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This collection situates space design and digital technologies as deliberate, infrastructural practice. The chapters call attention to a range of theoretical frameworks, methodological approaches, and tools for shaping space-design decisions. Chapters address how architectural and technological needs (i.e., architexture) are met and how they are rationalized within specific institutional contexts. The chapters offer considerations of space design and writing instruction both from a wide range of perspectives and from the various actors at play in any one specific instance of space design and infrastructure. Authors represent a range of voices, including writing program administrators, writing center directors, writing center staff members, writing teachers, and graduate student instructors, involved in and concerned with writing spaces in high schools, community college contexts, and in research-extensive institutions.

The collection consists of three parts: framing space, modeling and making space, and crossing spaces. Contributors to the first part offer a variety of lenses—cyberfeminist, design philosophy, teacher–research, and disability studies—for understanding different kinds of spaces for writing and teaching writing: learning/course management systems; a brick-and-mortar multimedia production classroom; brick-and-mortar BYOT (bring your own technology) classrooms; and virtual writing classrooms. Taken together, the chapters in part 1 offer perspectives that readers can apply to their own work using, proposing, designing, and adapting spaces for teaching writing.

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