This chapter argues that, although young people's online expertise is rightly celebrated, critical scrutiny is also required, for educators, researchers, and policymakers are struggling to conceptualize just what young people know or need to know when using the Internet. The chapter draws out historical continuities between Internet literacy and print literacy in order that the ambitious expectations society has for print literacy (notably, writing as well as reading, critiquing as well as receiving) are extended to Internet literacy in the information age, thus supporting cultural expression, civic participation, and democratic deliberation, as well as a skilled labor force. The chapter challenges popular claims for young people's online literacy not to criticize young people, who are undoubtedly enthusiastic, creative, and skilled, but in order to reveal society's failings in supporting their Internet literacy through design, education, and regulation.