The adult literacy community is undergoing a period of rapid change due to the expanding role of information and communication technologies (ICT). Developments in instructional and educational design and enhanced technical capabilities have impacted on the range of online learning being offered. The online learning environment has evolved into a place where ideas and information can be exchanged, modified, and challenged. These four major features of online learning that inform the different approaches to online learning across courses in academic settings, but that are equally relevant in adult literacy education, have been identified: dialogue, involvement, support, and control. In each feature, the role of the teacher is being redefined and the dynamics of the learning environment are being reframed. In recent discussions about evolving online pedagogy, there has been a move away from didactic, teacher-centered learning toward "constructivist," learner-directed learning. Students' increased ICT confidence leads to changing identities and roles in family and society. Teachers must develop ICT skills and move through levels of skill development with an understanding of their links and progress. The challenge is to keep access and equity in ICT at the forefront for adult literacy students and practitioners across community and institutional education settings. (15 references) (YLB)