This paper is an attempt at uncovering some online practices that it is proposed utilise the age‐old lineages of the visual comic and cartoon, which can help one better understand how to create and learn through interaction enabling technologies such as those available today. As a secondary theme the paper looks at the potential for new media practices (using the label to cover a range of disciplines from design to fine arts in the digital realm) to encourage a different type of educational dialogue between student and tutor, a dialogue which could be useful in developing student confidence and thus re‐engage them in academic enquiry.

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In this article I survey the current status quo in UK illustration education, and argue the case for a pragmatic and culturally porous approach to theory within illustration education. The pragmatic approach allows illustrators to see themselves as a form of social scientist, ethno/anthropologist, community activist or facilitator for change-a constructive move that directly mirrors broader diffuse changes in the design sector. The article ends by discussing notions such as the 'public intellectual' and 'perspectival seeing,' and concludes that as an international discipline the illustration community can offer muchneeded new discourse and perspectives.

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This paper explores the journey that experimental texts must undertake as they migrate from other mediated forms of representation to the digital. It will explicitly explore the Internet as the primary context and it will use my first digital text Red Riding Hood (6amhoover.com, 2001) as a device to not only talk about my own relationship with mediating existing texts into that which might be considered experimental but also to appraise the evolution and in turn the changing mediation power of the Internet.