The Internet is the defining technology for literacy and learning in the 21st century. Approximately two billion individuals use the Internet (Internet World Stats, 2010). At the current rate of growth, more than one-half of the world's population will be online in five to seven years and most of the world will be online in 10 to 15 years. Never in the history of civilization have we seen a new technology adopted by so many, in so many different places, in such a short period of time. While there are many explanations for the rapid growth in Internet us-age, a primary impetus has been the economy and the workplace (Rouet, 2006; Smith, Mikulecky, Kibby, Dreher, & Dole, 2000; Organisation for Economic Co-operation and Development & the Centre for Educational Research and Innovation, 2010). Workplace settings are increasingly charac-terized by the effective use of information to solve important problems with-in a global economy (Friedman, 2006; Matteucci, O'Mahony, Robinson, & Zwick, 2005). Moreover, the efficient use of information skills in workplace contexts has become even more important as networked, digital technologies have provided greater access to larger amounts of information (Kirsch, Braun, Yamamoto, & Sum, 2007). This analysis suggests that skill with the new literacies of the Internet and other Information and Communication Technologies (ICTs) will become an important determinant of an engaged life in an online age (International Reading Association, 2009; National Council of Teachers of English, 2008). This is true because the Internet and other ICTs are increasingly an important source of information and require new literacies to effectively exploit their information potential (Coiro, Knobel, Lankshear, & Leu, 2008). Individuals, groups, and societies who can identify the most important problems, locate useful information the fastest, critically evaluate information most effectively, synthesize information most appropriately to develop the best solutions, and then communicate these solutions to others most clearly will succeed in the challenging times that await us. 6 J o u r n a l o f A d o l e s c e n t & A d u l t L i t e r a c y 5 5 (1) S e p t e m b e r 2 0 1 1 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 communi-cate effectively. It is also an amazingly efficient sys-tem 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 thou-sands of mobile applications, or "apps." To be literate tomorrow will be defined by even newer technolo-gies 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.