As digital technologies increasingly permeate everyday life, young people’s engagement with virtual environments has become both a site of fascination and alarm. Adult anxieties often frame digital life through deterministic narratives that equate screen time with disconnection, depression, and academic decline. Yet, such perspectives overlook the complex and relational ways young people use digital tools to build meaning, community, and joy. This paper employs a postdigital lens to challenge these deficit framings by centering the practices of Black communities within the digital fighting game community (FGC). Drawing on digital ethnography, we highlight how Black modalities—embodiment, non-linear temporalities, and communal orientations—shape literacy practices that move fluidly across digital and physical spaces. These practices illuminate how the FGC nurtures relationships, mutual aid, and cultural innovation that resist individualistic and capitalist logics often associated with digital technologies. By foregrounding the contributions of Black and other non-dominant groups, we argue for expanding postdigital educational research to recognize historically marginalized literacies. Ultimately, we suggest that centering Black modalities provides educators with models for cultivating more equitable and relational digital literacies in classrooms, unsettling deterministic binaries of technology as either purely harmful or beneficial.