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.

As technologies proliferate into all aspects of daily life, UX practitioners have the ability and responsibility to engage in research to help organizations better understand people's needs. We argue that UX practitioners have an ethical commitment to deploy methods that consciously shift power to create a more equitable relationship between researcher and participants. This article offers participatory video as a method for UX practitioners that democratizes the design process and creates rich visual data. We detail two cases of participatory video methods and how they were used to explore the potential of participatory methods in UX.

Although compositionists recognize that student talk plays an important role in learning to write, there is limited understanding of how students use conversational moves to collaboratively build knowledge about writing across contexts. This article reports on a study of focus group conversations involving first-year students in a cohort program. Our analysis identified two patterns of group conversation among students: “co-telling” and “co-constructing,” with the latter leading to more complex writing knowledge. We also used Beaufort’s domains of writing knowledge to examine how co-constructing conversations supported students in abstracting knowledge beyond a single classroom context and in negotiating local constraints. Our findings suggest that co-constructing is a valuable process that invites students to do the necessary work of remaking their knowledge for local use. Ultimately, our analysis of the role of student conversation in the construction of writing knowledge contributes to our understanding of the myriad activities that surround transfer of learning.