In this column, the author considers critiques of multiliteracies in light of the impact of the seminal article, A Pedagogy of Multiliteracies: Designing Social Futures. The author argues that the concept of multiliteracies has been reified and the original meaning of multi has been lost over the years. Particular attention is paid to Leander and Boldt's 2013 article that critiques the multiliteracies framework as being text-centric and overly rational. Consideration of Leander and Boldt's argument indicates that the multiliteracies framework should be used judiciously when analyzing youth's interactions with texts. Additionally, the author suggests that it is time to reimagine multiliteracies if we are to move forward in supporting youth as they develop the skills to thrive in an information based, multiliterate world.