In Visualizing Captions and Subtitles: The Embodiment of Accessible Multimodal Communication , Janine Butler visualizes captions and subtitles as instruments of connection that embody how we all communicate with each other through multiple modes and languages, including bodies, voices, and signs.

In this article, I study how a Deaf-owned company, Convo Communications, builds on accessibility as the baseline from which members contribute to more inclusive workspaces through innovative technologies and communication practices. I analyze the company’s website, blog posts, and videos to demonstrate how this organization embodies the value of accessible communication and a collective vision, how the members design more accessible ways to connect and use their expertise to educate other businesses and professionals, and the organizational commitment to communication diversity and accessible conversations. The findings lead to implications for even more inclusive business and professional communication practices.

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To demonstrate the value of access and attending to audiences’ experiences, this article shares our analysis of our interviews with eleven students who created videos with sound and captions. We build on our analysis to present a modified set of criteria for assessing how video composers demonstrate awareness of their audiences’ needs and preferences when designing access.

This article threads together multilingualism and disability studies research in writing studies, and introduces composition pedagogies that embrace multilingualism, multimodality, and accessibility simultaneously. We argue that writing teachers can work toward social justice in writing courses by considering accessibility through intersectional (Crenshaw; Martinez) and interdependent (Jung; Wheeler) approaches that put language diversity and disability in conversation (Cioè-Peña). Each of us shares two pedagogical examples that consider language diversity/difference and embodied diversity/difference as unified concepts. Our pedagogical examples include projects related to multimodal and digital rhetoric, multilingual/multimodal community engagement, reflecting on communication differences, and analyzing multimodal/multilingual communication in practice. Through what we call intersectional, interdependent approaches to accessibility in writing classrooms, students and teachers can honor the multitude of valuable communication practices that students engage in within and beyond the English writing classroom.

Integral captions and subtitles are specific forms of captions and subtitles that are designed to be essential elements of videos in coordination with sound, signs, and other modes of communication. Integral captions reflect the importance of embodied rhetorics in Deaf culture, particularly in the kinetic language of ASL and Deaf Space design practices. Designing a (Deaf) space for integral captions that embody multimodal and multilingual communication is an essential multimodal literacy practice that benefits d/Deaf and hearing composers and viewers. Five criteria that characterize integral captions provide instructors and scholars with a tool for captions and embodied rhetorics.

Informed by my embodiment as a Deaf instructor asking hearing students to challenge captioning conventions, this article shows how hearing composers can reimagine the design of their captioned videos, and appreciate students’ embodied responses to new rhetorical situations. The embodied methodology and methods in this article incorporate embodied differences and are directly influenced by the fields of disability studies, cultural rhetorics, and embodiment. This article foregrounds students’ embodied responses—their individual reactions to the videos and activities—in the form of their reflective letters on the process of designing and analyzing videos with dynamic visual text, or captions that move around the screen in interaction with other modes of communication. In addition to discussing their written responses and the skills they developed, I assess their group videos to show how student composers interpret the process of infusing captions with meaning.

Winners of the Gail E. Hawisher & Cynthia L. Selfe Caring for the Future Scholarship share their experiences and their suggestions for increasing diversity and inclusion in the Computers and Writing community.

I use this webtext to demonstrate how ASL music videos can enhance accessible multimodal pedagogies because of the ways that their designers use multimodal strategies to make their compositions more inclusive. I call on instructors and students to analyze ASL music videos and design more accessible multimodal compositions that reach different bodies.

Sean Zdenek writes in Reading Sounds, “I set out to break new ground in caption studies. Much work still remains. I hope that this book can serve as a roadmap for future scholars and others interes...