ABSTRACT
In the increasingly technological world of the twenty-first century, few
instructors would argue against teaching students how to communicate effec-
tively within the digital landscapes of computer-based networks or against
helping them develop some form of digital literacy in technical-communication
courses. However, identifying the specific forms of literacy that students should acquire in connection with information and communication technologies (ICTs) and articulating the precise balance of skills and understandings that should characterize these literacies has proven much more difficult.
