The mere mention of the English Language Arts content area, for many people, might conjure images of ancient, dusty tomes, the sound of a classroom full of pens scratching across college-ruled paper, or the palpable befuddlement of students staring down a school year full of challenging texts and writing. Enter technology, and along with it an entirely new skill set and accompanying literacies. This is the twenty-first century after all, and English teachers would be remiss if they did not take advantage of the latest and greatest technological methods of reading, expression, and communication. Alvermann (2007) points out the irony in many of today’s curricular standards and teaching practices, which shy away from those technologies and literacies, opting for a push toward more traditional approaches at a time when our digitally native students are immersed in and engaging with “multiple sign systems (image, print, sound, gesture, digital) and finding their own reasons for becoming literate” (p. 19). Fear not, fellow English teachers, for it is possible to embrace those technologies and address those modern Read more »