The following is a list of my recent publications:

Edited Book

Jiang, J. & Tham, J. (Eds.). (2025). Designing for social justice: Community-engaged approaches in technical and professional communication. ATTW Series on Technical and Professional Communication. Routledge.

Journal Articles 

Tham, J. & Jiang, J. (2024). Understanding writing instructors’ feelings toward the affordances of multimodal social advocacy projects: Implications for service-learning pedagogies. College Composition and Communication.

Jiang, J. (2024). Emotional landscape of translingualism: Multilingual international students navigating shame through translingual digital stories.” TESOL Quarterly. 1-25. https://doi.org/10.1002/tesq.3341

Jiang, J. Vetter, M. A., & Lucia, B. (2024). Toward a “more-than-digital” AI literacy: Reimagining agency and authorship in the postdigital era with ChatGPT. Postdigital Science and Education.

Jiang, J. (2024). Composing to enact affective agency: Engaging multimodal antiracist pedagogy in the first-year writing classroom. College Composition and Communication, 75(3), 534-557.

Jiang, J. & Tham, J. (2024). Race, affect, and marginalized communities: Navigating racialized emotions in community-engaged pedagogy. Critical Studies in Education. Latest Articles.

Vetter, M. A., Jiang, J., Othman, M., & Mugunimi, M. (2024). Navigating the emotional terrain of Wikipedia writing: A feminist affective analysis of student writers’ engagement with the “be bold” guideline. Computers and Composition. 1-14.

Vetter, M. A., Lucia, B., Jiang, J. & Othman, M. (2024). Towards a framework for local interrogation of AI ethics: A case study on text generators, academic integrity, and composing with ChatGPT. Computers and Composition. 1-12.

Jiang, J. (2023). “Hidden in my lunch box”: Chinese American heritage language learners’ racialized and embodied identities. Language and Education. Latest articles.

Jiang, J. (2023). “Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling. Journal of Adolescent & Adult Literacy. Early view. 

Book Chapters

Jiang, J. (2023). Making transfer matter across digital media platforms: First-year writers’ design of multimodal campaigns for social advocacy. In R. Shepherd, L. P. Alexander, M. Davis, & L. W. Mina. (Eds.), Multimodality and writing transfer. Utah State University Press.

Jiang, J. (2023). Composing, designing, and advocating: Toward an antiracist first-year composition pedagogy. In M. Reznicki, & D. T. Coad (Eds.) Dynamic activities for first-year composition: 96 ways to immerse, inspire, and captivate students. National Council of Teachers of English.

Jiang, J. & Vetter, M. A. (2021). Writing against the “epistemology of deceit” on Wikipedia: A feminist new materialist perspective towards critical media literacy and Wikipedia-based education. In A. MacKenzie, I. Bhatt, & J. Rose (Eds.), Dupery by design: The epistemology of deceit in a postdigital era. Springer.

Jiang, J. (2020). Activating multimodal public rhetoric in First-Year Composition: Exploring the potential of a social justice writing project. In J. Dahlman & T. S. Winner (Eds.), Beyond the frontiers: Innovations in first year composition. Cambridge Scholars Publishing.

Grants

Spencer Foundation Small Grant; $60,000 (Co-PI: Xiqiao Wang)

• • Transforming translingual anti-racist research with Asian international students’ digital counter-storytelling practices

CCCC Research Initiative Award; $5000 (Co-PI: Xiqiao Wang)

• • Transforming Translingual anti-racist research with Asian international students’ digital counter-storytelling practices

CCCC Emergent Researcher Award; $10,000 (Co-PI: Jason Tham)

• • Understanding the Design, Delivery, and Impact of Multimodal Advocacy Projects: A Study of Instructors, Students, and Community Partners in Social Justice Writing Pedagogy