Bend with it, move with it, flex with it.

We talk about what a wonderful world it will be when our students fit the multiliterate bill—students as functional users, critical questioners, and rhetorical producers of technology. Technological literacy will take on a whole new meaning, one that more accurately reflects the users who participate in shaping its very existence. But wait. I think it all sounds simpler than it really is. We, as future educators, may often overlook our responsibility in all of this. If we are going to push students to Selber’s multiliteracy then, we too, must qualify accordingly. This is not a responsibility we should take lightly. How do we get students from functional and critical abilities to the rhetorical producing abilities that begin making real difference? According to Selber, “The key for teachers is to be flexible in their perspectives on literacy” (182). Maybe that’s where we should start. We have to be open to adjusting our ideas, beliefs, and set-in-stone perspectives of technology and its ties to culture, community, and education.