Conclusion The existence of a linguistic divide is yet to be demonstrated and further research is necessary in order to provide empirical data on this possibility. This fact notwithstanding, it definitely places a huge burden on those of us that do not belong to the digital generation. These facts make digital selflearning and self-improvement unavoidable, especially if you wish to have the tools that are required in this brave, new world to survive. If you are over 30 years old, I hope that you are willing to rise to this challenge. References Ahmed, M. (2011). Defining and measuring literacy: Facing the reality. International review of education, 57(1-2), 179-195. Candelaria, E. (2008) Acronyms and icons used in blogs: Implications for the teaching of ESL. (Unpublished doctoral dissertation). University of Puerto Rico, Río Piedras. Lee, A. Y. L., & So, C. Y. K. (2014). Media literacy and information literacy: Similarities and differences. Comunicar, 21(42), 1347-145. Lin, T.-B., Li, J.-Y., Deng, F., & Lee, L. (2013). Understanding New Media Literacy: An Explorative Theoretical Framework. Educational Technology & Society, 16 (4), 160–170. Pearce, K. E., & Rice, R. E. (2013). Digital divides from access to activities: Comparing mobile and personal computer Internet users. Journal of Communication (63), 721–744. The Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved from http://www.p21.org/storage/ documents/P21_Framework_Definitions.pdfVan Deursen, A. J., & van Dijk, J.A. (2013). The digital divide shifts to differences in usage New Media & Society May 2014 16: 507-526, first published on June 7, 2013. New Media Society (20), pp,1-18. DOI 10.1177/1461444813487959
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