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 examines how nonprofessionals in early modern England used tactical technical communication and rhetorical strategies to build medical knowledge and healthcare expertise. Using a feminist ethos and tactical technical communication lens, this article details a content analysis study of 4,045 handwritten medical recipes from England dated between 1540 and 1860. Findings from the study extend tactical technical communication by examining non-digital/non-internet spaces and how extra-institutional nonprofessionals build ethos and expertise.