in knowledge acquisition models. Instead knowing is reciprocally co-determined between the agent and environment. This reciprocal interaction can not be separated from the context and its cultural and historical constructions. Therefore, knowing isn't a matter of arriving at any single truth but instead it is a particular stance that emerges from the agent-environment interaction. Knowing emerges as individuals develop intentions through goal-directed activities within cultural contexts which may in turn have larger goals and claims of truth. The adoption of intentions relates to the direction of the agent's attention to the detection of affordances in the environment that will lead to accomplishment of desired goals. Knowing is expressed in the agent's ability to act as an increasingly competent participant in a community of practice. As agents participate more fully within specific communities of practice, what constitutes knowing continuously evolves. For example, a novice environmentalist may not look at water quality by examining oxygen levels but may consider the color and smell. Through participation and enculturation within different communities, agents express knowing through action. Learning Since knowing is rooted in action and can not be decontextualized from individual, social, and historical goals teaching approaches that focus on conveying facts and rules separately from the contexts within which they are meaningful in real-life do not allow for learning that is based on the detection of invariants. They are therefore considered to be impoverished methods that are unlikely to lead to transfer. Learning must involve more than the transmission of knowledge but must instead encourage the expression of effectivities and the development of attention and intention through rich contexts that reflect real life learning processes. Learning, more specifically literacy learning is affected by the Internet and other communication technologies as also evidenced in other segments of society. As a result of this youth are recently using affordances provided by these tools to become experts in a variety of domains. These practices by youth are viewed as them becoming "pro-ams" and becoming experts in whatever they have developed a passion for. Language Individuals don't just read or write texts, they interact with them, and often these interactions involve others in various socio-cultural contexts. Since language is often the basis for monitoring and tracking learning gains in comprehension, content knowledge and tool use in and out of school the role of situated cognition in language learning activities is important. Membership and interaction in social and