The last five years have been active and noisy ones for the impact of technology and online education on the future of colleges and universities. Much has been said to disparage the traditional institutional model and champion strategies of disrupting or "unbundling" higher education, powered by the explosion of Web-based learning opportunities and "educational technologies." The authors argue that meaningful discussion of the role of digital resources in transforming higher education should not narrowly spotlight tools and platforms. They assert that, rather, educators should not ask first about digital technologies and broadened access to content, self-paced assessments, or analytics-driven "recommendation engines." Nor should the focus be on scaling current educational structures and models into automated environments with a diminished role for faculty. Bass and Eynon conclude that the question to begin with is one that reimagines the core purposes of liberal education in this new context: What is the role of the digital ecosystem in making a quality liberal education available to all, equitably? A list of resources is provided.