Grounded in a series of local accounts, this webtext examines complex issues facing pre-tenure writing program administrators as they enter the professoriate while negotiating hybrid identities as teachers, researchers, and administrators. Developed out of a roundtable at the 2014 Conference on College Composition and Communication, the project also emphasizes contemporary alternatives to roundtable design that regard openness, accessibility, and persistence as priorities for delivery and circulation.

This article theorizes the development of a hybrid literate identity—one of both reader and writer. That is, prior to the emergence of social and digital media, the act of meaning-making in models of audience and writing developed in or emerging from the social turn in composition were more heavily dependent on the writer. Based on analysis of wiki talk pages, I describe a model of writing that accounts for “readers-as-writers.” Consequently, this article builds upon audience scholarship to develop a “hypersocial-interactive model of writing” to help us to better understand possible reader and writer roles in digital writing environments.