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Jennifer L. Holberg and Marcy Taylor “The revolution will not be tweeted”— or so contends Malcolm Gladwell in a recent New Yorker piece. Perhaps Gladwell has a point, particularly in his specic fi argument critiquing what he sees as an overly determined link between activism and social media, but as journal editors, we find the sounds of upheaval accompanying the merging of technology and publishing these days have risen from a twitter to a roar. Every day brings not only new reports of the imminent death of books and the ascendancy of digital replacements, such as the iPad and Kindle, but also real questions about the way forward in the world of academic journals. And, while such noises are certainly not new, the decibels do seem to be growing ever louder. As we think about our own textual presence, we’re interested in understanding more how our readers are experiencing this particular corner of the revolutionary landscape. Pedagog y came onto the scene a decade ago just as the transition from print to digital was moving into full gear. At the same time, accounts in media such as the Chronicle of Higher Education were reporting that libraries— under severe financial
Pedagogy – Duke University Press
Published: Apr 1, 2011
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