While connecting students and teachers in new configurations using digital technologies offers great promise for literacy and learning, this column considers the complexities of negotiating local and global literacies in global collaborations. It introduces the theoretical concept of "scaling" to highlight the ways teachers actively and strategically work across differentially ordered social spaces, texts, and resources. The authors suggest that teaching in globalized contexts requires heightened sensitivity to people's challenges in negotiating inequalities in literacy practices across various spatial and temporal scales.