as the two sides of the same coin In other words, written language is believed to fully represent its corresponding spoken language. Therefore, educators believe by teaching words, or the symbolization of phonetic signs, students are equipped with the literacy to understand the written texts. However, it is often the case that students have a hard time understanding and interpreting a poem even though they know every single word. The glittering example reveals the problem of treating spoken language and written language as the same and implies the need to treat them differently. According to Kravchenko, spoken language and written language are different in that spoken language is temporal and local, while written language is atemporal and non-local. The understanding of spoken language relies on the common knowledge shared by the participants who are involved in the conversation, and the cognition required is situated and highly interactional. As for written language, the understanding takes place when the text is written (product) rather than is being written (process). Therefore, it is less interactional. Despite the difference, the understanding of both linguistic systems calls for the appropriate background knowledge. An example adapted from Kravchenko is that if a traveler wants to check in and the clerk tells him/her, “I’ll be back in 20 minutes”, the traveler may check the watch and calculate when to come back for the check-in, so he/she does not have to stand at the front desk for 20 minutes. However, if the traveler sees a note on the front desk saying, “I’ll be back in 20 minutes”, he/she may be baffled due to no point of reference, so he/she does not know how long is needed. This example shows that it takes more efforts to establish background knowledge for the understanding of written language than spoken language. By extension, successful reading comprehension depends upon the establishment of shared knowledge between writers and readers. With the development of technologies, written language includes not only printed work but also hypertexts. Because of the new genres of written language, new literacy is needed. Kravchenko maintained that literacy is the knowledge of using knowledge, so students have to develop the ability of reasoning and judgment based on the written texts. Jenkins et al. go further by claiming that the form of reasoning plays a more important role than the content of learning in the era of technology-enhanced interaction. To put it another