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David White makes the distinction between people who choose to integrate online activity into their working life to a high degree (digital residents), and people who choose to use technology for selective, short-term activities and then log off (digital visitors).

digital technologies can enhance three core areas of academic practice: accessing, searching and sifting information; communicating with others; and building peer-to-peer networks.

The typewriter prized one particular kind of intelligence, but with the Web, we suddenly have a medium that honors multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic. As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match we need between a medium and how a particular person learns.

Not being able to code doesn't make you digitally illiterate. Not being able to participate in  social, economic, cultural and political life because you lack the confidence, skills and opportunity to do so is what makes you digitally illiterate.

Digital literacy means the the skills and confidence to take an active role in engaging in networks, and in shaping and creating opportunities - social, political, cultural, civic, and economic,

Teaching students to read in an authentic context is a key part of being literate, says Jeffrey Wilhelm, a former middle and high school teacher who is now at Boise State University, where he does research on struggling readers. “Being literate has always meant the capacity to use a culture’s most powerful tools to create and communicate meanings,” he says. “If you’re not teaching with [technology], you’re not only not preparing the kids for the future, you’re not preparing them for the present moment.”