In this response, we make the case for the power and promise of scaffolded reading instruction for teaching civic literacy--civic content knowledge and skills needed to both comprehend and take a stand on civic issues at a local, national, or global level. We argue the following: (a) Now, more than ever, students need to develop the skills and will to critically consume and analyze media sources; (b) the Reading Apprenticeship model is a promising approach for teaching students the knowledge and skills to navigate and analyze complex text; and (c) intentional collaboration between literacy and social studies educators (K-12 teachers, teacher educators, and professional development providers) is needed to prepare young people to navigate increasingly complex informational texts. [For "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education," see EJ1274089.]