Being literate in a real-world sense means being able to read and write using the media forms of the day, whatever they may be. For centuries, consuming and producing words through reading and writing and, to a lesser extent, listening and speaking were sufficient. But because of inexpensive, easy-to-use, and widely available new tools, literacy now requires being conversant with new forms of media as well as text, including sound, graphics, and moving images. In addition, it demands the ability to integrate these new media forms into a single narrative, or "media collage," such as a Web page, blog, or digital story. The nature of literacy has changed in another respect as well. Since the advent of the Web, expression has shifted toward including social, rather than strictly individual, kinds of communication. Traditional essays remain vitally important, but they now co-exist with new media within the context of a "social web," often referred to as Web 2.0, which permits collaborative narrative construction and publication through blogs and services like MySpace, Google Docs, and YouTube. As students migrate to new media, instructors must blend the essential aspects of more traditional media with the offerings of new forms of media. While students may be tech savvy, they often need help navigating the new-media maze to create narrative that is coherent, relevant, and meaningful, regardless of the media they use. Thus the instructor's role is more important than ever. The author suggests that instructors should not be so text-centric. They must experiment with the media technologies students use. The author stresses that in the world of blogfolios and media collages, the instructor's role is to be a guide, not a technical expert. Students will figure out the keystrokes on their own. They need instructors to articulate quality standards and provide effective feedback that will allow them to meet those standards.