This paper focuses on an intersectional feminism approach to writing assignments in which students served as co-creators of knowledge engaged in the development of an open-access book titled "Motivation in Learning, Training, and Development: A Collection of Essays," while enrolled in the "Principles of Learner Motivation" synchronous online course of a graduate-level program majoring in Instructional Design and Technology. This paper includes a description of the instructional activity, the context of the activity, the materials used, the instructions provided to the learners, and a discussion of the effectiveness of the activity. This instructional activity showcases how (a) learners can be scaffolded as co-creators through a learning experience and (b) instructors can nurture a safe and supporting community that leads to intellectual advancement and greater societal impact.