I understand the access and privilege issues that have kept so many cultural studies scholars from acknowledging the need to address technology, much less embrace it in classroom pedagogy. I know about the net's origins in the Department of Defense; I have followed the explosive monopolizing progress of Bill Gates; I saw War Games. I also anticipate students' problems with the logistics of Web research-- confusing search engine results that might bring up 1,000 hits, or none at all; a multiplicity of texts ranging from obscure academic papers to the flaming of an irate newsgroup participant; even the technical inability to only print part of a web page. These complications do not deter me. I understand and anticipate the importance of these technological complexities. What I did not expect before I taught in networked classrooms though, is the impact that technology has on information. As my students and I research more and more on the net, I am discovering that somewhere within the binary data, the nature of information is changing, and the possibility for critique is at times difficult.