Almjeld, Jen, & Blair, Kristine. (2012). Multimodal methods for multimodal literacies. In Arola K. and Wysocki, A. (Eds.), Composing(media) = Composing(embodiment): bodies, technologies, writing, the teaching of writing (pp. 97–109). Logan: Utah State University Press.
Arola, Kristin, & Wysocki, Anne Frances. (Eds.). (2012). Composing(media) = Composing(embodiment): bodies, technologies, writing, the teaching of writing. Logan: Utah State University Press.
Balsamo, Anne. (1996). Technologies of the gendered body: reading cyborg women. Durham, NC: Duke University Press.
Biocca, Frank; Owen, Charles; Tang, Arthur; & Bohil, Corey. (2007). Attention issues in spatial information systems: Directing mobile users visual attention using augmented reality. Journal of Management Information Systems, 23(4), 163–184.
Blair, Kristine. (1998). Literacy, dialogue, and difference in the “electronic contact zone.” Computers and Composition, 16, 317–329.
Blair, Kristine; Gajjala, Radhika; & Tulley, Christine. (Eds.). (2009). Webbing cyberfeminist practice: Communities, pedagogies and social action. Cresskill, NJ: Hampton Press, Inc.
Blair, Kristine, & Takayoshi, Pamela. (Eds.) (1999). Feminist cyberscapes: Mapping gendered academic spaces. Stamford, CT: Ablex Publishing Corporation.
Brady Aschauer, Ann. (1999). Tinkering with technological skill: An examination of the gendered uses of technology. Computers and Composition, 16, 1–23.
Bruce, Bertram C., & Hogan, Maureen P. (1998). The disappearance of technology: Toward an ecological model of literacy. In David Reinking, Michael C. McKenna, Linda D. Labbo, & Ronald D. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Routledge.
Carastathis, Anna. (2013). Identity categories as potential coalitions. Signs: Journal of Women in Culture and Society, 38(4), 941–965.
Castells, Manuel. (2012). Networks of outrage and hope: Social movements in the Internet age. Cambridge: Polity Press.
Crawford, Ilene W. (2010). Growing routes: Rhetoric as the study and practice of movement. In Eileen E. Schell & K. J. Rawson (Eds.), Rhetorica in motion: Feminist rhetorical methods and methodologies (pp. 71–85). Pittsburgh, PA: University of Pittsburgh Press.
Chun, Jennifer Jihye; Lipsitz, George; & Shin, Young. (2013). Intersectionality as a social movement strategy: Asian immigrant women advocates. Signs: Journal of Women in Culture and Society, 38(4), 917–940.
Cho, Sumi; Crenshaw, Kimberlé Williams; & McCall, Leslie. (2013) Toward a field of intersectionality studies: Theory, applications, and praxis. Signs: Journal of Women in Culture and Society, 38(4), 785–810.
Cohn, Jenae. (2016). “Devilish smartphones” and the “stone-cold” Internet: Implications of the technology addiction trope in college student digital literacy narratives. Computers and Composition, 42, 80–94.
Crenshaw, Kimberlé. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 140, 139–167.
Crenshaw, Kimberlé. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
DeVoss, Dànielle N., & Selfe, Cynthia L. (2002). “This page is under construction”: Reading women shaping on-line identities. Pedagogy, 2(1), 31–48.
Ding, Huiling. (2009). Rhetorics of alternative media in an emerging epidemic: SARS, censorship, and extra institutional risk communication. Technical Communication Quarterly, 18(4), 237–350.
Doyle, Julie. (2007). Picturing the clima(c)tic: Greenpeace and the representational politics of climate change communication. Science as Culture, 16(2), 129–150.
Fielding, Heather. (2016). “Any time, any place”: The myth of universal access and the semiprivate space of online education. Computers and Composition, 40, 103–114.
Frost, Erin A., & Haas, Angela M. (2017). Seeing and knowing the womb: A technofeminist reframing of fetal ultrasound toward a decolonization of our bodies. Computers and Composition, 43, 88-105.
Gajjala, Radhika. (2002). An interrupted postcolonial/feminist cyberethnography: Complicity and resistance in the “cyberfield.” Feminist Media Studies 2(2), 177–193.
Gajjala, Radhika. (1999). “Third World” perspectives on cyberfeminism. Development in Practice, 9(5), 616–619.
Grabill, Jeffrey T. (2003). On divides and interfaces: Access, class, and computers. Computers and Composition 20, 455–472.
Gruwell, Leigh. (2015). Wikipedia’s politics of exclusion: Gender, epistemology, and feminist rhetorical (in)action. Computers and Composition, 37, 117–131.
Haas, Angela; Tulley, Christine; & Blair, Kristine. (2002). Mentors versus masters: Women’s and girls’ narratives of (re)negotiation in web-based writing spaces. Computers and Composition 19, 231–249.
Haas, Angela, & Eble, Michelle. (Eds.). (2018). Key theoretical frameworks for teaching technical communication in the 21st century. Boulder, CO: Utah State University Press.
Haraway, Donna. (1990). A manifesto for cyborgs: Science, technology and socialist feminism in the 1980’s. In Linda Nicholson (Ed.), Feminism/Postmodernism (pp. 190–223). New York: Routledge.
Harris Powell, Annette. (2007). Access(ing), habits, attitudes, and engagements: Re-thinking access as practice. Computers and Composition 24, 16–35.
Hawisher, Gail E., & Selfe, Cynthia L. (1991). The rhetoric of technology and the electronic writing class. College Composition and Communication, 42(1), 55–65.
