As noted in my previous editorial, this semester I've been adjusting to my new role as CDQ 's Editor-in-Chief. It has been rewarding working with Associate Editor Casey McArdle on our first issue together. In keeping with CDQ 's roots, Casey has been spearheading a comprehensive review of our in-house and public-facing documentation and streamlining our production processes. He also helped to shoulder the load associated with copyediting and producing the articles for this exciting issue. Later in this editorial, you'll hear more from Casey about generative artificial intelligence (GenAI), pedagogical trust, bridges between academia and industry, and accessibility as a core design competency. Meanwhile, I've been settling into my new role as Associate Professor and Chair of Professional and Public Writing at the University of Rhode Island, reconnecting with old friends, and making trips to the shore where I've observed firsthand how the coastline has changed. On clear days, it is now possible to identify windmills on the horizon offshore.

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 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.

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.

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.

In Amplifying Voices in UX, a diverse group of scholars and practitioners come together to explore different aspects of user experience (UX) with a focus on inclusivity and social justice. This book moves beyond conventional UX frameworks, presenting innovative pedagogical strategies and methodologies that highlight empathy, accessibility, and the importance of considering marginalized voices in design. The authors delve into areas often overlooked in mainstream UX discourse, offering new perspectives on how to create more inclusive and impactful user experiences.

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

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

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

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

This article 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.

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

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

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

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

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

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

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

In 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.

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.

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.

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.

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.

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.

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.

This article shares lessons from designing <u>EcoTour</u>, a multimedia environmental advocacy project in a state park, and it describes theoretical, practical, and pedagogical connections between locative media and community-engaged design. While maps can help share information about places, people, and change, they also limit how we visualize complex stories. Using deep mapping, and blending augmented reality with digital maps, EcoTour helps people understand big problems like climate change within the context of their local community. This article demonstrates the rhetorical potential of community-engaged design strategies to affect users, prompt action, and create more democratic discourse in environmental communication.

Design, Ecology, Politics: Towards the Ecocene is a must-read for any communication design educator or practitioner concerned with the deleterious effects of the Anthropocene (or its critical counterpart the Capitalocene), which names the current geological era marked by human dominance over environmental processes. In this book, Dr. Joanna Boehnert deftly incorporates ecological thinking into design pedagogy to articulate a path forward for a new era of human-environment relations built on cooperation rather than exploitation. Existential threats abound in a modern era built on endless consumption and production cycles driven by market logic. For too long, designers have tacitly participated in the destructive tendencies of the neoliberal political project by convincing themselves and others that their work is neutral. This book is a wake-up call that highlights the role that design has played in constructing the precarious conditions of the modern world and, more importantly, the role designers could play in charting a way out of the mess humanity has made.

Preparing students to understand and practice search engine optimization (SEO) teaches them writing skills, technological literacies, and theoretical background needed to pursue a successful technical communication career. SEO employs a multifaceted skillset, including an understanding of coding, skills in shaping and crafting effective user experience (UX), marketing skills, effective research strategies, and competence in accessibility. We argue that instruction in SEO in undergraduate and graduate programs in technical communication prepares graduates for the interdisciplinary and agile profession they seek to enter and enables them to be successful in positions from information architect to technical editor. Our article details how studying and enacting SEO helps students to develop proficiencies and knowledge central to technical communication pedagogies, including technological literacies, an understanding of the interconnections between human and non-human actors in digital spaces, and the ethical concerns central to work within those spaces. We then detail how SEO can be incorporated into technical communication curricula and share details of client-based projects that can facilitate that integration..

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).

In this entry, we argue that to promote multimodal literacy in online writing classes, instructors should address the following five practices in their course design:• Incorporate multimodal assignments and appropriate scaffolding tools;• Use multimodal instructional tools to teach and model multimodal composition;• Provide multimodal feedback to students' compositions;• "Teach" technology through the use of media labs;• Encourage reflection as a significant part of students' learning process.In so doing, we discuss each practice in depth, addressing the reasons and benefits for incorporating each, as well as advice about how to implement them. By implementing these practices in their online courses, instructors can successfully design classes that promote multimodal literacy.

Teaching user experience (UX) can be challenging due to the situated, complex, and messy nature of the work. However, the complexity of UX in practice is often invisible to students learning these methods and practices for the first time in class. In this article, we present findings from a study of rhetorical strategies of UX practitioners and pair them with strategies for teaching UX to students. While previous work on teaching UX reflects current practices in the classroom or reflections of practitioners, this study demonstrates the benefits of researching existing industry practices in order to inform pedagogy.

Online writing instruction is a process of design that includes both spatial and temporal dimensions. Ideally, this process brings together design and pedagogy to move students through their online writing work successfully. Institutionally mandated LMS platforms often constrain this process. This article establishes three design principles and concepts for designing learning environments that take into account both space and time as designed elements of online classes. Applying the principles of backward design, modular content, and student choice to course design can help instructors design more thoughtful, participatory classes centered on student learning and instructor presence.

In technical communication education, design is often narrowly and essentially framed as execution of features. This approach fails to account for the innovative phase of user research, the iterative design process, and contextual factors such as workflow and governance. Inspired by Alan Cooper's Goal-Directed Design (2014), this paper advocates for a "design strategy" approach to the practice and pedagogy of design in technical communication. In particular, it calls for treating design as a process of research, discovery, prototyping, execution, and evaluation. This design process must strategically serve organizational objectives and user goals.

By describing cultural usability work as "information architecture," I knew I would be waging a continuous rearguard battle with database designers. Eventually the cost of bickering over turf outweighed the clarity the term brought, even considering its lineage. Richard Saul Wurman first recognized Information Anxiety in the late 1980s and described those working as Information Architects in the 1990s. Here, I remind readers that Wurman goes by the nickname "Ted." Wurman's vision of widespread attention to Technology, Education, and Design resulting in the popular TED talks---although he has an uneasy relationship with his own creation. "When he speaks about TED Talks, he clearly struggles to identify with the organisation today and is adamant that it has lost its vision." [http://www.universityobserver.ie/2012/10/31/interview-richard-saul-wurman-ted-talks/] At our current moment of media convergence, it helps to remember that the 20 minute flipped pedagogical lecture itself is the result of thirty years of dedication to disseminating disruptive ideas. If Ted Wurman can let TED go, I can let go of Information Architecture.

Immediately, the Preface and introduction of Rex Hartson and Pardha A. Pyla's (2012) co-authored The UX Book: Process and Guidelines for Ensuring a Quality User Experience , grounds the reader in a specific overview of the practical and pedagogical components of the UX design process. The practical aspect of the text centers on what the authors call the UX lifecycle, a highly structured framework that orchestrates the many different design and evaluative stages of system or product completion. The pedagogical approach of the text is an awareness of audience that translates into a customizable book. Both authors encourage their readers to decide what parts of the text are of interest and to focus on those sections only. Central to the text's overall approach is the refrain "user experience is more than usability" (pg. xi). Within this approach, for instance, Hartson and Pyla address some of the ineffective metaphors that cloud or muddle the UX lifecycle process. Previous models often rely on testing, or lab-based metaphors that fail to generate a quality user experience. With the rise of design-oriented techniques today, the development process has been wrested from previously-held beliefs that a system or product can be generated independent of the user's environment.