Digital literacies are typically distinguished from traditional literacy either in terms of content (media vs. print) or practice (page turning vs. keyboarding and clicking). This article presents a case for an approach that emphasizes the "who" of reading by contrasting traditional and digital literacies in terms of who counts as a reader. Whereas traditional literacy views reading as a uniquely human act, digital literacies are introducing meaning-making technologies that open the door to machine readers. Furthermore, these meaning-making technologies will drive the next iteration of the Web (Web 3.0), forcing reading educators, reading teachers, and researchers to rethink some of our most basic assumptions about readers and texts.