For teachers:
One of the major arguments that surfaces in this project is the idea that as teachers and students of the English language, our work would be enriched by considering English more globally than we have. In other words, authors want researchers in rhetoric, literacy, and similar fields to increase the exposure to ideas from outside of the US. In this sense, this book accomplishes this in a small way. While one could never read this book and then have accomplished all the exposure needed for this global perspective, it is a crucial step to making diversified scholarship more valued in our field. I imagine this text working well in courses that 1) focus on the integration of digital media and scholarly work 2) look at emerging forms of ethnography or 3) study the way literacy strategies are changed because of technologically saturated communication practices.

For scholars:
As an experimental project, it is difficult to place this work in conversation with other popular work in the field. The authors put themselves in conversation with scholars of literacy, but it seems to me that the biggest contributions of this project go far beyond that. This work can be useful to scholars in any area that studies how our communication changes based on technology or global changes.

For researchers
This work is primarily an ethnography. While the authors do contextualize some of what is said as well as provide a scholarly framework through which to think about the ideas presented, the arguments really are made through the snippets of video interviews and student videos. As researchers, particularly those who study feminist research methodology, we have often searched for better ways of letting participants speak for themselves. Berry, Hawisher, and Selfe have created a project that accomplishes exactly that.