For those like me who were eagerly awaiting the publication of the second edition of Document Design: From Process to Product in Professional Communication , you will not be disappointed! The new edition exceeds my expectations for updated content and examples—while staying true to the original focus on design theory and principles in practice. It balances foundational aspects of visual rhetoric and usability, while providing new insights on digital technologies and production.

At a moment when questions of equity and access are reshaping higher education and professional practice, technical and professional communication (TPC) is undergoing a "social justice turn" that centers ethics, equity, and care within its research and design practices. Designing for Social Justice: Community-Engaged Approaches in Technical and Professional Communication (edited by Jialei Jiang and Jason C. K. Tham, 2025) situates itself squarely within this movement, framing justice not as an optional theme but as a guiding principle for communication design. Jiang and Tham note that this collection "explore[s] the intersection of multimodal design and community engagement for social justice" (p. 3), and they introduce design advocacy to capture this orientation.

As Technical and Professional Communication (TPC) adopts User Experience (UX) methods, gaps persist in integrating UX-specific knowledge and practices into curricula. This article advocates for Conversation Design (CxD) as a crucial yet overlooked intersection of TPC and UX. CxD focuses on creating human-centered interactions for chatbots, voice assistants and other conversational interfaces, aligning well with TPC's rhetorical foundations in audience, purpose, and context. Integrating CxD into TPC curricula equips students for emerging industry demands and drives academic innovation. The article defines CxD, examines its relevance to TPC, offers instructional strategies, and presents a course-based case study as a curricular model.

Queer Techné: Bodies, Rhetoric and Desire in the History of Computing is a little book doing big things. Author Patricia Fancher presents a well-theorized recovery of both queer lives and the lives of women in the history of computing, something of great import to scholars in technical and professional communication (TPC). Fancher engages with queer theory, rhetoric, technical communication, historiography, archival studies, mathematics, computers, and engineering, resulting in a robust interdisciplinary work. At the center of the book is Alan Turing, a pioneering mathematician and gay man, but just as important are the people around him—his queer community and the women of the University of Manchester Computer Lab. Fancher uses queer and embodied techné to explore these communities and the writing that occurred within them. Through this, she presents a case that pushes back against popular narratives of Alan Turing as a solitary genius while also bringing forward the embodied human presence in computing and TPC.

This summer my professional life was marked by a number of exciting changes. In addition to assuming the role of editor in chief of CDQ and producing my first issue, I stepped down from a longterm role with the editorial team at Kairos: A Journal of Rhetoric, Technology, and Pedagogy. In a bittersweet note, I received (and gave) a multitude of well wishes to the amazing colleagues and collaborators I had at Colorado State University, including Sue Doe, Lisa Langstraat, Tobi Jacobi, Todd Ruecker, Sarah Cooper, Chad Hoffman, Tiffany Lipsey, Dinaida Egan, and Meg Suter, while I started a new role as Chair of the Department of Professional and Public Writing at the University of Rhode Island. It was a summer full of packing, unpacking, painting—and new processes, policies, and people. Throughout this moment, I spent a great deal of time reflecting on this change. For instance, I reflected on what CDQ means to the fields of communication and user experience design (CD/UX), technical and professional communication (TPC), and writing and rhetoric studies (WRS). Similarly, I reflected on my editorial philosophy and how I will shape and alter it now that I've been entrusted with serving as steward of CDQ. In this opening editorial, I remark on three themes that emerged while contemplating these changes: gratitude, care, and resilience.

Mike Diana was the first artist in the United States convicted for artistic obscenity. His crime, for which he was convicted in 1994, was creating and distributing a zine titled Boiled Angel. Diana's work and subsequent conviction opens potential avenues of exploration into radical rhetorics, ethics, and perceptions of aberrance. This paper considers how endeavors labelled as aberrant or radical ask us to expand ethical boundaries, even leading us to question what we might consider "technical," "professional," or "valuable." This reconsideration of appropriateness and acceptability through extremism, which leads us through the often-fuzzy distinction between "morals" and "ethics," has the potential to open or amplify opportunities for underrepresented or marginalized authors, groups, and genres by forcing us to question why we draw the lines we draw with what we deem as socially, professionally, or morally acceptable.

Kate Crane and Kelli Cargile Cook's edited collection on User Experience as Innovative Academic Practice offers case studies in technical and professional communication (TPC) pedagogy that premise around user experience (UX) design as an integrated and proactive academic practice. TPC has a rich history of UX-specific scholarship that focuses on creating holistic user experiences and conceptions such as experience architecture (Potts, 2014), design as advocacy (Rose, 2016), and participatory design (Muller, 2009). These are consistently weaved throughout the book. Crane and Cook define UX as a "theory and practice that emphasizes the need for functional products that integrate the users' needs and experiences" (p. 10). This collection features exploratory studies that discuss key methods and approaches for facilitating UX-inspired curricular design by framing student-users as co-creators in the process.

