Freshman composition instructors are challenged to teach students to write, a practice which is easier if they are motivated and interested. This is particularly important for students coming from a lower socioeconomic status (SES) because there are multiple obstacles that must be overcome (Greene and Forster). A real world writing situation with an immediate and focused audience would be optimal for student involvement, but most freshman composition classes are still limited to small group interaction and teacher-focused writing because of historical and institutional expectations. In this article, the author presents the steps she took to incorporate digital literacy into her composition classroom. Teachers can help students develop life skills they need, including how to integrate old and new skills, while increasing their writing and reading skills and encouraging their completion of college by involving them in an academic community, and this can be done by using the internet.