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<div style="text-align: left;" class=""><strong class=""><span style="font-family: verdana, geneva; font-size: 16px; color: rgb(255, 255, 255);" class="">Volume 64, Number 3, September 2021</span></strong></div>
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<span style="font-family: verdana, geneva; font-size: 14px;" class=""><span style="color: rgb(64, 64, 64);" class="">Publication of the IEEE Professional Communication Society </span><span style="color: rgb(64, 64, 64);" class="">[</span><span style="color: rgb(47, 84, 150);" class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconnect.ieee.org%2FNzU2LUdQSC04OTkAAAF_QPRQXYJSOYOxrg7FmzKngCSnrFCobAjgJbX1pmQ_zBLuQM35wxMMIkPI1IcRcemxweiQxXs%3D&data=04%7C01%7Chayhoe_g%40mercer.edu%7C65b46917e33e42bfd27508d96d5e6790%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C1%7C637661074509368007%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=O4LccywKfROsrTcyuu%2F96LbuL%2FQ7AaW%2BnizM3bheTuc%3D&reserved=0" originalsrc="https://connect.ieee.org/NzU2LUdQSC04OTkAAAF_QPRQXYJSOYOxrg7FmzKngCSnrFCobAjgJbX1pmQ_zBLuQM35wxMMIkPI1IcRcemxweiQxXs=" shash="CSLYeaRMgL2FLfFEZzEsZB/eGfKuFlh9s+DyCI+JbaJVU3vy4m//ZiPYrJkGfVIJOxe1U671eQui+hZ6xr6Ci/R7lyA2L1dowz2NYjLOdutPofMKtQsLwhJr/7UX6JjRyc4q8LfXtfBHYFvke2cfq3DbDOMqQT3eRNfmlpZ0cEo=" target="_blank" style="outline: none !important; text-decoration: none !important;" class=""><span style="color: rgb(47, 84, 150);" class="">Publication
Information</span></a></span><span style="color: rgb(166, 166, 166);" class="">]</span></span></p>
<p style="margin-top: 12pt; margin-bottom: 14px; text-align: left;" class=""><span style="font-family: verdana, geneva; font-size: 16px; color: rgb(0, 96, 156);" class=""><strong class="">Research Articles:</strong></span></p>
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<span style="font-family: verdana, geneva; font-size: 14px;" class=""><em class=""><span style="color: rgb(0, 96, 156);" class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconnect.ieee.org%2FNzU2LUdQSC04OTkAAAF_QPRQXV2TyvGA7t5hAexB-ycnZr-H2wDl6srbR_Bbw2StN6qle5Ot7vPcglEKQJedWZwkVZQ%3D&data=04%7C01%7Chayhoe_g%40mercer.edu%7C65b46917e33e42bfd27508d96d5e6790%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C1%7C637661074509377968%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=94x3L8hS9ysTx4ecimcFXbvxxqoiXSh%2FQFhd%2BzHlLbQ%3D&reserved=0" originalsrc="https://connect.ieee.org/NzU2LUdQSC04OTkAAAF_QPRQXV2TyvGA7t5hAexB-ycnZr-H2wDl6srbR_Bbw2StN6qle5Ot7vPcglEKQJedWZwkVZQ=" shash="pBIItI5eFsx1HlUDXA+6NlKsrCUch6T57QGk9fbMi3IqBf16C/7h5o1dwZd2YK+bcXcCKt5q07rtaCe6sKohHjSPKIX18OPD3ypGhBbs5UM+Y6ee4J6WgbicJx+cNOeo0yQf6MQdUn1t6FrGqmtHc/3G6oDcOU57mo+k2t74XTk=" target="_blank" style="outline: none !important; text-decoration: none !important; color: rgb(0, 96, 156);" class="">Addressing
Workplace Accessibility Practices Through Technical Communication Research Methods: One Size Does Not Fit All</a></span></em><span style="color: black;" class="">, by S. Huntsman</span></span><br class="">
</p>
<p style="margin-top: 14px; margin-bottom: 14px; text-align: left;" class=""><span style="font-size: 14px; font-family: verdana, geneva; color: black;" class="">Despite the lack of marked improvement in digital accessibility, many continue to pursue a policy
approach to accessibility, including checklists and guidelines. This study investigates whether common ground between institutional values and accessibility can be discovered and leveraged to motivate value-driven accessibility. Common ground theory was used
to code and analyze data from interviews of 18 university instructors to determine how they consider accessibility in developing their course documents. Data were coded and analyzed to discover common attitudes towards accessibility. The data revealed that
