ABSTRACT
By now it is trite to say that literacy has been changed fundamentally by the advent of computer-based and Internet technologies. Indeed we now write not of literacy, but of literacies, in part due to the influence of these technologies (New London Group, 1996). Terms like hyperlink, icon, and URL join phoneme, grapheme, and punctuation in our talk about text. The role of educators includes teaching children to contend with a whole new set of texts and contexts for reading. Indeed, so much has changed, and so much continues to change, that “no single theoretical perspective exists to explain the full range of changes to literacy” (Leu, Kinzer, Coiro, & Cammack, in press).
