Each new media revolution forces adjustments for both the producers of messages and the receivers of those messages. Integral to the communication process is an understanding of what it means to be literate in an eclectic communication environment and of how the new media may enhance or impede literacy. An important premise for this discussion is that there must be a correlation between two concepts: what it means to be "media literate" (savvy to the processes and protocol of the media) and what it means to be "literate through media" (using the media as conduits to achieve heightened proficiencies in the basic literacy skills of reading, writing and comprehension). "Surfing" one of the incarnations of the new media, the Internet, a researcher asked six respondents questions about literacy and computers. The respondents were two university administrators, two media managers/publishers, a corporate librarian, and an independent writer/teacher. Responses, thought not scientifically solicited, were revealing, and, in may ways, closely reiterated the Electronic Frontier Foundation's co-founder John Barlow's vision of the transformation of information from product to process. Questions ranged from what media the respondents had encountered through their jobs to how they would define literacy and whether they thought it was in need of redefinition in light of the new media. Most significant results showed that the respondents believed that media and literacy, whether old or new, all involve one thing: the transmittal of information. This transmittal calls for basic skills like the ability to read and write and think critically. (Includes 4 tables of data; contains 12 references.) (TB)