Content analysis is a common research method in technical and professional communication (TPC) journals. But TPC content analyses often lack intercoder reliability (ICR) statistics, possibly due to the lack of resources required to train human coders. This proof-of-concept study explores the viability of replacing a second coder with a generative AI tool to calculate an ICR. Using three previously published studies, I calculated a Krippendorff's alpha for various data types and various codebooks using non-modified versions of five popular generative AI tools. While the tools could code TPC data, most tools did not produce alphas strong enough to replace human coders. While it is premature in most cases to replace human coders with generative AI tools to calculate an ICR, generative AI may prove to be useful to researchers as a means of codebook and unit of analysis refinement prior to human coding.

Tables, one of the most familiar forms of data visualization, are often put to use as a popular workaround for laying out pages in word processing programs. This article illustrates examples of friction, compatibility , and congruence between accepted guidance for designing effective tables in Technical and Professional Communication (TPC) and widely adopted accessibility standards outlined by the largest international software vendors and non-profit organizations. While acknowledging critiques in critical disability studies and in TPC of standards-based approaches to accessibility, we argue that adherence to standards offers a starting point for redressing the inaccessibility created by some TPC pedagogical practices. Navigating these departures and overlaps is important because designing effective data visualizations, laying out pages, and creating accessible documents are core competencies in technical communication that instantiate deeply held professional and disciplinary commitments to creating usable and ethical documents.

Citation injustices have a long history in scholarly writing and have led to underrepresentation and silenced voices of certain author groups (e.g., women and people of color). Concerns about whose voices are cited, heard, and privileged have encouraged interventions for Technical and Professional Communication (TPC) scholars to promote inclusivity and equity in scholarly writing and the design of communication. This article examines another aspect on citation injustices tied to publishing policies and style-guide conventions and conformity: practices for crediting shared first authors and equally contributing authors for their scholarship. We question current citation practices and examine style-guide rules and conventions of 115 TPC and communication-related journals to identify where citation injustices may occur in scenarios with shared first authors and equally contributing authors. We argue that TPC scholars should pushback against style-guide conformity in their publications and citations to embrace more equitable and socially just practices. We conclude by presenting five opportunities for TPC and communication scholars to change current citation practices in our field.

Technical and Professional Communication (TPC) has been facing concerns of viability, in both its relationship with industry and its ability to build a relevant and valid body of research. TPC's disconnection with industry may be reflected in its relationship to UX as well, despite both fields' shared values. To better understand how TPC and User Experience (UX) are relating to each other, we conducted a citation analysis of a sample of SIGDOC papers and a sample of Nielsen Norman Group (NN/g) practitioner articles focused on research methods. The SIGDOC papers tended to cite TPC sources, while the NN/g articles cited no TPC, but did cite disciplines such as HCI and Psychology. The findings point to opportunities for TPC to improve its connection and influence beyond academia.

This article explores visual euphemism in the realm of technical and professional communication (TPC) visuals. I argue that euphemism is a mostly unexplored topic in TPC scholarship and deserving of further inquiry. Due to its equal capacity to inform or deceive, visual euphemism has particular value for scholars concerned with the efficacy and ethicality of TPC visuals. To support this argument, I identify the unique features of visual euphemism, as well as outline a basic critical framework for its identification and analysis. I conclude by briefly examining prominent TPC visuals and advocating for further research of visual euphemism.

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 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.

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 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.

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 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.

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.

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 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.

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.

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.

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.

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.

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.

This article uses a machine learning algorithm to demonstrate a proof-of-concept case for moderating and managing online comments as a form of content moderation, which is an emerging area of interest for technical and professional communication (TPC) researchers. The algorithm sorts comments by topical similarity to a reference comment/article rather than display comments by linear time and popularity. This approach has the practical benefit of enabling TPC researchers to reconceptualize content display systems in dynamic ways.

As the field of technical and professional communication (TPC) has moved toward more inclusive perspectives, the use of decolonial frameworks has increased rapidly. However, TPC scholarship designed using decolonial frameworks lacks a clear, centralized definition and may overgeneralize and/or marginalize Indigenous concerns. Using a corpus analysis of TPC texts, we assess the ways that the field uses "decolonial" and propose a centralized definition of "decolonial" that focuses on rematriation of Indigenous land and knowledges. Further, we offer a heuristic that aids scholars in communication design appropriate for decolonial research and teaching strategies.

In Rhetorical Work in Emergency Medical Services: Communicating in the Unpredictable Workplace (2019), Elizabeth L. Angeli explores the unpredictable workplaces which are the locations of emergency medical services provided by first responders, the EMS personnel who receive 911 calls but may have little idea about what to expect once they arrive at the site of the emergency. While rhetoric of health medicine (RHM) is not a new area of rhetoric, Angeli found little research about EMS professional rhetoric, leaving a void in understanding the modes of communication in these ever-changing, life-altering workplaces. Her text began as part of her dissertation project but morphed into a rhetorical analysis/EMS rhetorical training pedagogy for Technical Professional Communication (TPC) and RHM as well as EMS trainers and trainees.

