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We are looking at how new forms of document interface can be used to support new forms of scholarly discourse, and ultimately, new models of scholarly publishing. Towards this end, we have been using specially designed computer-meditated conferencing technology to realize an innovative peer review model within an academic e-journal–The Journal of Interactive Media in Education. In essence, through re-design of social processes and technical products, we have tried to shift reviewing from a closed process centered on evaluating scholarly work to an open process promoting constructive dialogue between participants. Our experiences indicate that ongoing and explicit mediation activities by editors play an important role in helping review participants (authors, reviewers, guest editors) effectively learn about and participate in the new process. We describe our specific mediation activities and the theoretical framework they are derived from: meta-structuring. The utility of the meta-structuring theory is derived from its explicit acknowledgement that (1) technology adaptation and cultural change are gradual processes that occur primarily after deployment and during use and (2) ongoing proactive interventions (mediations) can facilitate these gradual processes and improve technology use and acceptance. We argue that ‘meta-structuring’is an instance of a broader class of theories, which we call “developmental theories-in-action”, which offer a promising direction for future research agendas.