Beyond Student as User: Rhetoric, Multimodality, and User-Centered Design.

Abstract User-centered design (UCD) as a concept has begun to enter composition studies, particularly through scholar-teachers of technical communication. We question further incorporation—specifically, the collision course of industry-driven language such as "efficiency" and "expediency" and the potential positioning of students as "users" in the composition classroom. We argue that this positioning places us in unproductive opposition to multimodal composition. Rather than a wholesale incorporation of UCD into the composition classroom, we outline a "theory + play" approach that combines scholarship in rhetoric, speculative design, and multimodal composition. This approach, we argue, better aligns with the political and social investments of Johnson's (1998) theory of user-centered technology, in which our students are critical makers and engaged citizens in the public sphere. [ABSTRACT FROM AUTHOR]