although instructors approached accessibility differently, all were motivated to work for student success.</span></p>
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<span style="font-family: verdana, geneva; font-size: 16px; color: rgb(0, 96, 156);" class=""><strong class="">Case Studies:</strong></span></p>
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<span style="font-family: verdana, geneva; font-size: 14px;" class=""><em class=""><span style="color: rgb(0, 96, 156);" class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconnect.ieee.org%2FNzU2LUdQSC04OTkAAAF_QPRQXhmZvV7e2HqrwA3CX96Fp97nCAxsxD_UFBkilGAZs-854ZTpkct6q7e1JSm-CdOQ2v0%3D&data=04%7C01%7Chayhoe_g%40mercer.edu%7C65b46917e33e42bfd27508d96d5e6790%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C1%7C637661074509377968%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=Ae2%2BZ%2Ft71qgWIVmdjWqo5rIR9gUicDB9ET8akmpsif0%3D&reserved=0" originalsrc="https://connect.ieee.org/NzU2LUdQSC04OTkAAAF_QPRQXhmZvV7e2HqrwA3CX96Fp97nCAxsxD_UFBkilGAZs-854ZTpkct6q7e1JSm-CdOQ2v0=" shash="taxb1G+XJTbiio81ppbW5xxw5BS+Kj9t+MvXFlgwLemhdLm94FCDq2lipOG3fHIP1j4AWn/hogylEJ9EEDev7L5Hc/9Pi+4BXtS7ljmXltJiFSDGqo4sd1haeHmAzmujlhNRQixe1w57P5AyntyWZQyHX6sANs65Qt+RgUUs+/c=" target="_blank" style="outline: none !important; text-decoration: none !important; color: rgb(0, 96, 156);" class="">Generative
Fusions: Integrating Technical and Professional Communication, Disability Studies, and Legal Studies in the Work of Disability Inclusion and Access</a></span></em><span style="color: black;" class="">, by K. C. Bennett and M. A. Hannah</span></span><br class="">
</p>
<p style="margin-top: 14px; margin-bottom: 14px; text-align: left;" class=""><span style="font-size: 14px; font-family: verdana, geneva; color: black;" class="">Building on scholarship and practices in technical and professional communication (TPC), disability
studies (DS), and legal studies (LS), this article calls for a fusion of these fields to help technical and professional communicators (TPCers) negotiate legal understandings of access that recognize it as a complex, social phenomenon. To demonstrate such
fusion’s value in interrogating corporate discourse around disability inclusion and access, we examine the public-facing documents in JP Morgan Chase & Company’s (JP Morgan) diversity and inclusion initiatives. We use thematic coding to analyze a sampling
of JP Morgan’s documents to better understand their contributions to disability discourse. We identify tensions and offer guidelines for more equitable documentation practices.</span></p>
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<span style="font-family: verdana, geneva; font-size: 14px;" class=""><em class=""><span style="color: rgb(0, 96, 156);" class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconnect.ieee.org%2FNzU2LUdQSC04OTkAAAF_QPRQXjVRafG3kNtrLmcL5ije3EcBThxdKaQGulqEoD5lmwEiMgdAeXyF-iy469wt4NkRJ3c%3D&data=04%7C01%7Chayhoe_g%40mercer.edu%7C65b46917e33e42bfd27508d96d5e6790%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C1%7C637661074509387923%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=NwzqgXc9mOYA3YJo4n76oRFNVuvrkqRBZ3iHq2durZg%3D&reserved=0" originalsrc="https://connect.ieee.org/NzU2LUdQSC04OTkAAAF_QPRQXjVRafG3kNtrLmcL5ije3EcBThxdKaQGulqEoD5lmwEiMgdAeXyF-iy469wt4NkRJ3c=" shash="IbA/JpydpPt8YJUVNTn1fBQzUL+iMKRbgblHl3e71kvOgYMFT02K8iyNQCMBTOyMv9LLWjFDfB5meVghfZmQlrb7Vo6+jEAhYNfxPUpHwgoKQJraT8c6D1BERPxYavfWR5tqe0tZPZZh9SuYg9dBCxvl76GyFHmc6+HHGcPl7zM=" target="_blank" style="outline: none !important; text-decoration: none !important; color: rgb(0, 96, 156);" class="">Opening
the Conversation: The Development of a Faculty-Facing Module on Teaching Students with Dyslexia</a></span></em><span style="color: black;" class="">, by C. Phelps</span></span><br class="">
</p>
