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Although literacy learning on the Internet involves the basic processes of comprehending and writing text, it differs from print-based literacy in significant ways. Text, as defined in this book, includes sources of digital information in print or multimedia formats. Reading and writing text online is highly interactive. Writing becomes more fluent as students engage in online dialogues involving short writing–reading cycles. Online drafting and revising involve a social collaborative process between a writer and his or her immediate audience. Information research becomes a critical reading process useful for sorting through volumes of online texts to find and synthesize reliable data, rather than a memorization of the print encyclopedia. Reading through hypertexts or interactive multimedia is an active process in which the reader develops an internal narrator who synthesizes meaning and decides which link to follow next and why.

We found three primary areas in which the Internet provides curricular benefits. These were information research, writing and publishing, and participating in online learning communities. We (McNabb, Hassel, et al., 2002) also discovered prevalent instructional practices such as:   designing the Internet-based activities to help meet the diverse needs of students by engaging them through personal interests;   customizing the teaching–learning cycle in ways that motivate students to take more responsibility for their learning; and   fostering self-directed literacy learning habits among students, which researchers and teachers indicated are not only vital to, but also achievable through, Internet-based literacy learning.

The internet gives teachers and parents the opportunity to find relevant information about ways in which a child’s literacy development can be supported. New ideas about teaching and supporting children with their literacy development can be read on articles and research papers that are easily accessible on the internet. Many articles will also offer guidance on where to find additional information and advice in relation to different aspects of supporting and teaching literacy development. Free Resources Many websites offer free, printable resources that can be used to support literacy development. Some are designed to suit the age group of the child and others for the ability level of the child. The internet can also be useful in finding materials that specifically target children who have been identified in having difficulties with their literacy development. There are various resources available that support different aspects of literacy development

For example, some will target reading skills, whilst others will focus on spelling or handwriting.

Many children do not enjoy their education or any learning tasks. This may be particularly the case with those who have difficulty in attaining literacy skills. One of the ways in which problem can be combated is to make this fun. The internet can be a particularly useful tool in achieving this. Type literacy games into the toolbar of your search engine and it will come up with a large number of websites that offer activities which are both fun and educational. If a child is having fun, then they won’t think of their learning as being an arduous task and will be more motivated in completing activities. There are games on the internet that suit all ages and ability levels. If you are a teacher, it can be a fun activity to devise a list of potential sites which you may use as short activities in your lessons, or with specific students who have difficulties with literacy development.

The Internet has become so pervasive that to be truly literate in 2006 demands some degree of technological fluency or at least familiarity. According to the Pew Internet & American Life Project, 73% of American adults had used the Internet or e-mail as of March 2006. For the first time, the National Association of Adult Literacy—the most wide-ranging U.S. study of literacy—will test computer literacy in its 2008 survey that measures overall literacy. With such a large proportion of reading and writing taking place on the Internet, literacy has changed from a solitary pursuit into a collective one.

But surprise–the conventional wisdom is wrong. Our special report on books and the future of publishing is brim-full of reasons to be optimistic. People are reading more, not less. The Internet is fueling literacy. Giving books away online increases off-line readership. New forms of expression–wikis, networked books–are blossoming in a digital hothouse.

The best method the government can use to improve literacy rates in America is to advance the system of education and education technology.

People can also make good use of education and education technology to reduce the number of illiterates in America. The internet can be used as a great tool to promote learning since it has such a wide range. Almost everyone has access to the internet and if it is utilized properly, it can spread literacy advocacies like wildfire. This can be done quite easily by using the popularity of social networking websites to speed up the process of spreading information. If enough people are made aware of the literacy problems in America then it will make the task of improving literacy rates easily achievable.

Education and Education technology can also be improved by using state of the art teaching materials. Software programs can be created especially for the goal of making academic lessons easier. Since these programs can be given game like properties, they will be much more appealing and they can make learning a fun process. There are some schools that use high tech equipment to aid them in teaching. Researching whether the usage of such equipment has increased the efficiency of schools can contribute a lot to anti-illiteracy efforts. If it is found that high tech educational equipment's are effective then the Department of Education can provide these equipment to public schools; if the results show the contrary then another plan must be devised.

Internet connectedness is not related to quality of life. However, there is a significant relationship between Internet connectedness and information literacy, and a strong link between information literacy and life quality. These findings encourage further exploration of life quality that underlies the concepts of Internet connectedness and information literacy

Educational technology is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. Computers are creating new opportunities for writing and collaborating. The Internet is constructing global bridges for students to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed, and used, technology is influencing how people read, write, listen, and communicate.

Information Literacy: The ability to access and use information, analyze content, work with ideas, synthesize thought, and communicate results. Digital Literacy: The ability to attain deeper understanding of content by using data-analysis tools and accelerated learning processes enabled by technology. New Literacy: The ability to solve genuine problems amidst a deluge of information and its transfer in the Digital Age. Computer Literacy: The ability to accurately and effectively use computer tools such as word processors, spreadsheets, databases, and presentation and graphic software. Computer-Technology Literacy: The ability to manipulate the hardware that is the understructure of technology systems. Critical Literacy: The ability to look at the meaning and purpose of written texts, visual applications, and spoken words to question the attitudes, values, and beliefs behind them. The goal is development of critical thinking to discern meaning from array of multimedia, visual imagery, and virtual environments, as well as written text. Media Literacy: The ability to communicate competently in all media forms—print and electronic—as well as access, understand, analyze and evaluate the images, words, and sounds that comprise contemporary culture

Newsflash: No one could write in the Middle Ages, when the good writers wrote in Latin and everyone else spoke colloquial languages like French and English, which priests told them were too lame for real writing.

The people who tell you who can write and who can't are the people who don't want language to change. They don't want ideas to change. They don't want people to talk in ways that are new to them.

Prior to the Internet, almost all writing people did was for the classroom. The increased amount of writing that young people do outside the classroom these days is so significant that Lumsford calls it a paradigm shift.

Online literacy programs are an excellent addition to reading strategies in schools and volunteer centers. Helping someone learn to read can be a very rewarding experience on a personal level but volunteering to help organize literacy programs is also an important contribution to the local community and greater society. On International Literacy Day, September 8, the United Nations Educational, Scientific and Cultural Organization (UNESCO) noted that globally there are 774 million illiterate adults and 75 million illiterate children. Illiteracy continues to be an elusive global problem, but in the age of the internet, the battle against illiteracy can be won.

Adults who totally don’t know how to read and write would benefit greatly from these courses.

Education has been greatly improved since the dawn of the Internet, and it has made the improvement of literacy available to more people. Stay-at-home moms, for instance, can note a thing or two from reading websites and study in their spare time.