The hybrid exchange project described here aims to facilitate intercultural learning and cultural awareness by promoting meaningful virtual and cultural interactions among students from universities in Kenya, Ireland, and Germany. We collected qualitative data from former participants, who engaged in virtual and in-person exchanges. Our study indicates that hybrid exchange programs effectively promote intercultural understanding, and personal and professional development in technical communication. The program's design, which includes structured activities and social exchanges, contributed to the successful achievement of these goals. Such approaches can serve as a model for improving virtual team dynamics in various sectors, applicable beyond educational contexts.

Video games are forms of multimodal technical communication, conveying complicated information about game goals, mechanics, game physics, and more, to the player in a way that usually feels integrated into the game itself. This article highlights ways that games use interaction to convey information to players, classifying the communicative elements in several popular games into C.S. Pierce's classes of sign (decoratives, indicatives, and informatives). This paper asserts that technical communicators can take cues from video games to design technical communication products that better meet contemporary users’ expectations of agency and interaction—allowing them to explore and discover on their own.

This study revisits Sam Dragga’s research on ethical decision-making in document design, updating it to reflect contemporary concerns. Our findings indicate that participants today perceive the document design scenarios as significantly more unethical than those in Dragga's original study, with heightened attention to accessibility, cultural sensitivity, and social justice. While Dragga's study emphasized concerns over the consequences of document design choices, our results suggest a shift in focus toward the writer's intent. Participants frequently judged deliberate manipulation as unethical, even in cases where no direct harm was evident. These findings highlight the evolving ethical priorities in technical communication and underscore the need for practitioners and educators to reassess and revise the field's guiding principles to align with contemporary values of inclusivity and social responsibility.

Generative artificial intelligence (AI) is reshaping technical communication, necessitating strategies to assess its impact. This article introduces a framework combining human-in-the-loop automation with a task-based approach for communication roles. Effective AI integration requires identifying and organizing key writing tasks to fit into automated workflows. The framework underscores the value of writing expertise and offers practical guidance for practitioners, scholars, and educators. By aligning AI tools with technical communication tasks, professionals can produce accurate and complex communication products. This approach highlights the essential role of human expertise in effective, AI-assisted writing.

Community health practitioners face a common challenge of communicating the value of their work because it is intentionally designed to prevent health issues from happening. This case study examines how impact storytelling—a four-question framework developed by a community health manager at a nonprofit health system—mediates between technical expertise and executive's understanding. Through interviews with four Community Health practitioners, this research explains how the framework addresses specific technical communication challenges. This research brings together theory with practice by offering both a transferable framework for nonprofit organizations as well as theoretical insights into how workplace communication tools emerge from workplace practices.

People working at the intersection of composition and user experience often serve as the connective material that binds content to use. In merging fundamental skills of both in multimodal UX, practitioners position themselves as essential mediators connecting technical information, storytelling, and technologies that carry impactful messages across disciplines, audiences, and contexts. Building on previous work that advocates for the power of narrative in AR/VR storytelling, we demonstrate how combining the composing strategy of narrative layering with user testing can guide the creation of inclusive, community-centered VR experiences. To illustrate the power of this capacity, we ground our analysis in the design of a Virtual Reality experience about advanced water purification, outlining a method for how narrative layering and UX testing can be woven together to address a variety of perspectives through interdisciplinary, layered storytelling. In doing so, we argue that multimodal UX is most powerful when it blends the needs of a range of audiences to build stories that communicate complex information in an inclusive and engaging way.

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.

Agile methodologies often do not explicitly include the process of creating user documentation, consistent with the idea that documentation should be minimal to create efficient processes. While Agile provides several advantages for technical communicators, these processes also raise challenges that technical communicators creating user documentation need to address, including collaborating with development teams and evaluating the usability of user documentation. Building on existing research, this qualitative study aimed to understand both the advantages and challenges of Agile and illuminate how technical communicators and their colleagues address the challenges. We interviewed 14 practicing technical communicators and their colleagues over 3 months in the fall of 2022. Participants worked in six software development organizations across the United States, with one working in Europe. We analyzed results qualitatively to discern findings focused on three topics—general advantages and challenges of creating user documentation in Agile contexts, the dynamics of technical communicators interacting with Agile development teams, and the effects of Agile on assessing the usability of user documentation. We offer suggestions for practitioners and educators as they consider how Agile affects the creation of user documentation, leveraging the benefits of Agile, and addressing challenges in innovative ways as demonstrated by participants in this study. Future research will provide even richer perspectives.

