This paper reflects on the ways in which traditional notions of literacy are being challenged by new technologies, arguing that alongside a re-conceptualization of literacy, educators need to re-think literacy curriculum content and their approaches to teaching. Taking a view of literacy as a social practice, it discusses how increasing numbers of people in technologically rich environments are taking opportunities to produce complex digital texts as part of their everyday life. The paper argues that online technologies are a useful asset in the repertoire of literacy educators since they have the potential to strongly engage learners in the curriculum. A further argument also suggests that twenty­-first century global citizens will need a full range of literacy skills including those required for critical literacy.