Hawisher, Gail E., & Selfe, Cynthia L. (Eds.). (1999). Passions, pedagogies, and 21st century technologies. Logan: Utah State University Press.
Hawisher, Gail E., & Selfe, Cynthia L. (Eds.). (2000). Global literacies and the world wide web. New York: Routledge.
Hawisher, Gail E.; Selfe, Cynthia L.; Moraski, Brittney; & Pearson, Melissa. (2004). Becoming literate in the information age: Cultural ecologies and the literacies of technology. College Composition and Communication, 55, 642–692.
Hayles, N. Katherine. (1999). How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. Chicago: University of Chicago Press.
Kirsch, Gesa, & Sullivan, Patricia. (Eds.). (1992). Methods and methodology in composition research. Carbondale: Southern Illinois University Press.
Hawisher, Gail E., & Sullivan, Patricia. (1998). Women on the networks: Searching for e-spaces of their own. In Eds. Susan Jarrett & Lynn Worsham (Eds.), Feminism and composition studies (pp. 172–197). New York: Modern Language Association.
Janangelo, Joseph. (1991). Technopower and technoppression: Some abuses of power in computer-assisted writing environments. Computers and Composition, 9(1), 47–64.
Jenkins, Henry; Purushotma, Ravi; Weigel, Margaret; Clinton, Katie; & Robison, Alice J. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago: John D. and Catherine T. MacArthur Foundation.
Klinefelter, Quinn. (2016, January 7). Flint residents still paying for switch to contaminated river water. WDET.org. Retrieved from http://wdet.org/posts/2016/01/07/82232-flint-residents-still-paying-for-switch-to-contaminated-river-water/
Lazarus, Oliver. (2016, January 7). In Flint, Michigan, a crisis over lead levels in tap water. PRI. Retrieved from http://www.pri.org/stories/2016-01-07/flint-michigan-crisis-over-lead-levels-tap-water
Lee, Kangdon. (2012). Augmented reality in education and training. TechTrends, 56(2), 13–21.
Le Melle, Stacey Parker. (2016, January 27). ‘We’re not victims, we’re fighters’: Interview with Flint water activist Melissa Mays. The Huffington Post. Retrieved from http://www.huffingtonpost.com/stacy-parker-aab/were-not-victims-were-fig_b_9088824.html
Malin, Brenton J. (2007). Looking white and middle-class: Stereoscopic imagery and technology in the early twentieth-century United States. Quarterly Journal of Speech, 93, 403–424.
Markham, Annette, & Baym, Nancy K. (2009). Internet inquiry: Conversations about method. Los Angeles: Sage Publications.
May, Jake. (2016, May 16). Women in Flint protest water crisis with “die-in” outside treatment plant. M Live. Retrieved from www.mlive.com/news/flint/index.ssf/2016/05/ten_women_protest_in_die-in_on.html
Mckee, Heidi A., & DeVoss, Dànielle Nicole. (Eds.). (2007). Digital writing research: Technologies, methodologies, and ethical issues. Cresskill, NJ: Hampton Press, Inc.
Oliver, Kelly. (2001). Witnessing: Beyond recognition. Minneapolis, MN: University of Minnesota Press.
Pandey, Ishwari P. (2006). Literate lives across the digital divide. Computers and Composition, 23, 246–257.
Powell, Katrina, & Takayoshi Pamela. (2003). Accepting roles created for us: The ethics of reciprocity. College Composition and Communication, 54, 394–422.
Pulido, Laura. (2016). Flint, environmental racism, and racial capitalism. Capitalism Nature Socialism, 27(3), 1–16.
Rodrigo, Rochelle L., & Romberger, Julia. (2017). Managing digital technologies in writing programs: Writing program technologists and invisible service. Computers and Composition, 44, 67-82.
Ryder, Phyllis M. (2010). Public 2.0 social networking, nonprofits, and the rhetorical work of public making. Reflections, 10(1), 29–56.
Sadler, Richard Casey, & Highsmith, Andrew R. (2016). Rethinking Tiebout: The contribution of political fragmentation and racial/economic segregation to the Flint water crisis. Environmental Justice, 9(5), 143–151.
Selber, Stuart. (2004). Multiliteracies for a digital age. Carbondale: Southern Illinois University Press.
Selfe, Cynthia L. (1999). Technology and literacy: A story about the perils of not paying attention. College Composition and Communication, 50(3), 411–436.
Selfe, Cynthia L., & Selfe, Richard J., Jr. (1994). The politics of the interface: Power and its exercise in electronic contact zones. College Composition and Communication, 45, 480–505.
Takayoshi, Pamela. (1994). Building new networks from the old: Women’s experiences with electronic communications. Computers and Composition, 11, 2I–35.
Tyson, Janet. (2016, May 26). In a city with polluted water, Flint’s artists and cultural organizations help cope with the crisis. Hyperallergic. Retrieved from http://hyperallergic.com/301571/in-a-city-with-polluted-water-flints-artists-and-cultural-organizations-help-cope-with-the-crisis
Verzosa Hurley, Elise, & Kimme Hea, Amy C. (2014). The rhetoric of reach: Preparing students for technical communication in the age of social media. Technical Communication Quarterly, 23(1), 55–68.
Wajcman, Judy. (1991). Feminism confronts technology. University Park: The Pennsylvania State University Press.
Wajcman, Judy. (2004). TechnoFeminism. Cambridge: Polity.