The increasing popularity of digitally-mediated communication is prompting us to radically rethink literacy and its role in education; at the same time, national policies have promulgated a view of literacy focused on the skills and classroom routines associated with print, bolstered by regimes of accountability and assessments. This volume engages researchers in international dialogue around new literacies, their implications for policy and practice, and how they might articulate across national boundaries. Drawing on cutting edge research from the USA, Canada, UK, Australia and South Africa, it is a pedagogical and policy-driven call for change.