This article considers how learning environment design can help TPC instructors using social media tools in their courses to better support students' practicing of digital literacy. Based on findings from an IRB-approved qualitative study of a social media pedagogy that makes use of the platform Slack, this article contributes insight into how learning environment design in social media learning communities can assist instructors hoping to support their students as they practice digital and social media literacy activities.

This article offers composition theorists and practitioners insight into how social media pedagogies can help support the development of distributed expertise in writing classrooms. Reporting on the findings of an IRB-approved qualitative case study, this article showcases how students learning from and alongside one another in a Slack social media learning environment can enact distributed expertise within the classroom. After reviewing the study’s findings and contributions, the article offers some “best practices” for supporting distributed expertise with social media pedagogies in composition courses. It closes by considering social justice implications for social media pedagogies, distributed expertise, and composition pedagogy.

This article argues that conceptions of public memory, as constructed, produced, and enacted in spaces such as a university campus, can be strategically reconceived for social justice ends by mapping student-created rhetorical audio tour compositions to physical locations around that place.

The Infosphere Probe is a project geared toward re-envisioning some features of traditional annotated bibliography assignments in an attempt to empower contemporary information citizens. By challenging students to assess the information circulating in their everyday lives, the Infosphere Probe explores strategies with which contemporary classrooms might nurture and cultivate empowered information practices that appreciate lived information cultures traditionally neglected within academic discourse.