In his Wired Magazine column, “Clive Thompson on the New Media” (posted 08.24.09), Thompson considers the findings in the Stanford Study of Writing by Andrea Lunsford, a well-known figure in the world of composition studies. Thompson notes Lunsford’s observation that contrary to popular belief, young people are actually writing more–not less–than previous generations, which is spurring what Lunsford refers to as a “literacy revolution.” In other words, all the texting, blogging, and FaceBooking that people do is increasing their literacy. I’m not surprised to hear this because one of the truisms of literacy theory is that the more you read and write, the better you are at reading and writing, and the better you are it, the more you do it. It’s an upward spiral of increasing and using skills, and a very good reason to read to young children and engage them in writing games in order to give them preliteracy skills that will later develop into actual literacy. In light of Lunsford’s findings, can we broaden the definition of preliteracy skills to include playing with computers, learning how to turn them on, knowing what an email is, writing pretend emails, etc?