College composition instructors today face incoming students who are, by and large, addicted consumers of technology. However, instructors often conflate frequent use with rhetorical faculties, assuming students are already more than capable members of the social writing public of Web 2.0. With a new Web and a new student body comes the need for a new pedagogy of Web literacy, one that recognizes a fundamental difference between functional, critical, and rhetorical levels of knowledge and production of writing online. This book introduces a revised theoretical framework for addressing this intersection and offers well-grounded, practical approaches for integrating Web literacy in the twenty-first century composition classroom.
