This article looks closely at some of the lingering stereotypes that Composition Studies holds toward Web surfing and queries the resulting literacy hierarchy against our students' reading and writing practices that take place online. This article claims that while good progress has been made in the way of revising twenty-first century definitions of (digital) composing, the academy has yet to fully revisit its boundaries of legitimacy surrounding (digital) reading. Additionally, this article contests the academy's use of technology vis-à-vis email, Blackboard, or blogging as a placating attempt to integrate technology into the classroom without genuinely validating our students' dominant literacies or their digital lives. This article leans on the theories of feminist composition pedagogy as it calls for the field to decenter its authority and revise curricula to incorporate critical digital literacies.