Hi all,
I’m happy to announce the online first publication of three new articles for Communication Design Quarterly. You can find all our online first articles on this page, and I’m including the titles and abstracts below. I hope you enjoy the articles!
Introducing the Method of Exhibit-Based Research
by Kathryn Eccles, Laura Herman, Caterina Moruzzi, and Maggie Mustaklem (all authors share equal authorship)
Abstract: This paper introduces a method, Exhibit Based Research (EBR), in which we deploy standalone gallery exhibits as a central component of our research program. We adopt this method to distill complex visual research problems and problematize technological affordances. In the two case studies outlined in this paper, we deploy this method to articulate the role played by algorithms in processes of inspiration, design, and curation. EBR includes a practice-based component, the co-design of an exhibit, a participant engagement component, and interactive, multimodal data collection. The EBR approach creates a dynamic engagement between the public, academia, and creatives, increasing the relevancy of findings across audiences and advancing public understandings. This methodological paper aims to encourage other researchers in the community to consider EBR as an inclusive, immediate, and effective means of revealing opaque concepts and mechanisms via exhibition design.
Publicly available, transparent, and explicit: An analysis of academic publishing policy and procedure documents
by Hannah L. Stevens
Abstract: This article forwards a document analysis of the University Press of Colorado’s publicly available academic and scholarly publishing policies and procedure materials. This analysis utilizes the online heuristic “Anti-Racist Scholarly Reviewing Practices: A Heuristic for Editors, Reviewers, and Authors,” (ARRH) and a framework developed by the author that works to pinpoint places within publishing policy and process documents that may allow for discriminatory and oppressive practice. To conclude, this article forwards tangible changes to academic publishing process documents to ensure that inclusion remains an important consideration in the drafting of publishing policy and guideline documents.
Developing Asynchronous Workshop Models for Professional Development
by Imari Cheyne Tetu, Shannon Kelly, Jun Fu, Caitlin K. Kirby, Scott Schopieray, and Stephen Thomas
Abstract: Asynchronous workshops have potential as a flexible and accessible tool for instructor professional development. Translating synchronous workshops into asynchronous versions represents an opportunity to expand access to training materials, but translating across modalities is a challenge. As facilitators of the Colleges Online Learning Academy summer fellowship program, we outline our process for developing asynchronous workshops focused on pedagogy and digital learning for graduate student instructors. We evaluated participant engagement and accessibility based on survey responses (n=10) and workshop artifacts. Our four asynchronous workshops consisted of multimodal modules with video clips from the synchronous sessions and engagement opportunities on Jamboard. We found low Jamboard engagement from asynchronous participants, but high engagement in multimodal modules. Potential barriers to access included mental health, Wi-Fi access, English language comprehension, and a lack of discussion, but many participants (4 of 9) reported no access barriers. We provide recommendations for developing engaging, accessible, and content-rich asynchronous workshops from synchronous workshop materials.
Jordan Frith, Ph.D.
Pearce Professor of Professional Communication
Clemson University
Pronouns: He/Him
My new Object Lessons book: Barcode