<p style="margin-top: 14px; margin-bottom: 14px; text-align: left;" class=""><span style="font-size: 14px; font-family: verdana, geneva; color: black;" class="">Dyslexic students frequently require alterations to both teaching approaches and document design;
however, studies show that some faculty do not see or feel a need to offer any accommodations for this dis/ability. Research indicates that train-the-trainer approaches to accessibility training offer improved scalability and efficacy when it comes to engaging
and acknowledging the needs of dis/abled communities. This article covers the module’s creation and implementation via the iterative ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. It provides a framework for creating similar
modules that industry practitioners and faculty can implement within their own organizations.</span></p>
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<span style="font-family: verdana, geneva; font-size: 16px; color: rgb(0, 96, 156);" class=""><strong class="">Teaching Case:</strong></span></p>
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<span style="font-family: verdana, geneva; font-size: 14px;" class=""><em class=""><span style="color: rgb(0, 96, 156);" class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconnect.ieee.org%2FNzU2LUdQSC04OTkAAAF_QPRQXdZV4sPJkKryeW9wsaTC1Y1ckVdMjOnq7lACCaOhBxqq2Fzpm273ruUaCWZd-foj8kY%3D&data=04%7C01%7Chayhoe_g%40mercer.edu%7C65b46917e33e42bfd27508d96d5e6790%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C1%7C637661074509387923%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=qEpqh3uBzZ3Bil%2BqKoXsDS%2FbQfrOuNKHlARbc%2BYZBbc%3D&reserved=0" originalsrc="https://connect.ieee.org/NzU2LUdQSC04OTkAAAF_QPRQXdZV4sPJkKryeW9wsaTC1Y1ckVdMjOnq7lACCaOhBxqq2Fzpm273ruUaCWZd-foj8kY=" shash="HLRVABLgu/t0w3/Csz90ZlePFDlQb14hOIP/HahzYsNU4MVk79jljVNtrKw+IUzcRwWcJa1DiDwnTbgZ89X64VisKha/8KmX8vz8onHVFRT2oxxZr+VcjnKMsHyycQZeTCM8K5TRAn2v3wzTgD6MYzW6eg1WOS1dg1GtuzviKHc=" target="_blank" style="outline: none !important; text-decoration: none !important; color: rgb(0, 96, 156);" class="">Finding
a Teaching A11y: Designing an Accessibility Centered Pedagogy</a></span></em><span style="color: black;" class="">, by K. Sonka, C. McArdle, and L. Potts</span></span><br class="">
</p>
<p style="margin-top: 14px; margin-bottom: 14px; text-align: left;" class=""><span style="font-size: 14px; font-family: verdana, geneva; color: black;" class="">This teaching case is focused on how we situated accessibility (a11y, a numeronym) at the core of
our undergraduate degree. Based on our program values, industry experience, and market need, we aimed to build a program that focused on accessibility. Through our experimental work applied within the program’s framework, we built a foundational course, launched
an intensive short program (study away), and developed opportunities for student knowledge sharing on the local, regional, and national levels. Placing accessibility at the center of the mission, scholars and practitioners alike can address these concerns
and keep their commitment to creating user experiences centered on shared values of equity, sustainability, and usability.</span></p>
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<span style="font-family: verdana, geneva; font-size: 16px; color: rgb(0, 96, 156);" class=""><strong class="">Tutorials:</strong></span></p>
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<p style="margin: 6pt 0in 0.25in; line-height: 11pt; text-align: left;" class="">
