Effective source use is a critical skill for first-year writing students because it prepares them for academic, professional, and civic engagement; however, existing research demonstrates that selecting appropriate sources and engaging them insightfully remains a significant challenge. While students struggle with the combined pressures to read, evaluate, and synthesize scholarly sources, we argue that online media including news articles, opinion pieces, and social media posts are a potent but underutilized resource for building students’ competence and confidence with source use. In this article, we present the methods that we have collaboratively developed as an instruction librarian and a first-year writing instructor to propose a new approach to teaching undergraduate research using online media. We detail strategies for teaching advanced search skills using Google and social media platforms like Reddit and X (formerly Twitter), as well as a “reception study” writing assignment that requires students to develop source evaluation and synthesis skills for engaging these online sources. The success of our module highlights that enabling students to build their research skills in the context of these more familiar source formats can lead them to an enriched understanding of the research process—including formulating an authentic research inquiry and engaging meaningfully with real audiences—while also building their skills in accessing, evaluating, and synthesizing diverse sources. Furthermore, by developing research skills in the context of social media platforms and online popular media sources, students gain a practical sense of the relevance of academic research skills to their daily research habits.

In this paper, we demonstrate how studying the rhetorics of ChatGPT prompt writing on social media can promote critical AI literacies. Prompt writing is the process of writing instructions for generative AI tools like ChatGPT to elicit desired outputs and there has been an upsurge of conversations about it on social media. To study this rhetorical activity, we build on four overlapping traditions of digital writing research in computers and composition that inform how we frame literacies, how we study social media rhetorics, how we engage iteratively and reflexively with methodologies and technologies, and how we blend computational methods with qualitative methods. Drawing on these four traditions, our paper shows our iterative research process through which we gathered and analyzed a dataset of 32,000 posts (formerly known as tweets) from X (formerly Twitter) about prompt writing posted between November 2022 to May 2023. We present five themes about these emerging AI literacy practices: (1) areas of communication impacted by prompt writing, (2) micro-literacy resources shared for prompt writing, (3) market rhetoric shaping prompt writing, (4) rhetorical characteristics of prompts, and (5) definitions of prompt writing. In discussing these themes and our methodologies, we highlight takeaways for digital writing teachers and researchers who are teaching and analyzing critical AI literacies.

In this article, we draw on focus group interviews collected for the Wayfinding Project to explore how university alumni orient themselves as writers while participating in social media after graduation. By looking at alumni's self descriptions of their writing processes across public networks, we are able to trace pathways that recognize the rhetorical and communicative intentions of users, while also acknowledging the roles that serendipity, creativity, and the unexpected play in shaping these literate practices. Specifically, we point to how these alumni describe their experiences as they adapt to addressing audiences across different platforms and confront the “reach” of those platforms for engaging unexpected audiences. Several focus group participants use the term “branding” as a way to describe how they conceive of their writing across multiple social networks. These participants describe their public, networked writing as a form of managing their identities at the same time that they are “branding” themselves to manage the expectations of multiple audiences. In sum, our research shows us how the unexpected audiences generated through social media participation operate in tension with writers’ deliberate shaping of their messages and their self-presentation.

As interest in online harassment rises in writing studies, so too does the need for new methodologies that account for the unique challenges that online harassment poses to social media researchers. Drawing from a research experience that left her vulnerable to harassment, the author presents three methodological concerns that harassment gives rise to: researcher safety, trauma and emotional fatigue, and publishing on online harassment. Throughout, the author provides actions social media researchers can take to prepare for potential harassment experiences during a research process. Ultimately, the author argues that researcher safety is a necessary prerequisite to other research concerns, such as participant and data safety, and should thus be foregrounded in research designs.

This article examines how the Computers in Writing-Intensive Classrooms (CIWIC)/Digital Media and Composition (DMAC) Institute has realized founding director Cynthia L. Selfe's commitment to prioritizing people first, then teaching, then technology. I analyze how institute curricula introduce and model pedagogies for teaching digital composing, foster networking among participants, articulate a critical stance toward technology, and encourage newcomers to enter the field as administrators and scholars (as well as teachers). I also draw on participant documents (social media posts, publications, and CVs) to investigate the uptake of these ideas. Moving forward, I suggest that in light of the institute's growing emphasis on digital composing, 1) knowledge-making should be seen as the larger frame for CIWIC/DMAC work, and 2) research should be added to the institute's existing articulation of the field in terms of people→teaching→technology.