This paper reports on a user experience (UX) study investigating how college students navigate university-sponsored online systems for sharing chosen name and pronouns. While the opportunity to share gender identity ostensibly enables inclusive and usable systems for queer students, the visibility of gender nonconformity also imposes surveillance concerns, as pronouns have become an organizing tool for governments and university boards intent on limiting diversity, equity, and inclusion initiatives. Drawing from trans and queer scholarship, this article suggests that the concept of visibility should be closely scrutinized in design settings where heightened visibility can present risks to bodily autonomy or safety.

The CIA's Operation PBSuccess represents a pivotal moment in Cold War securitization that illuminates technical communication's role in security contexts. We use Haas and Frost's apparent decolonial feminist (ADF) rhetoric of risk to trace how communicators mediated security logics across cultures and networks while exploiting technological asymmetries between the US and Guatemala. Building on theories of risk and (in)security framing, we demonstrate how the scriptwriters and hosts of Radio Liberación , as technical communicators, functioned as security actors complicit in the decades-long aftermath. We conclude by calling on technical communicators to approach risk communication through continued decolonial praxis.

This article demonstrates how biometric technologies operate through security logics, and how technical communicators can resist the process of securitization through what we refer to as “opt-out logics.” We question security logics through a case example of public-facing documentation from the Transportation Security Administration on the use of biometric technologies for domestic travel at airports across the United States. Our analysis focuses on three security logics: improving efficiency, mitigating risk, and paternalistic concern for passenger experience. To consider how these logics structure encounters, both authors provide personal narratives of their experience with biometric technologies in airports. Finally, drawing from tactical technical communication, we offer opt-out logics as modes of resistance in three categories: documentation, pedagogy, and design. We argue tactics of resistance are ways technical communicators can engage in resisting the expectation to opt in to systems.

This article builds a heuristic that raises the artificial intelligence (AI) literacy of Latine students. Nefarious people are exploiting marginalized Latine communities by using AI in creative partnerships, similar to those described in technical communication research, to build social profiles of Latines. These people are rhetorically using AI in passive-income and voice-over scams that target Latines who are insecure about their financial and citizenship situations. The heuristic offered here guides instructors on how to increase Latine students’ AI literacy by making these students aware of the rhetorical relationships between nefarious individuals and AI.

Combining keystroke logging, screen recordings, interviews, and text quality assessment in two mixed-methods studies with technical writers, this research (1) identifies defining variables of technical writing processes and (2) examines their correlations with and predictive power for text quality. Study 1, an exploratory investigation with 10 participants, identified 22 distinct writing behaviors under six categories of information searching, information reusing, content shaping, organization structuring, language styling, and layout designing during planning, translating, and reviewing sessions. These behavioral variables, together with time-related variables, were subsequently analyzed as “process indicators” in a comparative experiment with 43 participants across experience levels. Results of Study 2 revealed significant differences among experience levels in writing speed, planning duration, pause, search, reuse, content shaping, and structuring. Detailed planning and systematic content/structure editing were strongly associated with higher-quality texts. Building on these findings, we propose a process model of technical writing, explain its correlations with writing score, and depict process profiles of different experience levels. We also highlight the importance of information processing skills in enhancing writing efficiency, offering empirical guidance for technical writing instruction and professional training.

Storytelling is a key component of user experience (UX) design practice. However, while storytelling is universally acknowledged as important, what exactly is meant by storytelling is elastic. This elasticity makes it hard to explain and teach to emerging practitioners. In this research paper, we propose a data-derived definition to bring more understanding to the concept of storytelling in UX. The contribution of this work is a multifaceted definition of storytelling in UX that can be used as a heuristic to help make it more meaningful and understandable to students and early career professionals. We conclude by providing strategies to incorporate the storytelling heuristic into UX pedagogy.

