Through a multimodal media production literacy intervention in an extended-day program, culturally and linguistically diverse youth developed valuable information and communication technology literacies, including: (1) Specific how-to skills useful in future academic, professional, social, and civic contexts; (2) Abilities to critically interpret and produce media; and (3) Understanding of the value of skills and literacies across contexts. Instead of teaching reading and writing as universally applicable neutral skills, teachers taught students to use multimodal media production as a relevant sociocultural practice that demanded school-based literacies.