When this author first started graduate school, she was an incurable snoop--deeply curious about the lifestyles of her professors. She looked through the bookcases in their offices, studied the clutter on their desks, and asked personal questions about everything from how they balanced work with family to how many hours they slept at night. She was not trying to pry into their private lives; she was simply fascinated by how they did their academic work because she had never seen professional scholarship in action before. Later, when she had the opportunity to work in the open, shared space of the British Library's reading room, she found herself in an intellectual voyeur's heaven. Here were world-renowned researchers, taking notes, turning pages, frowning, and sighing. It was a revelation to see in person the struggles she had associated with novices replicated on the faces of experts. In the reading room, she at last saw the photo negative of academic labor--a total inversion of production and product. Too often, undergraduates do not see this master image. In "Clueless in Academe" (2003), Gerald Graff argues that many students (and people in general) feel unnecessarily confused and embarrassed in the world of higher education because it obscures its own processes. Graff claims that "academia reinforces cluelessness by making its ideas, problems, and ways of thinking look more opaque, narrowly specialized, and beyond normal capacities than they are or need to be." Her own bewilderment by what Graff calls the "mysterious guild secrets" (191) of graduate education convinced her that educators can do a better job exposing the hidden brainwork that leads to academic success.