As noted in my previous editorial, this semester I've been adjusting to my new role as CDQ 's Editor-in-Chief. It has been rewarding working with Associate Editor Casey McArdle on our first issue together. In keeping with CDQ 's roots, Casey has been spearheading a comprehensive review of our in-house and public-facing documentation and streamlining our production processes. He also helped to shoulder the load associated with copyediting and producing the articles for this exciting issue. Later in this editorial, you'll hear more from Casey about generative artificial intelligence (GenAI), pedagogical trust, bridges between academia and industry, and accessibility as a core design competency. Meanwhile, I've been settling into my new role as Associate Professor and Chair of Professional and Public Writing at the University of Rhode Island, reconnecting with old friends, and making trips to the shore where I've observed firsthand how the coastline has changed. On clear days, it is now possible to identify windmills on the horizon offshore.

This summer my professional life was marked by a number of exciting changes. In addition to assuming the role of editor in chief of CDQ and producing my first issue, I stepped down from a longterm role with the editorial team at Kairos: A Journal of Rhetoric, Technology, and Pedagogy. In a bittersweet note, I received (and gave) a multitude of well wishes to the amazing colleagues and collaborators I had at Colorado State University, including Sue Doe, Lisa Langstraat, Tobi Jacobi, Todd Ruecker, Sarah Cooper, Chad Hoffman, Tiffany Lipsey, Dinaida Egan, and Meg Suter, while I started a new role as Chair of the Department of Professional and Public Writing at the University of Rhode Island. It was a summer full of packing, unpacking, painting—and new processes, policies, and people. Throughout this moment, I spent a great deal of time reflecting on this change. For instance, I reflected on what CDQ means to the fields of communication and user experience design (CD/UX), technical and professional communication (TPC), and writing and rhetoric studies (WRS). Similarly, I reflected on my editorial philosophy and how I will shape and alter it now that I've been entrusted with serving as steward of CDQ. In this opening editorial, I remark on three themes that emerged while contemplating these changes: gratitude, care, and resilience.

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.

Building from a recent history of how technical and professional communication has addressed risk, we argue that the spatial and temporal frames through which the field has encountered risk must be confronted in working toward climate justice. We offer topoi that can be deployed to trace these interconnections and apply them to The Law of the River in the Colorado River Basin to illustrate how case studies can demonstrate the unequal distribution of climate risk.

This introductory essay describes the need for clarity and openness surrounding community-engaged research projects, which comprise expertise, efforts, and experiences that often fail to make their way into traditional research accounts and articles.

In this review essay, I briefly examine Odell, Goswami, and Herrington’s discussion of tacit knowledge in The Discourse-Based Interview: A Procedure for Exploring the Tacit Knowledge of Writers in Nonacademic Settings, before discussing Collins’s expansive treatment of the concept in Tacit and Explicit Knowledge. In this monograph, Collins delineates three distinct forms of tacit knowledge: relational tacit knowledge (RTK); somatic tacit knowledge (STK); and collective tacit knowledge (CTK). I close by contextualizing Collins’s work alongside of recent research on tacit knowledge in writing studies, considering implications for future research regarding the role these forms of tacit knowledge play within epistemic and communicative activity.

This article explores how “flatten the curve” (FTC) visualizations have served as a rhetorical anchor for communicating the risk of viral spread during the COVID-19 pandemic. Beginning from the premise that risk visualizations have eclipsed their original role as supplemental to public risk messaging and now function as an organizer of discourse, the authors highlight three rhetorical tensions (epideictic–deliberative, global–local, conceptual metaphors–data representations) with the goal of considering how the field of technical and professional communication might more strongly support visual risk literacy in future crises.

This webtext outlines how decisions about data collection, segmenting, organizing, coding, structuring, styling, and modeling data influenced, in turn, which elements of literate practice were emphasized within the visualizations.

This webtext considers how educational technology platforms challenge student authorship and ownership, focusing on three platforms: Turnitin, Twitter, and Canvas. These platforms represent a range of platform types—a plagiarism detection system, a social media platform, and a learning management system—and support an assortment of composing practices and platform-based interactions that give rise to tensions in authorship.

This study identifies communication design challenges associated with firefighters' personal protective equipment (PPE), an assemblage of wearable technologies that shield these workers from occupational hazards. Considering two components of modern firefighting PPE through Zuboff's (1998) theorization of information technology, we offer an extended case study that illustrates how these wearables, as interfaces, automate or informate firefighters' practice of safety. Often lauded for their abilities to augment firefighters' work capacities and increase safety outcomes, our analysis revealed that these wearables engender practices that expose firefighters to unforeseen hazards and displace the "tacit craft skills and knowledge" that these workers mobilize to mitigate workplace risk (Spinuzzi, 2005, p. 164). Drawing from these insights, we sketch four points of tension that communication designers, system architects, and practitioners may utilize to consider the informating potential of smart-firefighting PPE equipped with physiological sensors.

Review of Working with Multimodality: Rethinking Literacy in a Digital Age by Jennifer Rowsell. Routledge, 2013.