and new social practices of literacy quickly emerge. Historically, literacy has always changed (Manguel, 1996), but over substantial periods of time. Today, however, the emergence of the Internet has brought about a period of rapid, continuous technological change and, as a result, rapid, continuous change in the nature of literacy.The Internet is the most efficient system in the history of civilization for delivering new technologies that require new skills to read, write, and communicate effectively. It is also an amazingly efficient system for rapidly disseminating new social practices for the use of these technologies (Lankshear & Knobel, 2006). As a result, new technologies and new social practices rapidly and repeatedly redefine what it once meant, in a simpler world, to be able to read, write, and communicate effectively.To be literate today often means being able to use some combination of blogs, wikis, texting, search engines, Facebook, foursquare, Google Docs, Skype, Chrome, iMovie, Contribute, Basecamp, or many other relatively new technologies, including thousands of mobile applications, or "apps." To be literate tomorrow will be defined by even newer technologies that have yet to appear and even newer social practices that we will create to meet unanticipated needs. Thus, the very nature of literacy continuously changes; literacy is deictic. It is becoming increasingly clear that the deictic nature of literacy will require us to continuously rethink traditional notions of literacy. Note

Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009) , suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: 1) literacy has become deictic; 2) effective online information use requires additional online reading comprehension practices, skills, and dispositions; and 3) misalignments in public policy, assessment, and instruction impede our ability to prepare students for the effective use of online information and communication. It analyzes the Common Core State Standards for Reading and Writing in the U. S. and the Australian National Curriculum in relation to elements of online reading comprehension. It argues that continued misalignments especially jeopardize opportunities for those students in districts that are economically challenged.