This article reviews early literature (that is, up to mid-year 2013) about Twitter's use in the higher education classroom. Fragmentations are highlighted as a way of showing that the literature does not cohesively claim advantages or disadvantages of using Twitter as a teaching and learning tool. The article also points to the limitations of the early literature. Using that literature review as a base, the authors put forth three theoretical frameworks that could be used to conceptually support Twitter-driven assignments in the college classroom. The article includes illustrative assignments that take advantage of Twitter's unique nature.