[ATTW-L] 3 new online first articles for Communication Design Quarterly

[Jordan Frith]

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 <https://cdq.sigdoc.org/online-first-articles/>, 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
<https://bookshop.org/p/books/barcode-jordan-frith/19896061?ean=9781501399916>*
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