are participating every College students semester in a regular psychology seminar in which their weekly homework is submitted as HTML documents linked to their individual Home Pages which are located in a subdirectory attached to the instructor's Home Page on the World Wide Web. Students read each other's reports and create HREF links between their comments and the target paragraph in the other student's Web document. Each semester the files are archived and linked to the current students' Home Pages. Students read and react to all the prior generation files, creating and prior links between themselves generations. Anachronistic links are also created by the instructor between prior generations to subsequent ones. The result is the natural growth of a generational cybercommunity embodied in the form of a hypertext superdocument that, in theory, can develop endlessly, creating an evolving educational cyberspace nook on the World Wide Web that can be revisited, again and again. Though hypertext technology was designed to and presenting complex facilitate reading documents, it appears from this on-going experiment that the application of hypertext links can be extended within an educational context to create cybersocialization forces that aid in the learning of communicative skills, develop critical thinking, and motivate the acquisition of lifelong information literacy.