Exploring the unspeakable and unthinkable language of academic crushes, scholarly kink, and cybersex(uality studies), we unpack our relationship as trans, neurodivergent queers and nascent scholars to each other and the critically queer, severely disabled digital spaces in which our relationship emerged.

Describing the incorporation, assessment, and revision of a multimodal project partnership between a first-year writing program and a studio library, this webtext argues for more in-depth partnerships between writing programs and libraries.

This webtext uses four Artifacts—annotated video excerpts of class recordings— to demonstrate how web conferencing and collaborative word processing platforms can be used to bolster interactivity, teaching presence, and social presence in synchronous online writing classes.

This video project considers participatory composition and media platforms like YouTube and Twitch, primarily focusing on how the latter’s infrastructure promotes online community participation and collaborative narratives. Viewers develop an understanding of the technology and together expand upon their media literacies engagements through textual, verbal, aural, and multimodal communication.

This webtext presents video recordings of writing conferences with two students in a lower-division online research writing course, analyzed in light of online writing instruction and writing center scholarship on synchronous conferencing—specifically considering the extent to which students in the conference practice or acquire digital literacy skills, benefit from the immediacy of the interaction, and experience an asymmetrical power dynamic.

Open Pedagogy relies on tools and collaboration to facilitate public discourse. Student projects are linked throughout the narrative, which were also collaboratively composed. As we will demonstrate, the inclusion of digital tools enabled students to engage with the rhetoric on a level appropriate for the times, creating our own kairotic moment.

This webtext approaches the notion of copyright as a counter-revolutionary tool abused by the corporate politics of global capital and its power networks. We, the authors of this webtext, respond to the triangle of revolution, copyright, and counter-revolution.

Jason Crider and Kenny Anderson construct a digital MEmorial (Ulmer, 2005) commemorating those who have died at Walt Disney World as a means of investigating the intersections of hypermediated corporate spaces and place-based opportunities for civic rhetorics. Digitally augmenting the monumental aspects of Disney World offers readers of the webtext and visitors to the park a reconsideration of how individual, public, and historical experiences contribute to context-dependent collaborative compositions of space.

For writing instructors and technical support staff, our informal collaborative experiment suggests the potential value of stepping outside one’s comfort zone—one’s domain—to forge institutional relationships that either don’t exist or that lack dialogue and depth. For writing program administrators, our experience might serve as a reminder that innovation often happens at the margins.

This website is the creation of a student of mine, Jacoby Boles, who is the Editorial Assistant for the e-journal Xchanges, of which I am editor. Jacoby reflects, via this site, on his experiences as a member of the Technical Communication 371 "Publications Management" course at New Mexico Tech. TC 371, in Fall 2010, was a course explicitly designed to engage students with a unique "client project," the production of an issue of the online journal Xchanges.

This project is devoted to the memory of my grandmother, Olive. It is at once her life story and not a story at all. In a sense it represents the product of an intimate family collaboration and of the close journey we shared in collecting and preserving her oral history. But this project is not a product, nor is it entirely about my grandma, about me, or about the sentiment out of which it emerged. The Olive Project is aboutprocess, and at its core it is also aboutyou, about your encounter with it, and about your participation in the ongoing process of composing memory.

Larry Sanger, a Ph.D. philosopher (The Ohio State University, 2000), was, along with Jimmy Wales, a co-founder of Wikipedia. Sanger is currently the Editor-in-Chief of a new wiki encyclopedia project called Citizendium. He has written and spoken extensively on the subjects of online knowledge communities and what he calls "the new politics of knowledge" in the age of the Internet. He also offers consulting services on the design of online collaborative communities for Internet businesses