Information is at the heart of lifelong learning, effective citizenship and good decision making. Yet information can come from a variety of sources with different degrees of trustworthiness, accuracy and depth (Metzger, 2007). The information age has resulted in an explosion of knowledge that can be readily accessed by anyone who uses the Internet. However, not only has the volume and access of information increased, but also the ability of any one individual to publish anything they want at any time. While these freedoms have opened up the playing field, allowing multiple voices to be heard, such a system without any checks and balances can be misused. Although information should be used for the common good, misinformation (Ecker, Lewandowsky, Chang, & Pillai, 2014), propaganda, monetary gain, and the lack of evidenced-based reasoning may serve as threats to our citizens and democracy. Given these and other issues, many researchers and educators have advocated for an updated construct of reading, one that recognizes the opportunities and challenges faced by increased technology and communication (Goldman, et al., 2016; Leu et al., 2013; Magliano, McCrudden, Rouet, & Sabatini, in press; Sabatini, O'Reilly & Albro, 2012). While it is beyond the scope of the this chapter to describe the full range of construct changes that educators and researchers have advocated in the domain of reading, in the section below, we touch on some of the more common themes that are relevant to the current chapter on deep understanding. In short, we conclude that the time is ripe to revisit the notion of deep understanding, while simultaneously leveraging the research in the learning sciences to improve assessment. [This manuscript is an early draft of a paper published in: K. Millis, D. Long, J. Magliano, & K. Weimer (Eds.), "Deep Comprehension: Multi-disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension, 1st Edition" (pp. 197-208). NY, NY: Routledge.]