This chapter is written at a time when heads of government use mobile technologies to reach the public via instant messages and when school children deal comfortably with multiple simultaneous modes of communication (more often at home than at school). Developments in digital and mobile technology have contributed to radical changes in communication, and these developments have significant implications for the definition of literacy in the twenty-first century and for its applications within educational contexts. As new technologies enable classrooms to be connected, not only via corridors, but also by networks of electronic pathways, this chapter aims to show how the social context of school and concepts of literacy have been significantly altered.