The contributors to this edited volume examine the simultaneous implementation of critical and digital literacies and explore ramifications for the development and assessment of critical digital literacies (CDL) curricula across educational contexts. We ask: How has the increasing ubiquity of digital literacies in and out of school affected our definitions of critical literacies? And how have our ever-changing perceptions of critical literacies affected how we define, teach, and engage in digital literacies? We believe that there is crucial work to be done at these intersections, work that builds upon the extensive bodies of critical and digital literacies research. Some issues and questions that chapters address are: (1) What is negotiated, gained, or lost in the process of combining the critical and the digital?; (2) Where is the power located--and who is silenced, and how--in CDL approaches?; (3) Can CDL practices disrupt classroom routines in constructive and engaging ways?; (4) How has the divide between audience and participant, and the notion of collective intelligence, been challenged and redefined by CDL?; (5) How do CDL practices impact youths' identity constructions?; and (6) The essays in this volume present a balance between current issues and promising future opportunities and directions. Contents include: (1) Traveling, Textual Authority, and Transformation: An Introduction to Critical Digital Literacies (JuliAnna Avila and Jessica Zacher Pandya); (2) Designing Space for Student Choice in a Digital Media Studies Classroom (Stephanie Anne Schmier); (3) Engaging Urban Youth in Meaningful Dialogue on Identity through Digital Storytelling (Althea Scott Nixon); (4) Critical Literacies and Social Media: Fostering Ethical Engagement with Global Youth (Anna Smith and Glynda Hull); (5) Perforating School: Digital Literacy in an Arts and Crafts Class (Arne Olav Nygard); (6) Utilizing Mobile Media and Games to Develop Critical Inner-City Agents of Social Change (Antero Garcia); (7) Beyond Technology Skills: Toward a Framework for Critical Digital Literacies in Pre-Service Technology Education (Sarah Lohnes Watulak and Charles K. Kinzer); (8) "They Get What They Deserve": Interrogating Critical Digital Literacy Experiences as Framed in a Quebec Alternative High School Context (Dana E. Salter); (9) Relocalization in the Market Economy: Critical Literacies and Media Production in an Urban English Classroom (Cynthia Lewis, Candance Doerr-Stevens, Jessica Dockter Tierney, and Cassandra Scharber); (10) Hacker Literacies: User-Generated Resistance and Reconfiguration of Networked Publics (Rafi Santo); and (11) Afterword: So Now You Know. What Are You Going to Do about It? (Margaret C. Hagood).