Absolutely. My best example has less to do with publishing than pedagogy. I’m teaching my first online course this semester (for the School of the Art Institute of Chicago’s Low-Residency MFA), and we have bi-weekly, written discussions about the readings. These play out as a series of lengthy comments, written by the students and me, which attempt (with varying degrees of success) to simulate a classroom conversation.

In general, my writing leans quite heavily on citations, which mainly reflects my academic training. There’s something passive in how I’ve inculcated this training: I don’t just acknowledge sources, but all too often defer to them. With online teaching, however, the citation becomes the hyperlink, and deference becomes implicitly (or ideally) dialogical, as if a given link can start a conversation or enter into an existing one. This has had a real effect on how I write online, inspiring me to pull more links into the bodies of my text – to accept that a post may be looser in form, but all the richer for it.