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This new revolution started in the 20th century with sound recording and film, moved next to television and radio and today takes the form of the internet.  He points out that there is a common theme when people consider these changes – that they are not simply something new but also the end of something old. 

The primary impact on the mediated context of content during the parenthetical period is containment.  Look at a printed work, Pettitt suggested, and you will see strict regimentation.  Words are forced into lines, surrounded by margins, placed on pages that are sewn into a binding, contained by a jacket and placed on a shelf where they can be contained and controlled.  The words have been "imprisoned" and have lost much of their pre-parenthetical fluidity.  This confinement of cultural production has obviously not been limited to the written work: plays move to stages and music to concert halls during the parenthesis.

He said that human consciousness in the digital age, which de-emphasizes the kinds of categorization that marked the age of print, makes us think in a way that is reminiscent of a "medieval peasant."

“Our notion of authorship and originality was born, it flourished, and it may be waning,” Ms. Blum said.

Instead of offering an abject apology, Ms. Hegemann insisted, “There’s no such thing as originality anyway, just authenticity.” A few critics rose to her defense, and the book remained a finalist for a fiction prize (but did not win).

“If you’re taught how to closely read sources and synthesize them into your own original argument in middle and high school, you’re not going to be tempted to plagiarize in college, and you certainly won’t do so unknowingly,” she said.

Understanding how to use Python, or write code to solve problems, is just a way of having an additional tool to be creative with."

"The old teaching method — you know, where a teacher says something and you write it down and then take a test — that's about as passive as it gets," he says. "This idea pushes kids to be more actively involved since, by and large, it's something we're both learning together. That leads to a lot of innovative teaching — and a lot of innovative learning, for that matter."

"I'm certainly not a coder," says Lisa Brown, an English teacher and head of the English department at Beaver. "But, like anything, the more I've played around with it the more I've realized there's a lot that's really accessible and understandable."

The founders of the school say they want to promote work that is strange, impractical and magical. The school’s motto? “More poems less demos.”

“People are coming from a programming background, and thinking, how do I make art with these skills? Things that are whimsical? Dreams?” said Zach Lieberman, one of the school’s four founders and instructors, who has taught at the Parsons School of Design and like his collaborators, has one foot in the technology world and another in the art world.

The school’s first crop of students include both traditional programmers and designers, but also a beatboxer from Canada, and a Ph.D. candidate studying criminal justice who wants to use data visualization to highlight problems in the prison system, said Mr. Lieberman.

You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.

Your students blog or tweet or network in some way about what they are reading

You review and promote books in your own blogs and wikis and other websites. (Also Reading2.0 and BookLeads Wiki for book promotion ideas)

Instead of writing traditional book reports, her students created video book trailers, in the style of movie trailers, which summarized their readings but also analyzed deeper themes.

“I want them thinking critically about the transitions they’re including, the font choices they’re including, the color selection, the music,” Beach said. “All of that is tying into their analysis of that story.”

On a departmental level, she is instrumental in running the English teachers’ wiki, a collaborative website for sharing ideas and teaching materials.