This essay is a call for a continued attention to all that is new and multiple in texts, media, and literacy practices. At the same time, it is a call for rigor and systematicity. It is a call for new ways of theorizing and analyzing the new and for positioning it in relation to the "old." Indeed, the author argues for an analysis of new and old literacies that resists the dichotomy of old and new and instead situates literate practices on more of a continuum, akin to Brandt's (1990) continuum of orality and literacy. Thus, this is a call for clarification of terms and concepts without narrowing, ossifying, or dichotomizing. It is a call for researchers to integrate methods and instruments to capture more fully the power and possibilities of new and multi-literacies. It is a call to design research that could shape the teaching of concepts and ideas unknown to people. People still have much to understand about the media and literacies they "do" know, including the "old" ones. Ultimately, then, this is a call for everyone to move beyond either their love affair with or fear of new media and new literacies. People need to ask hard questions about what kind of research will best support teachers in teaching many literacy practices to many different children and youth who have different levels of access to, interest in, and opportunities to learn and use a range of media in and out of school.