In two of its 2010 bulletins, the Association of Departments of English (ADE) featured a cluster of articles that attempted to take stock of what the 21st century held for close reading. The articles were motivated, as all of the scholars remarked, by the changes they had observed in the work of their colleagues and students—as well as in contemporary culture—that made them think again about why close reading mattered to the study of literature. Jonathan Culler noted that because the discipline had taken close reading for granted, it had disappeared from discussions of the goals of literary criticism. For Culler, as for Jane Gallop, that absence needed remedying, and therefore signaled an opportunity for departments of English to renew—in order to capitalize on—one of the more distinctive traits of studying literature. If New Criticism and its isolationist stance had given way to the politicization of literary studies, and if technological developments were changing the very ways in which people read, Culler and Gallop emphasized that the signature of close reading, meticulous attention to the workings of language and form, still had value. N. Katherine Hayles and John Guillory, meanwhile, each interested in the impact of digital media on the ways people read, argued that close reading skills were not only translatable to the digital context, but could also exist productively alongside the hyper-reading that web interfaces and links had generated.