The classroom dynamic has become a competition of whose information is more important: the quickly accessed and popular digital texts or the perhaps less popular print texts. Whether or not teachers or school systems sanction the reading or teaching of popular culture texts in the classroom, students are reading--are even bombarded with--messages from popular culture; therefore, becoming critical consumers of information is an essential literacy skill. No less important, though, is the need to learn how to read longer print texts without hyperlinks and graphics. Teachers have the responsibility to encourage students' ability to distinguish between the kinds of reading skills required for popular media and classic print texts. The literacy needs have changed, so to meet the needs of today's students, teachers must make room for these new texts. This is an exciting time when educators have within their reach an unlimited array of texts, from popular culture and digital media, to broaden the horizon for reading and connecting with others. The challenge is to broaden how they define what it means to be literate in the 21st century to include the navigation of digital media and the negotiation of meaning from a variety of sources and texts.