Search It, occurs when readers have made a decision about which text to read and then they just dive in. Traditionally this means, picking a place to start, having a go at decoding words based on what they look like, sound like or what makes sense. In the process of searching, students need to think about all the strategies they know and when they might need to employ them. “Strategies are not to be used singly—good readers do not read a book and only make predictions. Rather, good readers use multiple strategies constantly.” (Duke and Pearson 2002) As readers of traditional text become more and more fluent, they no longer need to separate the strategies they have learned, but begin to use them automatically and seamlessly while they are reading. This synthesizing of previously learned strategies, allows them to look ahead, to what is coming and make changes in their rate and expression according to what they notice. Diving in and using these skills simultaneously requires a confidence to forge ahead and take risks. Traditional text is linear and leads the reader on a journey. (Sutherland /Smith, 2002 ). New literacies do not follow a linear style and the readers generally have to actively choose their own pathways. (Dwyer 2012). This requires the reader to work harder to find meaning continually cycling through their repertoire of strategies each time they link to a new page. They will need to scan pages to gauge their relevance, judge each page to determine readability and continually pause and think to ensure they stay on the pathway that best serves their purpose. When a young reader dives into a new literacy they need to take risks, synthesize all their strategies and make choices based on each new piece of information.