Abstract: The current understanding of texting as a part of literacy practice is beginning to take form, as more researchers and practitioners look to mobile device connectedness as an opportunity rather than an impediment to literacy education. This opportunity is not without cost, as texting as a literacy practice must be divided into formal and informal writing activities to give students a chance to learn how to code-switch appropriately as the situation demands. The purpose of this study is to review the most recent literature on the effect of texting and tweeting on literacy practice and to delineate strategies for inclusion of text messaging and tweeting based on instructional purpose.