This chapter questions and reflects on the changing role of the foreign language and civilization lecturer as educator, when information literacy skills are situated in an undergraduate curriculum. As such, it does not set itself the task of providing solutions. Instead, it considers all the complications which occur en route to a greater use of Internet-based information sources within the discipline of French studies. In a departure from standard academic writing, I am inserting myself directly in the argument which follows a trajectory from my initial reluctance towards the Internet and the changes required of me in order to adapt. This chapter uses existing research to outline the current state of play regarding the digital debate within education. However, rather than reaching a specific conclusion, this chapter captures a recent moment of a situation in flux within higher education. [For the complete volume, "The Internet and the Google Age: Prospects and Perils," see ED576666.]