Moving from the ranks of afifth-year adjunct instructor to afull-time position for me was equivalent to stepping from the shadows to center stage, from invisible understudy to recognized performer In reality, my role didn't change; it merely expanded. But perceptions changed. From my students' angle as audience, I had always been a key performer Butfrom the vantage point of thefull-time cast, I was unusually invisible, swallowed by darkness. Suddenly with afull-time position, the shadows vanished. Even though I hadn't done anything differently, special effects lighting illuminated my place on stage. (Bethke, 1993)

While the majority of teachers and administrators at American colleges have been grappling with student literacy problems for a long time, they now have at their disposal a vast array of technological possibilities for improving student persistence and achievement.

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