This introductory dialogue invites readers to think with a range of scholars about the role of community engaged researchers in the field. It draws together a range of perspectives as way of honoring CER through both methodology and genre. The authors provide insight into their own experiences and draw attention to elements of CER that rarely get discussed and published.

On June 12, 2020, the SIGDOC Executive Committee issued the following Response to Injustice on the SIGDOC website. We reprint the statement here in its entirety.

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.

Teaching user experience (UX) can be challenging due to the situated, complex, and messy nature of the work. However, the complexity of UX in practice is often invisible to students learning these methods and practices for the first time in class. In this article, we present findings from a study of rhetorical strategies of UX practitioners and pair them with strategies for teaching UX to students. While previous work on teaching UX reflects current practices in the classroom or reflections of practitioners, this study demonstrates the benefits of researching existing industry practices in order to inform pedagogy.