This article merely scrapes the surface of the possibilities and problems of digital literacy knowledge (or lack thereof) in a teaching and learning context. Further, it suggests that more work can and should be done to support the development of a language, framework, or set of ideas that more consistently supports teachers' movement between various devices, platforms, programs, and ecosystems their schools currently utilize as a result of the SSBA and other federal, state, and local initiatives related to digital literacy. A discussion has been initiated here, and the author invites your thoughts, ideas, critiques, and suggestions for expanding on and building a language or framework for more seamlessly integrating digital literacy knowledge and skills in everyday instructional movements around the classroom--both virtually and IRL.