The first yearbook of the Michigan College of Mines (1915–1916) included a feature about the short-lived student drama club, the “Micomi Club” (1911–1914). It was ending because male students could no longer play female characters: “no mining engineer could be a lady.” Using historical case study methods, this article argues that the yearbook feature demonstrates, in content, worries about the destabilizing potential of drag performance and, in form, the uses of humor in technical writing.

As digital technologies rapidly evolve, updating and enhancing models of digital literacy pedagogy in technical and professional communication (TPC) becomes more urgent. In this article, we use "digital life" to conceptualize the ever-changing ways of knowing and being in postinternet society. Using collaborative autoethnography, we investigate features of threshold concepts in TPC pedagogy that may support models of digital literacy that are resistant to tools-based definitions, foster student agency, and facilitate accessibility, equity, and justice.

The past two decades have experienced a paradigm shift from a narrow conception of usability to a broader process of user experience. We argue that durable connections to usability remain in TPC. In this perspectives piece, we highlight the paradigm shift and share traces of how the usability paradigm remains durable, primarily in the service course. We share savvy practices of instructors embracing the UX paradigm, even in the face of constraints.

Black mentorship is key to the professional development of Black scholars in technical and professional communication (TPC) and writing studies. Blending narrative ethnography and grounded theory, this article extends existing investigations into mentorship among Black professionals, by exploring how mentorship and rhetorical kinship among Black TPC and writing professors enrich their professional development. With implications for both academia and industry, this article highlights how Black TPC scholars develop, negotiate, and sustain Black professional ethos.

This study extends the retrospective analysis of entries for the CCCC Outstanding Dissertation Award in Technical Communication (1999–2003) by Stuart Selber in 2004, focusing on the subsequent two decades (2004 to 2022), to identify the topical research areas and methodologies in technical and professional communication (TPC) via the winning entries of the award. Through descriptive content analysis of 29 dissertations and corresponding summary statistics, this study reports on TPC disciplinary emphases and growth based on the sponsoring institutions on these dissertations, featured topics and their research methods or methodologies, and projected implications for the field. Accordingly, this study reveals the state of TPC graduate research through the lens of the imminent award and what it means for doctoral researchers, their advisors, and programs.

The COVID-19 pandemic made nearly every teacher and student online teachers and students in some capacity. This article presents a case study of an experienced, contingent technical and professional communication (TPC) instructor showing how she sets up, presents, and, most importantly, labors in her course for the benefit of her students and herself. This article ends with recommendations for other online TPC teachers and program administrators to support online TPC courses.

This article offers perspectives on adopting smart home technology into usability testing for technical and professional communication (TPC) courses. Usability is a valued skill for technical communicators. However, usability testing methods have their problems as pedagogical tools. Internet-of-Things (IoT) devices and Smart Home Technology (SHT) may offer instructors tools to overcome some of those problems. This article details advantages and concerns associated with using SHT for curricular usability testing.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsChristopher MaggioChristopher Maggio is an Assistant Professor of Humanities at the Massachusetts Maritime Academy, where he teaches first-year and technical writing. His research interests include storytelling and antenarrative theory and their applications to community-based writing. He recently co-authored an article for a special issue of 'Communication Design Quarterly' on community-engaged research.

I propose Multimodal Critical Discourse Analysis (MCDA) as an approach for understanding the discursive and material implications of technical documents in distant sites. I provide a historical vignette of MCDA and exemplify how technical and professional communication (TPC) researchers can critically engage with distant sites through MCDA by analyzing materials about GhanaPostGPS, a geolocation technology. I conclude by discussing limitations of MCDA – access to archives – and propose the creation of crowdsourced technical documentation archives.

This special issue amplifies the contributions of technical communicators working on climate justice initiatives across the Majority World. By Majority World, we refer not to a specific geography but to the conditions in which most of humanity lives: lacking economic, social, and/or political agency, and absent adequate institutional access to critical infrastructures. The articles in this issue make explicit the need for TPC scholars to rethink, update, and engage in spaces of environmental injustice.

