The New Publishing Revolution (Web 2.0) represents what Steve Hargadon identifies as the first of ten transformative trends in his analysis of Web 2.0's impact on education and society. According to Hargadon, this revolution constitutes a fundamental shift in how content is created and consumed online, marking what he believes will have "a greater impact than the advent of the printing press."

The Shift from One-Way to Two-Way Media

Hargadon characterizes the traditional web as "really been a one-way medium, where we read and received as passive participants, and that required a large financial investment to create content." In contrast, the New Publishing Revolution transforms the internet into "a platform for unparalleled creativity" where "we are creating the new content of the Web."

The new Web, or Web 2.0, as Hargadon terms it, represents "a two-way medium, based on contribution, creation, and collaboration--often requiring only access to the Web and a browser." This accessibility removes traditional barriers to content creation that previously required substantial financial resources.

Tools and Platforms of the Revolution

Hargadon identifies several key technologies driving this publishing revolution: "Blogs, wikis, podcasting, video/photo-sharing, social networking, and any of the hundreds (thousands?) of software services preceded by the words 'social' or 'collaborative' are changing how and why content is created."

He notes that while "Web 2.0 was amazing when blogs and wikis led the way to user-created content," the revolution accelerated significantly with social networking platforms. As he observes, "blogging is just not that easy to start doing... and wikis can intimidate even the bravest of souls," but social networking sites made participation more accessible to broader audiences.

Scale and Impact of Content Creation

The New Publishing Revolution has generated what Hargadon calls "A Tidal Wave of Information." He provides striking statistics to illustrate the scale: "There are over 100,000 blogs created daily, and MySpace alone has something over 375,000 new users (content creators) every day."

Using Wikipedia as an example, Hargadon poses a significant question about future content volume: "If fewer than 1% of the users of Wikipedia actually contribute to it, what will happen when 10% do? Or 20%?" This exponential potential for content creation represents "a flood of content" that creates new challenges around information management and attention.

The Paradox of Content Overload

Hargadon presents a counterintuitive solution to information overwhelm. He states: "when people ask me the answer to content overload, I tell them (counter-intuitively) that it is to produce more content. Because it is in the act of our becoming a creator that our relationship with content changes, and we become more engaged and more capable at the same time."

This perspective reflects his belief that "in a world of overwhelming content, we must swim with the current" rather than resist the tide of information. He later emphasizes this principle as a key educational concept: "The Answer to Information Overload Is to Produce More Information."

Connection to Broader Cultural Shifts

The New Publishing Revolution connects to what Hargadon identifies as a broader transformation "from consuming to producing" and "from publication to conversation." This shift represents part of his larger argument about moving "from passive to passionate learning" and "from presentation to participation."

Hargadon emphasizes the importance of teaching content production as an essential skill, noting that educators must help students learn "how to make decisions about sharing what you produce" including understanding copyright issues and Creative Commons licensing. This reflects his view that students "desperately need training in real thinking skills" as they navigate this new publishing landscape.

Educational Implications

For educators, Hargadon argues that understanding the New Publishing Revolution is crucial because "we have had to teach students how to seek out information – now we have to teach them how to sort from an overabundance of information." Additionally, "We've spent the last ten years teaching students how to protect themselves from inappropriate content – now we have to teach them to create appropriate content."

The revolution fundamentally challenges traditional educational models by making students potential contributors rather than mere consumers of information, supporting what Hargadon sees as a paradigm shift in how learning occurs in the digital age.