In "Material Contexts and Creation of Meaning in Virtual Places: Web 2.0 as a Space of Educational Research' (Chap. 13), Lynn Fendler and Karin Priem offer further insights concerning the virtual space. They focus on the salient features of Web 2.0 as a space of educational research creation, distribution and interaction. Web 2.0 is a relatively new reading/writing platform that cannot be fully understood without examining the history of reading and writing as cultural and literary phenomena. Drawing from the work of Roger Chartier and Bruno Latour, the paper highlights authorship and gatekeeping as salient cultural practices. Following a historical and epistemological approach, the paper has two main parts: (1) A Short History from Scroll to Screen: Materialities of Reading and Writing and (2) From Redaction to Compositionism: Epistemological Shifts in Web 2.0 Spaces. In the first part, they trace historical developments in reading and writing from scroll to codex to web-based formats, noting similarities and differences among various textual architectures and shifts in purposes of reading and writing. In the second part, they suggest that Web 2.0 spaces exemplify a shift from redaction to compositionism (Latour), which includes new displays of peer review comments and a redistribution of editorial gatekeeping. The paper concludes by suggesting that Web 2.0 spaces represent a historical shift in reading and writing practices for educational research, a recent shift that follows a long historical trajectory of previous shifts in the materialities of reading and writing. The architecture of the texts tends to be vertical (scroll-like) and multidimensional (hyperlinked). Authorship in Web 2.0 spaces tends to be dispersed, iterative and social, rather than individual, institutionally validated and static. The distinction between readers and writers has become blurred. The dynamic heterogeneity of compositionism is replacing hierarchical forms of redaction critique and authoritative reviewing mechanisms. Finally, Web 2.0 spaces have facilitated new research practices of data generation, community involvement, governance and surveillance.