The educational world is increasingly dominated by network rhetoric'; not only are teachers and learners seen as participants in networks, the availability of low-cost electronic devices, collaborative environments and new forms of data born digital' have changed the nature of education research. How can researchers and research-informed practitioners best engage in and with networks and develop effective networking practices? How might networks and networking be conceptualized in order to frame and support their work in and on networks? How do networks relate to existing organizational forms a.