Strong words and thoughtful analysis leading-edge digital information scholars raise disturbing questions as well as optimistic celebration about journalism and mass communication education in Symposium that follows. Several research articles, each blind reviewed members of Educator's editorial board and individually accepted for publication, had in common inquiry and discovery involving digital information and media. As a result, I held them in a desktop folder, bundled them for this issue, and invited seven colleagues whose work on processes, effects, and application of information technology is internationally recognized as authoritative and groundbreaking to contribute to Learning Reconsidered: Education in Digital Age, a construction borrowed with reverence from Ernest Boyer. Boyer's Scholarship Reconsidered appeared in 1990, just about time that computer network use reached critical mass, which is defined diffusion of innovation scholar and Symposium participant Everett Rogers as the point at which enough individuals adopt an innovation that its future adoption is self-sustaining. Boyer asked educators to do nothing less than reconsider priorities of professoriate. In addition to traditional research, Boyer called for recognition and reward of three additional scholarships: a scholarship of integration that gives context and meaning to isolated discovery; a scholarship of application in which problems themselves define an agenda for scholarly investigation; and a scholarship of teaching in which we take seriously complexity of helping others to learn. The priorities of journalism and mass communication education underlie responses of Symposium participants Helen Chen, Everette E. Dennis, Philip Meyer, John Pavlik, Larry Pryor, Everett Rogers, and S. Shyam Sundar. Their discussion invites careful reflection and reconsideration as individuals and as program faculties. What are implications of digital technology for what we teach, for how we teach, and for how we view our charge as professional educators? Are we integrating digital discovery into larger journalism and mass communication context, or allowing it to float isolated in stand-alone programs of new technology? Are we actively applying new technologies to issues of social consequence, or are we content with their exploitation as a more efficient means of information search and transmission? Are we embracing technology to make our pedagogies support curriculum, or simply adding administrative efficiency to testing, grading and similar managerial functions? A review of literature and disciplinary norms suggests that among Boyer's priorities of professoriate, integration, application, and teaching have yet to reach critical mass. Entrenched priorities and practices continue to drive much of our curriculum and teaching. Journalism education is being squeezed ever more tightly into constraints of craft model, says Symposium contributor Philip Meyer. He identifies digitization of information as a primary cause and says that learning craft emulating a journeyman isn't sufficient. Nor, writes USC Annenberg's Larry Pryor, can we educate for new media simply trying to build on old and by reproducing or linking to it. …