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In the context of middle class families, elements in the techno-subsystem (e.g., Internet access) may not necessarily facilitate child cognitive development; effective use of those elements, highly dependent upon parent behavior, may promote development. For example, Cho and Cheon (2005) surveyed families and found that parents' perceived control, obtained through shared web activities and family cohesion, reduced children's exposure to negative Internet content. Using the Internet at home to learn was reported in 65 cases, to play was reported in 57 cases, to browse in 35 cases, and to communicate in 27 cases. Fuchs and Wößmann (2005) inferred, having controlled for socioeconomic status, "a negative relationship between home computer availability and academic achievement, but a positive relationship between home computer use for Internet communication" (p. 581). DeBell and Chapman (2006) concluded that Internet use promotes cognitive development in children, "specifically in the area of visual intelligence, where certain computer activities -- particularly games -- may enhance the ability to monitor several visual stimuli at once, to read diagrams, recognize icons, and visualize spatial relationships" (p. 3). Van Deventer and White (2002) observed proficient 10- and 11-year-old video gamers and noted extremely high levels of self-monitoring, pattern recognition, and visual memory. In a comprehensive review of the literature of the time (when interactive digital games were relatively unsophisticated), Subrahmanyam, Kraut, Greenfield, and Gross (2000) concluded that "children who play computer games can improve their visual intelligence" (p. 128). It should be noted, however, that playing video games has also been linked to childhood distractibility, over-arousal, hostility, and aggression (Anderson, Gentile, & Buckley, 2007; Funk, Chan, Brouwer, & Curtiss, 2006).

This article talks about the effects that the Internet is having on English professors and researchers. It mentions the increased research and publishing possibilities, the opportunities provided by email, and the opinions of academics - many of whom were reluctant to accept these new technologies as equal to traditional methods.

Hopefully the link works - I'm not sure since it's a download of the pdf.

HASTAC ("haystack") is a very important initiative in the digital humanities, including blogs, contests, projects, and people who are engaged in the cutting edge of moving literature and learning into the digital age.

An effort to gather born-digital literature.