The authors discuss the state of digital publication with the claim that, at this historical moment, nearly all composition is digital composition. But, as a field, composition studies has not yet made that shift completely explicit in the discussions of composing processes and writing pedagogies. A deeper engagement with this very rapid shift in modes, genres, and media for textual production is not only warranted but critical for building literacies and research in writing and writing studies. Part of the reason for this lack of digital literacy development may be that the rationale for adding multiple literacies in design and code-areas traditionally not considered part of the fields of expertise-needs to be more clearly stated in order to be considered as part of the foundations-the infrastructures-of composing (DeVoss, Cushman, & Grabill).