This article offers a way of thinking about literacy instruction that critiques current reasoning, but also provides a space to dynamically think outside of prevalent practices. It presents a framework for both planning and studying literacy pedagogy that combines a practical everyday model of the reading process with Michel Foucault's (1988c) theoretical concepts of technologies and truth games. This combined framework is used to upset some of the reasoning that binds our practice regarding texts, methods, and student outcomes. A few examples of research questions are considered, with the understanding that individual teachers and researchers will have other ways of pushing the boundaries based on the issues that concern them the most. The article concludes with a discussion of how this type of research can be used as a dynamic method for classroom change. (Contains 2 figures.)