Discussions about negotiating paradigm shifts abound in disciplinary journals, and teachers continually develop new approaches that engage with and build upon developments in digital technology and new media texts. Because most scholars in this area work within a university system that privileges print-media over digital text, much of the work produced and assigned by these teachers and scholars continues to be relatively traditional. While a computers and writing pedagogy should encourage the use of sampling, remixing, and filesharing that invites students to conceive themselves as reproducers or co-authors of digital compositions as well as consumers, this is not always an achievable goal.