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A new kind of technological literacy is emerging. While a certain amount of technical skills are important, the real goal should be in cultivating digital or new media literacies that are arising around this evolving digital nerve center. These skills allow working collaboratively within social networks, pooling knowledge collectively, navigating and negotiating across diverse communities, and critically analyzing and reconciling conflicting bits of information to form a clear and comprehensive view of the world.

The question we are faced with, then, is this: how do we prepare our students to write effectively in environments that don't yet exist? While I'm sure there is more to add to this list, I suggest that there are three domains of literacy that, if students become aware of them, will prepare them for new digital writing environments. Namely, students should be aware of the speed of digital communications and the types of interactions that speed encourages, the ways in which digital writing environments preserve and provide access to data, and how writing technologies manage the divide between public and private.

Digital higher education - both its software and content - has managed to remain untouched by good design. Design is not even on the agenda. The importance of design to digital education starts with this simple fact: by moving the locus of education from the classroom to the digital environment, we necessarily change the factors that determine the quality of the student's experience. In the digital environment, design plays a far more important role as a determinant of quality than it does in the classroom.

a scaffolded list of skills to help them understand the embedded skills in blogging - the kind of skills that a blogger would take for granted, but a non-blogger might not think about. They feel that they understand the more traditional skills already (obviously) but don't really know what needs to be taught for digital literacy.

Academics have a long history of claiming and defending the superiority of verbal over visual for representing knowledge. By dismissing imagery as mere decoration, they have upheld the sanctity of print for academic discourse. However, in the last decade, digital technologies have broken down the barriers between words and pictures, and many of these same academics are now willing to acknowledge that melding text with image constructs new meaning, and some may even go so far as to admit that images, as communication devices, can stand on their own.

By combining writing with online technology, teachers can provide opportunities for students and future educators to develop their digital fluency while also strengthening their traditional literacy skills.

Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research.

high school and college students may be "digital natives" but they're wretched at searching. In a recent experiment at Northwestern, when 102 undergraduates were asked to do some research online, none went to the trouble of checking the author's credentials. In 1955, we wondered why Johnny can't read. Today the question is why can't Johnny search?

Through surveys, interactive brainstorming sessions, and a final community vote, the EDUCAUSE community identified their top five challenges in teaching and learning with technology.