Rapid changes in information and communication technology (ICT) require regular redefinitions of literacy. Many of us can no longer consider ourselves "literate;" rather we must accept the continuing need to "become literate" (Gee, 2003; Leu, 1997; Leu & Kinzer, 2003). New technology related to writing requires constant change in our literacy to adjust to word processing software upgrades, new computer programs, and new composing concepts (e.g., e-zine, html, e-book, WEB editors, filters, ALT text, synchronous and asynchronous communication). For many of us, becoming literate is a social endeavor, and how we acquire literacy has changed. Often, we interact with others to learn how to use a new word processor, create a web page or html, use e-mail, or participate in a discussion board. We are only recently beginning to recognize the possibilities ICT has for enhancing communication and exploring language and literacy (Reinking, McKenna, Labbo, & Kieffer, 1999).