ABSTRACT
This digitised, hypermedia text-world is increasingly the home environment of young people across the globe. It brings new challenges and possibilities for critical literacy teachers and theorists. Some of them are gestured towards here. For example, the ‘real’ or fictional status of some of the teachers and students and events described here is deliberately kept uncertain, to raise questions about the authority of texts and of teachers whose own authority have depended on the apparent permanence and reliability of such texts. But this kind of text, like the new order it brings in, is always still in the making. Herein lie opportunities, to contribute to this world – as readers in a hypertext environment could ‘write back’ and so write onwards.