<span style="font-family: verdana, geneva; font-size: 14px;" class=""><em class=""><span style="color: rgb(0, 96, 156);" class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconnect.ieee.org%2FNzU2LUdQSC04OTkAAAF_QPRQXUquHLpfT8Cgj2kgRa4_ahQVS5_CBOL2NSLonlGKnpkNXxLYfW1t8K5w73Uug4Aikb0%3D&data=04%7C01%7Chayhoe_g%40mercer.edu%7C65b46917e33e42bfd27508d96d5e6790%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C1%7C637661074509397878%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=Dm25Ycme98jkgaOOE8nOfsfN3QmPq24IxR9fLUz3ci4%3D&reserved=0" originalsrc="https://connect.ieee.org/NzU2LUdQSC04OTkAAAF_QPRQXUquHLpfT8Cgj2kgRa4_ahQVS5_CBOL2NSLonlGKnpkNXxLYfW1t8K5w73Uug4Aikb0=" shash="llaf1WG78sWBXg0ZaaYNOO0VazVUP6ALyLuxm1IpUowar+tMIidLZGfJ62B7/j04rs1NoNlpGaBzoA9RiaM6+3YiLWQ0gWDuHrAk6w6Sg2DYf6drtEypGqgBdQvVq+HLGI7Vs5t9m3i6JNzN7lQu3DLimdPfoJ/RVS2ibMqgb20=" target="_blank" style="outline: none !important; text-decoration: none !important; color: rgb(0, 96, 156);" class="">An
Editing Process for Blind or Visually Impaired Editors</a></span></em><span style="color: black;" class="">, by M. J. Baker, E. M. Nightingale, and S. Bills</span></span><br class="">
</p>
<p style="margin-top: 14px; margin-bottom: 14px; text-align: left;" class=""><span style="font-size: 14px; font-family: verdana, geneva; color: black;" class="">Technologies that blind or visually impaired individuals can use for editing text present challenges.
Such challenges include the lack of usability in word processors’ text-editing features, navigational and sense-making issues with screen readers, limited text displayed by refreshable braille displays, and extensive commands needed to operate braille notetakers.
This study’s blind coauthor (who prefers this terminology) draws on her academic and professional experience to provide procedural information for blind or visually impaired practitioners and students who need to open email attachments, navigate files, select
text, navigate the Review tab of Microsoft Word, add comments, and use Nav Quick Keys.</span></p>
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<span style="font-family: verdana, geneva; font-size: 14px;" class=""><em class=""><span style="color: rgb(0, 96, 156);" class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconnect.ieee.org%2FNzU2LUdQSC04OTkAAAF_QPRQXUz-OG-WxiRpAGVHypedqk8r2lXZVapp9I9iHh7N-CWfYQ0nEg6AcILyUrT1DyszwRM%3D&data=04%7C01%7Chayhoe_g%40mercer.edu%7C65b46917e33e42bfd27508d96d5e6790%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C1%7C637661074509397878%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=Elphvud%2FzqKN%2Btw8Dzy8slqnrBN4bkFdVvkCL7cJo0E%3D&reserved=0" originalsrc="https://connect.ieee.org/NzU2LUdQSC04OTkAAAF_QPRQXUz-OG-WxiRpAGVHypedqk8r2lXZVapp9I9iHh7N-CWfYQ0nEg6AcILyUrT1DyszwRM=" shash="ZvimnLUPHSNvn4UN8oEVdeiT1EbuU51EPPNQIuwdXGFm8Z1vxiWgQv1SiQ9yd3bMLhvW7zuGIfLI4+eZexI4oEQGrYCLjxodgBpbdBI7KOysjKtmNUnFq6qANqiHbTL/nuybwA/punhLkgl/GTe2GUja4bycKA0BrXxlcmWaVIE=" target="_blank" style="outline: none !important; text-decoration: none !important; color: rgb(0, 96, 156);" class="">Using
Web Standards to Design Accessible Data Visualizations in Professional Communication</a></span></em><span style="color: black;" class="">, by A. Strantz</span></span><br class="">
</p>
<p style="margin-top: 14px; margin-bottom: 14px; text-align: left;" class=""><span style="font-size: 14px; font-family: verdana, geneva; color: black;" class="">Data visualization is a reliable tool for professional communication practitioners to synthesize
and present data to a variety of audiences. However, data visualizations have a range of accessibility concerns. They should therefore be designed following web standards for complex images to ensure that they are accessible to audiences with diverse needs.
Follow these best practices to create visually accessible data visualizations. 1. Design the visual for accessibility by using whitespace, creating contrast, maintaining size/scale, and labeling the visual clearly. 2. Implement the visual using web standards
to create semantic connections between the visual and text for both users and accessibility technologies. 3. Test the visual for accessibility through user tests and industry-standard tools.</span></p>
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