This article documents a collaborative inquiry between four parent-child dyads. Adopting an approach of duoethnography, the collaborative explored the question, "What happens when parents and children co-construct meaning regarding the challenges and opportunities in using digital technologies?" By positioning youth as co-researchers, the teams disrupted traditional hierarchical power structures in their homes. The inquiry uncovered a process of building mutual trust through open communication and mediated decision making that empowered adolescents to critique adults' and peers' technology practices while reflecting on their own literacy development.