PROVOCATIONS is a Computers and Composition Digital Press (CCDP) series focused on peer-reviewed, open-access projects that have the same specific gravity as a short monograph, but take the form of experimental genres, fruitful and unusual collaborations, and/or mediated, born-digital formats. PROVOCATIONS projects offer new scholarly perspectives, challenge current understandings of our field, and suggest new approaches to the work we do.

Sustainable Learning Spaces features chapters that tell the stories of how learning spaces embrace sustainability as they move from vision to reality (e.g., sustainable construction, finances, pedagogies, staffing, and technology lifecycles). The collection examines how newer and older centers anticipate and reinvent themselves to meet the challenges of new technology and the pedagogical needs of learners and instructors, as well as how people are addressing and adapting to the environmental challenges of e-waste that these centers inevitably create.

Winner of the 2015 CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship Techne: Queer Meditations on Writing the Self is a book-length multimodal exploration of technologies, subjectivities, and affects. Blending phenomenology and auto-ethnography with queer theories, we delve into the multiple layerings of text, image, and technology as sites from which to perform/write/read ourselves in the digital age. Through image, text, video, and sound, Techne offers a multiplicitous and changing experience of reading and viewing to probe the often contradictory interplay between digital and traditional writing technologies and the author/ed self.

John Trimbur's much-cited 1991 essay, "Literacy and the Discourse of Crisis," persuasively argues for a view of literacy crisis discourse as "always strategic," and demonstrates the ways in which it has reified "the meritocratic educational order" (285-286). This project considers Trimbur's argument close to 25 years later, examining twenty-first century literacy crisis discourses immersed inextricably in a technological age. The notion of literacy crisis is a popular trope in the field of composition, rhetoric and literacy studies. Scholars such as Bronwyn T. Williams, Michele Knobel, Colin Lankshear, James Paul Gee, Cynthia L. Selfe and Gail Hawisher among many others have developed innovative heuristics in order to understand the nature of literacy learning in a digital age and enrich readers' understanding of the epistemologies underlying new literacy practices. However, this innovative book project considers the ways in which literacy crisis discourses have reinvented themselves in the twenty-first century through a richly textured view of these varied discourses.

Winner of the 2014 Computers and Composition Michelle Kendrick Outstanding Digital Scholarship Award Con Job: Stories of Adjunct and Contingent Labor describes and makes visible the pedagogical, economic, and ethical costs of higher education’s growing reliance on adjunct and contingent faculty. Armed with a borrowed video camera, Megan Fulwiler and Jennifer Marlow, two teachers of composition, set out to record the voices of faculty who are often invisible in and marginalized by the institutions where they teach.

Writing has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards and challenges of assessing and evaluating multimodal and networked writing projects. Whether classroom-based or program-level; whether in first-year writing, technical communication, or writing-across-the-curriculum; whether formative or summative; and whether for purposes of placement, grading, self-study, or external reporting, digital writing complicates the processes and practices of assessment.