Technology and the way information is created, used, and disseminated have changed, as has the definition of "net savvy".

The vast amount of readily available information is just one reason for transforming the way we conduct research and acquire knowledge. The nature of information itself has changed. In text and other formats, information is not just created by experts—it is created and co-created by amateurs. We can select what information to receive (via RSS, for example), and it comes to us—we don't have to seek it out. More than ever before, we can choose what, when, and where to use information. With all these choices, do we really know what we are doing, whether the information is valid, or how best to use it?
Educators are challenged to help today's students reach a level of information literacy that can support them during their academic careers and beyond. Information literacy implies the acquisition of three primary skills: basic information technology skills, information resource skills (such as the ability to identify useful resources), and critical thinking skills. What do educators really need to know about today's environment? Is it the same as the one that existed when our notions of information literacy were formed? This [article] describes how choice, co-creation, and an Internet culture are changing what it means to be net savvy.