ABSTRACT
This paper reports an investigation of how students' literacy improved through on-line discourse. Two English literature classes in an inner city multicultural secondary school participated. The teacher taught both classes-an experimental and a control class. The experimental group was a class of Grade 9 students with access to the discourse space, Knowledge Forum®, for writing narrative and expository texts, critiquing others' texts, and exploring ideas. The control class did not have access to Knowledge Forum. Overall, discourse in the database resulted in improved literacy, a positive correlation between database activity and final grades, and to a more harmonious classroom culture.
