As a composition instructor whose methodology includes social critique in every writing assignment, I have found that teaching in networked classrooms is complicated and even at times contradictory. I ask a lot of my students; they not only research and critique popular cultural texts through an analytic methodology I acquired from James Berlin, but they also analyze their sources carefully in an effort to expose, discuss and evaluate the development, biases and even viability of the information they uncover. Along with critiquing and researching social and cultural discourse, the students employ the technical tools available in our networked classroom. One prominent aspect of networked classrooms my students and I encounter is the immediacy that technology-- the Web in particular-- brings to research and critique that is not so apparent in print me>

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