Local Emergency Management Agencies (LEMAs) are vital components of the U.S. National Incident Management System (NIMS). As such, their official digital presences need to be identifiable as official and should not have to compete with other digital artifacts, including web pages and whole sites, that can be mistaken for official presences. After exploring the nature of digital identity, this study examines the prevalence of competing digital artifacts and the common sources of these artifacts, such as legacy sites and hosted development sites. The study also explores ways some sites disambiguate between artifacts that represent their organizations versus those of similarly named organizations. The findings lead to several recommendations for best practices.

Abstract We justify and describe our development of the Service Learning Opportunities in Technical Communication (SLOT-C) Database. The database broadens the range of organizations that instructors and students have for client-based communication projects. We argue in support of incorporating service learning into classes and facilitating partnerships among university instructors, their students, and nonprofits. We report strategies we learned for working with student interns and IT experts and strategies we developed as we worked with usability-test participants. Keywords: client-based communication projectsiterative designservice learning opportunitiestechnical communicationuser-centered design ACKNOWLEDGMENTS We sincerely thank the Council for Programs in Technical and Scientific Communication for awarding us a research grant in 2009 to build this database. We greatly appreciate Sam Singer, whose expertise in databases and Web development made the concept become a reality. We would also like to thank Stewart Whittemore, who contributed ideas in the early planning stage. Notes Waterfall design involves creating a design to which you are firmly committed early in development and letting all design decisions flow from the initial plan. Iterative design is more flexible, allowing the plan to change as needed in response to feedback. Additional informationNotes on contributorsSusan A. Youngblood Susan A. Youngblood teaches technical and professional communication at Auburn University, and many of her classes feature service learning. Her research addresses vulnerability, accessibility, and competing needs in communication, particularly in online environments. Jo Mackiewicz Jo Mackiewicz teaches editing at Auburn University. Her research applies linguistics to technical communication and focuses on politeness and credibility in evaluative texts such as tutoring interactions, editing sessions, and online reviews.

Novice Web developers and other technical communicators need to learn not only accessibility standards but also factors that make designs usable to audiences with disabilities. One challenge of teaching accessibility to novices is creating exigency; another is emulating experiences of users with disabilities. This article tackles teaching novices to create Web sites for visually impaired audiences using a five-stage, recursive approach. Teaching best coding practices is only one stage: Instructors should create exigency by introducing real users and their experiences. They should also check for accessibility and emulate screen-reader output using tools such as WAVE and FANGS, respectively. Furthermore, novice developers should examine how different tools can be used in combination to provide a variety of feedback.

This study examines the controversy over alleged cannibalism in the prehistoric American Southwest as it played out in scholarly journals. It also examines the lessons those controversies provide technical communication. Data painstakingly collected from human remains at ancestral Pueblo sites have been interpreted as representing cannibalism and, alternatively, as indicating witchcraft, mutilation of the dead, and warfare. Three focal points of this study are the circular process of developing criteria for analysis in archaeology, the role of analogy in building hypotheses, and the role of gestalt in interpretation of the findings. This study also looks at the ways narratives contribute to knowledge building.

This study examines tensions between participants’ roles as emergency planners and as points of contact for public access to chemical reports. The two organizations in this study, both Texas Local Emergency Planning Committees, maintained web sites and were concerned about the misuse of chemical reports. Each organization used ambiguity to give members a sense of control over right-to-know access to reports. One largely avoided online mention of such access. The other used strategic ambiguity to encourage the public to access reports locally rather than through a state office and to discourage unwelcome viewers. The study found that the former organization’s use of ambiguity impeded action, but the latter organization’s use of strategic ambiguity was productive.

Young appears coy here about the status of his sexuality. He seems invested in rendering a story that highlights how he is constantly perceived as a "faggot" due to his failed performance of proper (black) masculinity and his ability to speak WEV. But he never explicitly claims a gay identity, leaving the reader to speculate.

Disaster areas and developing economies put great demands on relief and development personnel to adapt efficiently to fast-changing conditions. We draw on experiences at Mercy Corps and the literature on learning organizations, adaptive expertise, and communities of practice to identify five systemic tensions that need to be balanced when designing effective learning solutions: (1) employees' desire to learn versus the pressures of the job, (2) investing in strategic learning initiatives versus the need to keep organizational operating costs low, (3) formal learning versus informal learning, (4) maintaining flexibility within a local context versus organization-wide standards that create efficiency and accountability, and (5) people versus technology. We offer examples of possible solutions to the individual and organizational learning challenge in relief and development organizations.