we are teaching in a different world. our obligations and our circumstances are changing still, in new contexts where web writing is not so new or scary or strange or complicated. not many of us feel obligated to teach coding–there are plenty of other arenas where students probably have learned it by now. but some things are still true for us, it seems.

like what Rae and White notice about evaluating web content: “accessing information on the Web is not as much of a problem as distinguishing between valuable information and eye candy” (427).

and this: “more people have the potential to express their ideas and to influence others. Instead of the select few having access to the mechanisms for book publishing, broadcast television, or radio, people can take part in the new communication possibilities available through the computer” (423). we don’t need to make many claims about this anymore. we know. and yet– there are plenty of populations who don’t have this access. and plenty of people also have their access controlled or limited or tracked in sketchy, colonial-ish ways, too. there are lots of big hairy conversations and arguments to be had about access, even if some things can be somewhat taken for granted in 2015.

and perhaps this bit is still true too, from Maurellio, on how “research has not yet determined how much this use of code must be incorporated into composition courses” (411). I sort of chuckled at this. will research ever determine, unequivocably, exactly how anything should/must be done in any writing classroom? I mean, research is good and useful and all, but I have my doubts about how many “musts” it will ever be able to fully support.

I really love the concept of a metamedium–a medium that can reflect on itself. the web is not the only such medium, I don’t think. maybe most are, in some fashion.