How can we teach students to slow down their reading process and move beyond surface-level comprehension? Patricia O’Connor’s Appalachian Literature students co-constructed hypertexts which capture the connections readers make among assigned texts, reference documents, and multimedia sources. These hypertexts became more than artifacts of student work; rather, they became collaborative, exploratory spaces where implicit literary associations become explicit.

What does it mean for two community college colleagues, teaching in very different disciplines, to work together on a Scholarship of Teaching and Learning (SoTL) project?  What happens when they join together to examine their students' work, their individual teaching practice, and the possibilities for collaborative research?  And what do they learn when they undertake an electronic publication of that work in a digital gallery?

We hear a lot these days about the empowering shifts in readers' abilities to construct meaning and to change the "original" text made possible by new technology. But the phenomenon is at least as old as the early modern period, when it was used to good effect by writers like John Donne. Tatjana Chorney argues that "studying the dynamic of interactive reading is. . .not only a look back on past practice but also a model for studying integrative teaching and learning in a global world."