As the world told becomes the world shown, the texts of the 21st century will require teachers to adopt new skills, strategies, and pedagogical frameworks to support students' transactions with multimodal texts. This shift from a focus on monomodal, print-based texts to a focus on the skills necessary for producing and consuming multimodal texts requires readers to navigate, design, interpret, and analyze texts in more complex and interactive ways. As the texts readers encounter grow in complexity, shifting from monomodal structures to multimodal ensembles, and are distributed in digital forms in addition to traditional print-based texts, the requisite skills readers draw upon will need to expand to handle the demands of these new texts and experiences.