Passions, Pedagogies, and 21st Century Technologies: A Review eds. Gail Hawisher and Cynthia Selfe Utah State UP, 1999 ISBN: 0-87421-258-8  464 pp.  $29.95  Review by  Lynley Loftin, Clemson University Shannon Carter, Texas Woman's University Chandra Lewis-Qualls, Texas Woman's University English professors who grew up in the 1950s and 1960s and entered the profession in the 1970s, neither of us started teaching with computers; we learned as we went. And what we learned convinced us that computers were becoming increasingly important in educational settings--not simply because they are tools for writing (they are not simply tools; they are, indeed, complex technological artifacts that embody and shape--and are shaped by--the ideological assumptions of an entire culture), but rather because these machines serve as powerful cultural and catalytic forces in the lives of teachers and students. (Hawisher and Self, "Introduction" 2) New technologies shape and are shaped by the culture in which they are produced and perpetuated, thus technology throughout the ages has embodied, shaped, and been shaped by the passions of the culture that developed and ultimately embraced it. If we are to make our pedagogies relevant for our students, we have to understand (and help them understand) the underlying cultural dynamics that link humans with their technologies.  Each chapter in this collection builds upon the interrelationships among the three parts of the title to this collection: (1) Passions, (2) Pedagogies, and (3) 21st Century Technologies. The relationship among these three parts is necessarily symbiotic. Passions shape our digital and print literacies. Passions shape our pedagogies. Passions shape our technologies. And the forces within this symbiotic relationship, as noted again and again throughout this volume and throughout this review, are both centrifugal and centripetal. In addition to the Table of Contents and Conclusion, this collection is divided into four parts, each part representing the various ways changing technologies have affected English education in the latter part of the 20th century and the beginnings of the 21st century:  Part I: Refiguring Notions of Literacy in an Electronic World (reviewed by Lynley Loftin) Part II: Revisiting Notions of Teaching and Access in an Electronic Age (reviewed by Chandra Lewis-Qualls) Part III: Ethical and Feminist Concerns in an Electronic World (reviewed by Lynley Loftin and Chandra Lewis-Qualls) Part IV: Searching for Notions of Our Postmodern Literate Selves in an Electronic World (reviewed by Shannon Carter) The most important lesson this collection offers those of us teaching college English is that despite the possibilities of cyberspace, we must allow neither ourselves nor our students to be caught up in what Michael Joyce calls Passionate Irresponsibility (George and Shoos, Bruce, Joyce, and Moulthrop).