This article reports on an interview-based study with COVID-19 vaccine trial participants (n = 40) and addresses three strategies participants used to localize vaccine communication for their communities: (1) presenting embodied evidence, (2) demystifying clinical research, (3) operationalizing relationships. These strategies contribute to understandings of embodiment, relationships, and localization in technical and professional communication (TPC). They also show how participants used TPC to resist dominant individualist approaches to health and to practice collective care.

This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.

While entrepreneurship is a pervasive cultural concept, it is not universally applicable. Drawing on a year-long study with nonprofit workers, this piece articulates a frame for understanding technical and professional communication work within nonprofits rooted in comradeship, which privileges community needs, everyday people, listening, and solidarity across stakeholder groups. Such a frame offers a more nuanced understanding of how accountability frames the work of nonprofit employees and other stakeholders dedicated to social justice.

In this article, I argue that the accelerated adoption of political technology during the COVID-19 pandemic evinces exigency for a rhetorically grounded framework to teach, research, and practice political technical communication (PxTC) as a sub-discipline. As a starting point, I use a rhetorical genre studies approach to identify political social actions that separate political communication technologies into four distinct genres: election, electioneering, constituent services, and punditry.

This article offers a theoretical intervention into the work on posthumanism in technical and professional communication (TPC), an intervention that encourages the field to recognize relationships between objects and users in different ways. Our intervention draws on the work of Deleuze and Guattari to reimagine how TPC tends to think about the concept of assemblage. We apply this other view in makerspaces, illustrating what it buys us for practice and theory in complex sociotechnical contexts.

This article introduces “superdiversity,” a concept from migration studies, as a framework for TPC practitioners and scholars defining migrant multilingual audiences. In contrast to intercultural understandings of audience, superdiversity better accounts for cultural complexity in diverse environments. The article uses an extended example to demonstrate how superdiversity operates as an intersectional and social justice-oriented praxis. The example of a nonprofit organization’s intake process illustrates how superdiversity helps this organization better define and understand its clients.

This study investigates the rhetorics of smart cities and how they define citizens’ agency. We consider the framing of human control against automated technological infrastructures in smart and playable cities. Through examining selected smart city plans from the U.S., Europe, and Asia, we share results from the comparisons of these plans to draw implications for technical and professional communication (TPC) practices and pedagogy. We propose a postconnectivist trajectory for TPC toward the increasingly datafied future.

This article examines how nonprofessionals in early modern England used tactical technical communication and rhetorical strategies to build medical knowledge and healthcare expertise. Using a feminist ethos and tactical technical communication lens, this article details a content analysis study of 4,045 handwritten medical recipes from England dated between 1540 and 1860. Findings from the study extend tactical technical communication by examining non-digital/non-internet spaces and how extra-institutional nonprofessionals build ethos and expertise.

This article argues that through embodied presentations and the multimodal, international and intercultural affordances of YouTube, the rhetoric of Black hair care YouTubers is tactical TPC toward social justices. We note the interactive comments section as a place for technical communicators to identify and redress issues in normative instructional discourse. This scholarship extends TPC beyond “how to do it” and “how I do it” toward “how we must view it in order to do it.’

This article offers an approach to providing identity-specific routes for engagement in pro-Black futures in distributed ways. We outline a model designed for Black practitioners and non-Black practitioners in professional environments to navigate their complex relationships given the historical, cultural, and social nature of coalitional work. We demonstrate this model as a possible pathway for situated and distributed everyday coalitional work through reflective and introspective storytelling based on individual and shared positionality.

This article highlights technical and professional communication (TPC) as a literacy practice used to plan and sustain Black family reunions. Specifically, I examine the work of three families who create and engage with technical and business writing genres to complete internal and external reunion organizing work. I argue that the field of TPC needs more focused inquiry into research that centers Black families as TPC practitioners.

