increasingly complex. This article details a study conducted of two student teams engaged in a service-learning class in which they were tasked with producing high-quality digital products---a mini-documentary and a simple, but interactive website---for client organizations---an art classroom in a local public school and a mentoring initiative within a local non-profit. The main findings of this study are that students mobilized a variety of resources and created a flexible network of technologies, knowledges, people, and modes of communication in order to address issues pertinent to their clients. In addition, I argue that the most important resource students mobilized was knowledge itself, indicating that one of the most important aspects of digital composing may be in-depth, practical knowledge of technologies, modes, and the genres they involve. Ultimately, the implications of this limited, classroom-based case study are that a situated understanding of how to assemble knowledges for the effective design of communication within a given communication infrastructure may be more important than access to the most cutting-edge modes and technologies, especially when working with resource-poor organizational clients.