I was often amazed at how clear, interesting, and thorough the ideas were, especially given that these ideas had to be presented in about a dozen or so pages. I see the articles being more immediately useful to those interested in theory than to those looking for more practical, or more pedagogical, implications or frameworks.
The variety of articles cater to several issues relevant in rhetoric and composition studies. Those interested in new media writing, new media ethics, online cultures and aesthetics, technology and power structures, web design, personal/professional writing, and digital feminisms should find several articles as springboards for debate and discussion. Many in rhetoric and composition studies might find that some of the articles black-box notions of texts and writing, or that some of the articles' insights could be further enhanced by bringing in one of a variety of rhetorical/composition frameworks or methodologies to the ideas that these articles engage with.
There was one shortcoming that was quite glaring though. I was disappointed in the lack of articles from African
(-American), Asian(-American), and the LGBT communities, and noticed relatively few articles from women (twenty-three men to eight women). In addition, the “Who Uses Facebook and Why?” section of the preface by Homero Gil de Zuniga and Sebastian Valenzuela draws important socioeconomic attention to Facebook, but this was the only article of its kind. Since Facebook is heavily used by adolescents, and by 74% of 18-24 year olds (xxxiii), I am surprised that more attention was not given to this specific age group and its implications on education. Overall though, this book gives its readers several well written, connected, and unique articles on how to understand not just Facebook, but new digital media in general.