Young people's interests in 21st century texts and the literacy practices that play out in Web 2.0 spaces have implications for classroom teachers and teacher educators. In the digitally mediated world in which we live, boundaries between formal and informal learning from an earlier time are breaking down, thus making room for new ways of participating and communicating--ways that rely on collaboration, remixed texts, and self-publishing. Adolescents' participation in online social media has been influential in changing what counts as literacy in digitally mediated spaces. This article focuses on three dimensions of digital literacy practices: audiences and voice, sociality, and challenges to schooled experiences of space and time. Specifically, these dimensions frame a discussion of why fan fiction, video games, podcasts, and digital storytelling are relevant to learning in the core content areas. The relevance of such examples is made practical through introducing the notion of turn-around pedagogies and what they offer educators who are preparing students for jobs and careers certain to be fueled by 21st century texts and literacies yet to be named. (Contains 1 table and 3 figures.)