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.

Abstract This article calls for close attention to the current moment when many technologies are becoming routine, occupying a space between "unknown and unnoticed," and for formation of a digital rhetoric that addresses software's liminality, ubiquity, and exteriority. It briefly examines the emerging discourse of the Free and Open Source Software movements and suggests that a closer alignment with software studies in coming years will be mutually beneficial to both fields.