ABSTRACT
Improving adolescents' productive literacies, technological fluencies, and preparation for the twenty-first-century workplace are critical issues facing U.S. education (Bureau of Labor Statistics, 2007; Collins & Halverson, 2009; National Center for Education Statistics, 2005; National Research Council, 2000; Warschauer & Matuchniak, 2010) as research continues to document young people's dissatisfaction with and disengagement from school (Levin, Arafeh, Lenhart, & Rainie, 2002) and public life (Pew, 2008; Putnam, 1995). Increasingly, literacy researchers, learning scientists, and language and media scholars are examining students' informal, out-of-school media practices to improve theory, curricula, and the design of technology-mediated learning contexts (Black, 2008; Greenhow & Burton, 2011; Greenhow & Li, in press; Greenhow & Robelia, 2009 a, 2009b; Greenhow, Robelia, & Hughes, 2009; Halverson, 2007; Peppier & Kafai, 2007; Robison, 2008; Steinkuehler, 2008).
