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This essay investigates howteachers and Writing Program Administrators (WPAs) can use commonsbased peer-to-peer technologies to change their roles, to alter writing instruction and literacy genres, and to transform our processes of learning, writing, and collaborating. The essay introduces the term “datagogy” to theorize about the synergy that takes place when “crowds” of teachers employ technologies to construct and debate shared pedagogies. The essay juxtaposes the values and ideologies of two metaphorical communities, the Community of Power and the Community of Learning, explores how these communities use and design online learning communities, and concludes that datagogies are unique interfaces that emphasize the values of the Community of Learning as opposed to the values of the Community of Power. Finally, the essay argues that English studies will concede the central pedagogical stage of the 21st century unless we develop datagogies that engage the creative power of individuals working collaboratively in a climate that respects diversity and independent thinking.