This paper theorizes historical marker texts (HMT) as succinct, public facing informational reports that reinforce white supremacy and minimize or erase the memory of Black, Indigenous, and people of color (BIPOC) individuals. In this layered content and discourse analysis, I evaluate the demographics of the commissioners at the local and state level, the instructions for the HMT application, and the text of a selected group of HMTs.

Attention to the ethical dimension in technical and professional communication (TPC) is paramount, especially when dealing with new, emerging technologies. Such technologies frequently rest within corporate environments that may resist ethical gatekeeping. I suggest several methods by which TPC instructors can critically question the limits of corporate structure to show students that they have a variety of options for responding to assignments other than those their employers may offer them.

Through an ethnographic study conducted with an Indigenous language rights organization, this article illustrates how translation and interpretation can be further considered in global technical communication research. By providing examples of how Indigenous language translators and interpreters approach their work, this article advocates for a reframing of multilingualism in technical communication through a deliberate attunement to the relationships between language, land, and positionality. The author argues that as technical communicators continue conducting research in multilingual contexts, researchers should acknowledge how translation and interpretation impact the results and methodologies of contemporary global research.

This article argues that science fiction is a powerful tool for teaching ethics in the technical communication classroom. As a literary genre, science fiction is uniquely situated to critique the social and political consequences of technological progress and to guide future behaviors. Using a speculative fiction-themed technical communication seminar as a case study, this essay demonstrates how science fiction theory, narratives, and projects can encourage students to think more holistically about their future roles as scientists and communicators. Such an approach can reinvigorate traditional workplace genres, support responsible decision-making, and promote multiculturalism, environmentalism, and social justice.

This Methodologies and Approaches piece argues artificially intelligent machine learning systems can be used to effectively advance justice-oriented research in technical and professional communication (TPC). Using a preexisting dataset investigating patient marginalization in pharmaceuticals policy discourse, we built and tested 49 machine learning systems designed to identify and track rhetorical features of interest. Three popular and one new approach to feature engineering (text quantification) were evaluated. The results indicate that these systems have great potential for use in TPC research.

Hewett and Bourelle (2019) have collected a series of essays aimed to help program administrators (PAs) develop and fine-tune online training and professional development programs in technical and ...

Based on two user experience (UX) classes, this article describes an approach for incorporating community-engaged learning into intensive online classes. This approach relies on (1) sustainability for creating a flexible and meaningful thematic context with potential for an existing community engagement infrastructure and (2) the lean UX framework for serving as a foundation of the course structure. This approach showed promising results for students, community stakeholders, and faculty and is transferrable to various institutional contexts.

This article introduces the term “queer usability” to technical communicators. Queer usability is the anticipation of marginalized communities and the application of this anticipation to user-centered design to create a digital space in which marginalized populations are centered. In short, queer usability anticipates and centers marginalized users and their anticipated needs. To ethically create social media worlds, we must embrace and implement queer usability.

In this introduction, we emphasize the urgency of centering bodyminds and communities whose lives and experiences have been disregarded, or viewed as disposable, in medical and technical communication. With an expansive vision of health, we set the interdisciplinary stage for authors who answer the call of multiply-marginalized scholars working in (and beyond) medical rhetorics to reimagine health-related research that centers the perspectives, experiences, and embodied realities of multiply-marginalized communities (Jones, 2020; Walton, Moore, Jones 2019).

This article introduces “rhetorical body work” as a framework for understanding professional embodiment in health provider education and technical and professional communication (TPC) pedagogy. Using the case study of clinical nursing simulations and drawing on sociological theory, I provide a detailed analysis of three components of rhetorical body work as they manifest in three simulation scenarios: physical, emotional, and discursive. I conclude by considering the implications of these findings for the embodied teaching of TPC.

This article provides an overview of robust social justice work already done in technical and professional communication (TPC) to introduce the transformative paradigm, an action research framework articulated by Donna Mertens. Research articles in TPC offer examples of the axiological, ontological, epistemological, and methodological tenets of the transformative paradigm. Together with a measured discussion of the paradigm, this Methodologies and Approaches article responds to calls in TPC scholarship to articulate and practice methodologies resonant with the social justice turn.