In Guiseppe Getto, Nathan Franklin, and Sheryl Ruszkiewicz’s (2014) article, “Networked Rhetoric: iFixit and the Social Impact of Knowledge Work” they strived to “develop an understanding of iFixit’s Technical Writing Project as a network that links human action to nonhuman action, and that sees this linkage as potentially rhetorical” (p. 187). Getto, Franklin, and Ruszkiewicz conducted a qualitative case study in a technical writing classroom at a state university, they examined the interactions and rhetorical impacts, the right to repair, how nonhuman actors influenced the human counterparts, the students possession of knowledge, and the complexity of rhetoric. Getto, Franklin, and Ruszkiewicz’s purpose was to express the importance of more knowing-how and less knowing-that, decentering the human rhetor, studying complex social realities, and reconsidering social justice as technological as well as social” (pp. 198-199). Getto, Franklin, and Ruszkiewicz’s intended audience was technical writing instructors looking for guidance and students seeking to guide themselves. Getto, Franklin, and Ruszkiewicz focused mainly on the students in the study and their ability to both create and produce knowledge, which was a unique approach to the subject and its importance in the classroom.