In this paper, we demonstrate how studying the rhetorics of ChatGPT prompt writing on social media can promote critical AI literacies. Prompt writing is the process of writing instructions for generative AI tools like ChatGPT to elicit desired outputs and there has been an upsurge of conversations about it on social media. To study this rhetorical activity, we build on four overlapping traditions of digital writing research in computers and composition that inform how we frame literacies, how we study social media rhetorics, how we engage iteratively and reflexively with methodologies and technologies, and how we blend computational methods with qualitative methods. Drawing on these four traditions, our paper shows our iterative research process through which we gathered and analyzed a dataset of 32,000 posts (formerly known as tweets) from X (formerly Twitter) about prompt writing posted between November 2022 to May 2023. We present five themes about these emerging AI literacy practices: (1) areas of communication impacted by prompt writing, (2) micro-literacy resources shared for prompt writing, (3) market rhetoric shaping prompt writing, (4) rhetorical characteristics of prompts, and (5) definitions of prompt writing. In discussing these themes and our methodologies, we highlight takeaways for digital writing teachers and researchers who are teaching and analyzing critical AI literacies.

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In this article, we describe the philosophy, objectives, and development of Multilingual User-Experience (Multilingual UX), a community-driven initiative for supporting technology innovation with marginalized communities. We highlight how community-based mentorship can guide innovative technology design through an intersectional technofeminist perspective. We begin with a discussion of the impetus for building this initiative before discussing how we are collaboratively designing a research center to facilitate technology design with and for marginalized communities. We both theorize and enact the intersectional technofeminist principles of our work by telling the story of our project with our collaborators and community partners, in the form of vignettes from a symposium. We conclude by looking ahead to our next steps and by offering strategies for intersectional technofeminist community building and technology innovation, in the hope that our experiences can be further developed and localized to support similar initiatives that highlight the value of feminist collaboration in technology design.

The authors, an instructor and students, describe our practice of user-centered design on three levels: in the design and structure of an advanced undergraduate course in which we all participated, in student projects designed during the course, and in our reflections on the course presented here. We argue that principles of user-centered design can and should be more than course concepts and assignments; they can be core practices of the course that hold both students and teachers accountable for the impacts of their rhetorical choices. We offer a model for other teacher-scholars looking to involve students in the design of their courses and in writing together about their work.

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