I still remember the feeling. I was beginning the 2nd year of my PhD program and was finally feeling like I had an understanding of what being a technical communication scholar means. I was also starting to feel critical of our field---wondering if I, an Indigenous scholar from rural Alaska, would find a meaningful place in technical and professional communication (TPC). I was at the grocery store and my phone dinged; I had received an email from Natasha Jones. She and her coauthors were writing a book and wanted to include a list of multiply marginalized and underrepresented (MMU) scholars to amplify in its pages. They asked if I wanted to be part of their list and if I knew others who should be added. I emailed back immediately thanking them, consenting, and gave them my friends Zarah Moeggenberg and Les Hutchinson's names. I paid for my groceries, walked out to my truck, and cried.

This special issue asks us to refl ect on the transformative potential of disability studies to reimagine technical and professional communication (TPC). Informing this special issue is the notion that disability "enables insight---critical, experiential, cognitive, sensory, and pedagogical insight" (Brueggemann, 2002, p. 795). Rather than consider questions of access from the margins---e.g. after we receive a letter of accommodation from a student, when we need to satisfy a legal mandate, or when we turn to our organization's web accessibility checklist---disability studies places disability and difference at the center of our practices and pedagogies (p. 814).

As usability research and user-centered design become more prevalent areas of study within technical and professional communication (TPC), it has become important to examine the best practices in designing courses and programs that help students better understand these concepts. This article reports on a case study about how usability research and user-centered design were introduced to TPC students. The article examines how students responded to and articulated new concepts and looks forward to ways TPC programs can develop comprehensive curricula that introduces students to these topics.

Yik Yak is an anonymous, location-based social networking application that is extremely popular on college campuses across the United States. Because it is known mainly for the controversies it breeds, both scholars and professionals have largely overlooked Yik Yak's complexities and have instead focused on its more negative traits. This article discusses Yik Yak as a site for critical research, especially in the field of technical and professional communication. Yik Yak fuses physical and virtual space, places an emphasis on interactivity, and subverts traditional user hierarchies. By examining these characteristics and the posts that users generate, this article explores how Yik Yak serves as an impetus for the formation of knowledge communities---communities in which individuals work together to create and maintain collective knowledge. This article also advocates further critical study of Yik Yak communities and posits Yik Yak communication patterns have important implications for communication designers.

Intercultural professional communication (IPC) requires a nuanced understanding of international users' interactions with technology and information. This requirement poses a distinct challenge to international communication and information designers who must overcome geographic, linguistic, and cultural barriers to understanding users as complex agents. The United Nations Development Program (UNDP) annually publishes aHuman Development Report (HDR)that contains high-quality international statistics on the regional, national, and transnational contexts in which individuals use technology and information. Thus, the HDR can serve as a resource for communication designers working in international contexts. This article presents strategies for how communication designers might use the HDR when designing materials for users in other cultures as well as use when teaching international aspects of professional writing/communication."

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.

Last semester I gave a talk to a small group of graduate students and faculty in the Department of Animal and Food Sciences in the College of Agriculture on my campus. As one of several invited speakers for the department's graduate seminar series, the purpose, I was told, was straightforward: model an effective presentation for the students. I teach courses in technical and professional communication so I imagined it might also be useful to discuss presentation strategies. I concluded by giving an overview of my own research interests---broadly, visual communication---and briefly described a project I am working on related to scientific graphics and historic public health maps.

This position paper proposes the undertaking of a systematic research agenda on the tangled questions of accessibility, technology, and disability from the perspective of Technical Communication field. O'Hara (2004), Oswal and Hewett (2013), Palmeri (2006), Porter (1997), Ray and Ray (1999), Salvo (2005), Slatin and Rush (2003), Theofanos and Redish (2003 and 2005), and Walters (2010), have approached accessibility issues in various Technical Communication contexts and have emphasized the need for more attention to accessibility in our research, teaching, and practice. Likewise, the major journals in our field-- Technical Communication, Technical Communication Quarterly and the IEEE Transactions in Professional Communication ---have also published at least one special issue EACH on the topic of accessibility. While all this sporadic research has appeared on accessibility-related topics in different venues, this research has not yet gained the type of traction one would generally expect from an area with such a growth potential. As a user-centered discipline, we also ought to remember that presently 57.8 million Americans have one or more disabilities. Among the U.S. veteran population alone, 5.5 million are disabled. And, if we consider the reach of our Technical Communication work via the World Wide Web, this planet has 1 billion people with disabilities who can be affected by our accessibility research (National Center for Disability, 2013).