In this article, the author states: "It doesn't matter how many computer-related devices we have in school, what matters is how we employ technology toward a large learning goal, toward a new vision of education." She continues, "When I suggest the cultivation and integration of digital, media, and global literacies, I do so because I think it will lead us to the best use of technology for deeper learning." These new literacies should infiltrate curriculum, assessment, and instruction. Their cultivation needs to be a seminal focus of professional development, modeled by teachers, and employed by school leadership. In traditional print literacy, it is understood that a teacher needs to be a highly competent language maker and user in order to prepare students well, therefore, the best way to formally infuse these literacies--digital, media, and global--into learning settings is by strategically upgrading long-existing practices with contemporary approaches. The author introduces and defines four actionable capacities that support the digitally literate learner: Accessing Capability; Selection Capability; Curation Capability; and Creation Capability. Educators pushing themselves to upgrade their own skillsets, then employing them to help their students strengthen their own digital, media, and global literacies is a critical way to prepare for the bigger conversation about the future.