In this chapter, the author rethinks literacy education and identity in the 21st century by engaging with the concept of multimodal selves. This conceptualization resonates with an understanding of identity as performed (Blackburn, 2005) wherein the ways of enacting oneself with and within a space encompass the intentional and unintentional orchestration of communicative modes to convey a range of meanings. The rest of this chapter is organized into four sections. In the first section, the author explores the linkages between multimodality and literacy and call attention to the orchestration of multiple modes in the composing of texts and meaning. A discussion of multimodal literacies is continued in the second section, which focuses on the ways in which emerging technologies are engaged by youth across digital geographies for a variety of representational purposes. In the third section, the author describes how a multimodal approach to pedagogy can be responsive to the globalizing discourses in which youth situate their literate lives. In the last section, the author offers four dimensions of pedagogies that educators might re-imagine through the lens of critical multimodality. (Contains 5 notes.)