Slack, Social Justice, and Online Technical Communication Pedagogy

Figures & data

Table 1. Application of WARM framework to slack.

CRITERIA	APPLICATION TO SLACK	SOC. JUSTICE PRINCIPLE(S)	SOCIAL JUSTICE IMPLICATIONS
WORKFLOW Ability to easily transition across relevant technologies; ability to work at one’s own pace and on one’s own time.	Several other frequently used applications and features can be embedded within Slack, i.e., Zoom, Google Drive, giphy, polls, etc. Hyperlinks to Canvas and other online tools as well as digital files can easily be inserted into Slack workspace, and pinned as needed. These features are available to students across devices.	accessibility	Students can move across technologies with relative ease; students have some flexibility in terms of pacing and how quickly they move across activities and applications.
ACCOUNTABILITY Consideration of what material conditions are needed for fully using this technology.	Slack requires internet access and a laptop, tablet, or smartphone. As a primarily text-based technology, it is accessible for students in low-bandwidth areas, as well as for those who have access to only shared spaces and those who need to take screen/bio breaks. All users can read at their own pace, participate as comfortable, and step away momentarily as needed.	accessibility, pedagogical community building	Students are not required to have high speed internet access, a computer of their own, or a room of their own; students who experience screen-related migraines as well as caregivers can take breaks as needed, users can adjust text size, and use screen readers.
REPRESENTATION Ability to customize how one is represented, and to be represented in ways that feel true to one’s sense of self.	On Slack one can easily change their full name, display name, and avatar as desired, as well as edit their profile, modify skin tone of emojis, and choose from a variety of means to express themselves (see below).	accessibility, pedagogical community building	These features encourage students to feel seen, heard, and valued as they are.
MULTIPLE MODES OF EXPRESSION Ability to express oneself through multiple means, in multiple ways.	Users can choose between private one-on-one messaging, direct messaging (mentioning someone), or small or large group conversations, as well as among multiple accessible modes of engagement and affirmation i.e., alphabetic text, emoji, emoticons, gifs, images, textspeak, hyperlinks.	accessibility, pedagogical community building	Students can access flexible avenues for class(room) participation. Ability to affirm quickly and easily can promote feelings of camaraderie and kinship.