In this article, we explore the meanings of literacy, and more specifically of reading, in the Mexican context from a sociocultural perspective and as a social practice, underlining the technologies, competence, knowledge, beliefs, and values that permeate literacy use. We consider the historical, cultural, and multilingual specificities of Mexican readers, many of whom belong to communities where using written language is a fairly recent development. We note that the language learning experiences of marginalized communities often occur in a sociopolitical context of asymmetric power relationships; and, because of this, it is imperative to frame theories of biliteracies and multilingualism that reveal language ideologies and sociopolitical factors. Our aim is to pursue a deeper understanding of literacies in everyday life and to recognize the multiple practices of diverse communities. In turn, this understanding can help frame new courses of action for shaping literacy research and agendas in this part of the world.