Many educational leaders and policymakers recognize the potential benefits the Internet holds for schools. A recent global study confirms that the Internet is profoundly influencing the competencies students would need to succeed in the future marketplace (Kozma, 2003). At the same time, many nations are recognizing an increase in functional literacy demands. These demands are spurred on, in part, by the widespread influence of the Internet (Leu, 2000). During the 1990s, America invested in connecting all public schools to the Internet so that every student would have access to online learning opportunities. Today 22 states have established virtual schools and online learning accounts for more than 25% of academic opportunities in American schools. Currently 77% of schools report that at least half of their teachers use the Internet during instruction (Education Week, 2005). Since the Internet became available in our schools, federal, state and local education agencies have formed partnerships with corporations to develop online curriculum. Given the growing importance of online learning in schools and ICT networks in the global marketplace, researchers are also starting to ask deeper questions about the processes, knowledge and skills associated with reading online. Questions recently posed (McNabb, 2005

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