In this article, the authors draw on findings from several recent studies, particularly the work on the new media-rich programming environment, Scratch, to demonstrate that contemporary youth communities move fluidly across blurry boundaries to engage in both new media literacies and computer literacies in their do-it-yourself (DIY) activities. The authors first provide a historical overview of the shifting perspectives of two distinct but related fields--new media literacies and computer literacy--before introducing how a focus on creative media production allows everyone to consider different participatory competencies in DIY under one umbrella. One goal in this article is to unravel some of the historical developments that might have promoted these distinct trajectories of new media literacies studies and computer education in and outside of schools. Special attention is given to digital practices of remixing, reworking, and repurposing popular media among disadvantaged youth. They conclude with considerations of equity, access, and participation in after-school settings and possible implications for K-12 education. (Contains 4 figures and 1 table.)