This article the Doomsday Clock and the Nuclear Football as interconnected technical communication artifacts that function as two sides of a “spurious coin” in the securitization of nuclear deterrence. While the Clock externalizes existential risk through apocalyptic rhetoric, the Football internalizes it within exclusive military command structures—together legitimizing perpetual nuclear crisis. Drawing on technical communication scholarship and critical security studies, the analysis argues that both artifacts sustain nuclearist ideology by reinforcing deterrence as common sense. The Clock's ominous countdown and the Football's ever-present launch capability are mutually validating and together normalize nuclear brinkmanship as the price of global security.

Indian technology start-ups have flourished in the past decade in sectors such as ride-hailing, hotel-booking, and at-home personal services, which have been supported by national programs and Silicon Valley ideas of market disruption. Drawing on Miller’s foundational work on “technological consciousness,” this article demonstrates how start-up origin stories construct an ethos that is aligned with nationalist and casteist privilege, which are the closed system's principal values. Expanding northern hemispheric exclusionism, the article contributes to the interdisciplinary study of entrepreneurial, professional, and technical communication with a critical view of how globalized discourses legitimize individual entrepreneurship by strengthening and obscuring the ideological tension between casteism and meritocracy.

Mainstream artificial intelligence (AI) is an extractive industry that exploits both humans and nonhumans. The extractive underpinning of mainstream AI systems means that technical communicators must be careful when advocating for accessibility and inclusivity in AI because those efforts may expose marginalized groups to further exploitation. Extractive AI also necessitates that technical communicators reconsider how their own discipline may be complicit in the damaging logics and practices of extraction.

Social media, the pandemic, and environmental hazards have all played a role in shifting the landscape of risk communication. This paper takes a retroactive risk approach to study how COVID-19 messaging was shaped in the first 2 years of the pandemic. Using a corpus of 764 news releases from five health departments, I combine corpus analysis with coding based on government capacities to show that health departments highlighted public health data (surveillance) and risk guidance (governance), while downplaying enforcement (coercion). This process of revisiting communication from an acute risk phase can help us recalibrate how public health roles are constituted through language to prepare for future events.

Simplified user interfaces (SUIs) refer to a new design technique in technical communication that simplifies screenshots by removing irrelevant elements and highlighting only the essential information. While there is consensus on the benefits of signaling in multimedia learning, there is currently no empirical evidence on the effects of SUIs on user performance. This study reports an eye-tracking experiment that examined whether users can work more effectively and efficiently with a software tutorial containing SUIs instead of unedited pictures without signaling or pictures using conventional signaling techniques. The study also aimed to clarify whether SUIs draw user attention to relevant areas of a picture. Eye tracking and performance measures indicate that SUIs draw user attention successfully, but do not improve user performance compared to unedited screenshot in a tutorial scenario. The results contribute to the question of whether design principles of multimedia learning can be successfully transferred to action-oriented texts.

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.

This article explores how entrepreneurs engage users in innovation in order to identify collaboration opportunities between entrepreneurship and technical and professional communication (TPC) scholars interested in user experience (UX). This article surveyed American entrepreneurs (N = 100) asking when and how they involve users in product development. The results suggest that most entrepreneurs do engage users to drive innovation and understand their markets, but do so largely through informal means. Our research suggests that UX can serve as a connection point for TPC scholars and entrepreneurs, especially if TPC emphasizes the role of UX in innovation and offers entrepreneurs efficient yet reliable user-research methodologies.

This article responds to the need for studies on the proposal-writing process within nonprofit organizations. The few empirical studies within the technical communication field and nonprofit studies have focused on job satisfaction and compensation rather than the writing process. Based on a nationwide survey ( n  = 580) and interviews ( n  = 18) of members of several professional organizations for proposal writers, this study describes the differences between academic and nonprofit proposal writers, writers’ experiences learning their job duties, and how long it takes to feel confident in their position. The study also reports three areas of study that writers said are important to their job: research methods, project management, and personnel management. The author provides suggestions to professors of proposal-writing coursework and recommends that they pair with local professional organizations to develop strong connections with the profession.

