This essay reconsiders the role of the “self-sponsored” writer in the attention economy by suggesting that contemporary do-it-yourself publishers have not only attempted to negotiate a public sphere which has linked "self-sponsored" to "entrepreneurial," but contend with a digital environment that makes it difficult to parse authorial desire from neoliberal rationality. Ultimately, this essay suggests that materialist models of circulation should be accounted for in studies of extracurricular literacies, specifically by drawing from the literacy narratives of public writers such as zine authors. It thus provides a method of analysis for understanding how these writers, who must necessarily exist within a broader political economy, have developed publishing strategies to negotiate an alternative position — a stance which can benefit not only our disciplinary research on literacy and public writing, but our publicly-oriented composition classrooms as well.

020 was an unprecedented year for the entire world but more so for the US, where COVID-19 killed far more people than in any other country and caused widespread unemployment, food insecurity, and homelessness. What is more striking is the disproportionate impact of the pandemic on minority, immigrant, and low-income populations. These disparities question the notion of post-racial America and call for a long and difficult journey toward social justice. Moreover, 2020 will also be remembered as a year of inflammatory political rhetorics, extreme polarization, and racial tensions. Recurrent deaths of Black people at the hands of law enforcement resulted in protests and riots across the country. Published during such tumultuous times, April Baker-Bell's 2020 monograph, Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy, shows how language and racism are intertwined, makes a strong case against the anti-Black linguistic racism affecting millions of lives both inside and outside the classroom, and offers an Antiracist Black Language Pedagogy as a way to deal with linguistic injustice. Throughout the book Baker-Bell introduces Black Language Artifacts as a part of the antiracist pedagogy where Black experience and Black culture are used as a resource for learning. Bringing together theory, history, culture, pedagogy and activism, Baker-Bell aligns with the mission of social justice movements like Black Lives Matter and calls for action to create classrooms where Black students' linguistic and cultural resources are valued and imagines a world without anti-blackness, where another George Floyd doesn't get killed despite his repeated plea-"I cannot breathe"-in "Standardized American English. "