Like many 21st-century youth, students attending urban schools operate in a cultural milieu where social networking sites such as Facebook, Tumblr, and Instagram have become the lived environments where young people display information and ideas, establish camaraderie or feuds, and share conversations and perspectives from the imaginative to the mundane. These sites are increasingly becoming the (cyber)spaces that serve and reflect youth constructing, articulating, and participating in the formation of their social realities for and with other individuals. In essence, young people using social networking sites are involved in fundamental acts of teaching and learning. In this article, the authors draw from classroom experiences to illustrate how youth attending an urban high school use Twitter to transform literacy learning and literature engagement within an English classroom.