As classroom use of the World Wide Web grows, teachers are searching for new standards for evaluating the quality of online resources. Yet by promoting traditional standards of "quality," teachers push students towards viewing the Web as they often view the library, as a place to get "correct" information to support their positions in research papers. This view of the Web as a repository of information reduces its value as an interactive medium. If teachers approach online resources from a standpoint of "use," the Web can be used in a more dialogic way, and almost everything found online can be valued in its position within a larger discourse. Resources can be valued not just for their "accuracy" or "authority," but for how they add different perspectives to an issue, or how their approach to a topic can be juxtapositioned against other resources. In this way, teachers can help students engage the Web in more interactive, synthetic, and creative research. Viewing online resources with a binary valuable/invaluable mindset devalues the communicative and dialogic natures of many online resources--the Web, newsgroups, e-mail discussions, etc.--and thus runs counter to strongly held beliefs about the social construction of knowledge. Only when teachers begin using the Web in a manner consistent with its dialogic nature and their social constructionist beliefs will they fully benefit from its potential for the composition classroom. (Contains five references.) (Author/CR)