Second language reading and writing scholarship has primarily focused on conventional papermediated academic texts (Hirvela, 2016; Plakans, 2009b). As innovative technologies have emerged, students must be proficient in new literacies that take place on the Internet and other information communication technologies (RAND Reading Study Group, 2002). However, there is a lack of research in this area, especially among international students who comprise a major component of student population in US universities (Farrugia, Chow & Bhandari, 2012). To fill the gap, this study investigated Chinese international students' cognitive processes and experiences with online non-academic literacy. Twelve Chinese international students from a midwestern university in the US participated in interviews. Data was analyzed qualitatively. Findings indicate that participants took advantage of the skills that they had procured when reading and writing in school to help with reading and writing online beyond the classroom. Participants also reported that their academic literacy skills benefitted their non-academic skills, although some participants felt uncomfortable with online non-academic reading and writing due to linguistic or cultural issues. The study hopes to bring teachers, scholars, and administrators' attention to a series of informal workshops on participation in new literacy for international students.