In this article, the authors argue for a leap from a "weak" digital literacy (skills of interpretation and strategies of reception) to strong digital literacy (authorship and autonomous skills and capacities). Strong digital literacy implies politico-structural analysis of the information societies to come. Given the current forms of economic production and corporate markets, the liberating and democratic potential of digital information is counteracted by the concentration of media ownership, as well as by policy, legislation, and the development of propriety forms of technology. The authors apply the concept of radical monopoly in analysing the possibilities of strong digital literacy in two contexts: education and computer software. In these, as in other areas, digital technology promises abundance, but only if the formal vision of the information society in the singular is overcome. This would not only mean interaction and authorship, but breaking the preconfigured bubble of racially monopolised information. (Contains 17 notes.)