Media literacy is making a comeback, spurred by students' access to unlimited information on the Internet. Can schools provide the skills students need to become media literate in a digital world? Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus a set of additional critical-thinking skills that reflect the open-ended, continually changing online context. Choosing appropriate search engines, following relevant links, and judging the validity of information are difficult challenges, not only for students of all ages, but also for most adults, including many teachers. Educators face enormous challenges in preparing their students to be critical online readers. For the most part, the teaching of critical-thinking skills is not part of the regular curriculum, and printed text is still considered the mainstay of school reading. Moreover, many recent studies identify persistent barriers to integrating new technologies into instruction, including lack of training and help for teachers and insufficient access to functioning technology. Yet more and more students spend more and more time online. Rather than ignoring this fact of life, the author asserts educators and education policymakers should embrace it.