While user experience (UX) and technical and professional communication (TPC) are intertwined, how UX is taught in TPC is highly variable. In this article, we report data from a study with TPC instructors who teach UX to identify patterns in approaches to teaching UX. We provide background on UX pedagogy, share methods including collecting data from a questionnaire and interviews and conducting qualitative analysis. The findings map teaching activities onto the design process and show patterns and commonalities. We conclude by proposing a process-based approach for teaching UX in TPC classes and programs to provide scaffolding and connections for students.

Generative AI tools allow anyone without web-design experience to have a business website created when the user provides a few specifications about the business, such as its name, type, and location. But the resulting websites not only fall short of the business's basic needs but they also raise major concerns about their accessibility for disabled users. This study specifically examines whether these AI generated websites are accessible to screen-reader users with visual disabilities. It presents data about the usability and accessibility of the products of three generative AI website builders, highlights the specific problems found by an expert screen reader test along with an automated machine scan of these sites, and discusses some causes of and recommendations for solving these problems.

This article assesses the data practices of Grammarly, the prominent AI-assisted writing technology, by applying data principles that advocate for empowering Indigenous data sovereignty. The assessment is informed by the authors’ work with an Inuit tribal organization from rural Arctic Alaska that generated data and metadata about potentially sacred tribal activities. Their analysis of Grammarly's large-language modeling practices demonstrates how technical communication can hold businesses to principled data practices created by Indigenous nations and communities that understand how to create more just futures.

The concept of a public—a group of strangers drawn together through their mutual attention to a text—has historically been tied to the notion of human intentionality. The recent popularization of artificial intelligence (AI) large language models (such as ChatGPT) destabilizes this connection. When large language models generate text, they may inadvertently form stochastic publics—groups pulled together through the randomization of biased data patterns drawn from AI training material. This exploratory study draws on a three-phase dialogue with OpenAI's ChatGPT 4 to identify the risks of stochastic publics and suggest human-originated interventions grounded in feminist care ethics.

Medical documentation--i.e., charting--is widely known to be crucial for patient care, billing, and legal protection, but it is simultaneously largely viewed as tedious, time-consuming busywork that takes clinicians away from patients, especially in the era of electronic health records (EHRs). There has been excellent but limited research on how writing skills (and thus, explicit writing instruction) influence both the charting experience and charting outcomes (Schryer, 1993; Opel & Hart-Davidson, 2019). In this project, I investigate how progress notes within EHRs could be improved if medical providers had more training in rhetoric and technical writing. Specifically, I focus on primary care, as primary-care providers have been shown to spend the most time on EHRs (Rotenstein et al, 2023). I draw upon a corpus of de-identified primary-care progress notes and the insights of primary-care providers, both sourced from clinics in rural Oregon. My major conclusions are that primary-care providers would benefit from being taught how to write with attention to audience and purpose and that rhetoricians of health and medicine have an opportunity to help improve patient charting.

Since its release in late 2022, ChatGPT and subsequent generative artificial intelligence (GAI) tools have raised a wide variety of questions and concerns for the field of technical communication: How will these tools be incorporated into professional settings? How might we appropriately integrate these tools into our research and teaching? In this review, we examine research published in 2023–2024 addressing these questions ( N = 28). Overall, we find preliminary evidence that GAI tools can positively impact student writing and assessment; they also have the potential to assist with some aspects of academic and medical research and writing. However, there are concerns about their reliability and the ethical conundrums raised when they are used inappropriately or when their outputs cannot be distinguished from humans. More research is needed for evidence-based teaching and research strategies as well as policies guiding ethical use. We offer suggestions for new research avenues and methods.

Previous literature has shown that generative artificial intelligence (GAI) software, including large language model (LLM) chatbots, might contribute to qualitative research studies. However, there is still a need to examine the relationships between researchers, GAI technologies, data, and findings. To address this need, our team conducted a thematic analysis of our reflexive journals from an LLM chatbot-assisted research project. We identified four roles that researchers adopted: managers closely monitored the LLM's work, teachers instructed the LLM on theories and methods, colleagues openly discussed the data with the LLM, and advocates worked with the LLM to improve user experiences. Planning for and playing with multiple roles also helped to enrich the research process. This study underscores the potential for using conversational roles as a framework to support reflexivity when working with GAI technologies on qualitative research.