While educators believe reading is an investment in learning and knowing, what many are not considering is what reading analytically means to civic life in the digital age when many of the old gatekeepers of traditional publishing are disappearing. As new voices have emerged, and there is an explosion of reading material, there is also less quality control and editorial oversight for accuracy. Nor are faculty re-evaluating their own role in ensuring that students are prepared not just to read critically, but also to discover the contexts and social constructs that shape texts in a variety of ways. For students, these competencies are urgently needed for making sound choices in a fast-paced and often chaotic world. This article explores whether educators are doing enough to prepare students for this new world of reading.