John Trimbur's much-cited 1991 essay, "Literacy and the Discourse of Crisis," persuasively argues for a view of literacy crisis discourse as "always strategic," and demonstrates the ways in which it has reified "the meritocratic educational order" (285-286). This project considers Trimbur's argument close to 25 years later, examining twenty-first century literacy crisis discourses immersed inextricably in a technological age. The notion of literacy crisis is a popular trope in the field of composition, rhetoric and literacy studies. Scholars such as Bronwyn T. Williams, Michele Knobel, Colin Lankshear, James Paul Gee, Cynthia L. Selfe and Gail Hawisher among many others have developed innovative heuristics in order to understand the nature of literacy learning in a digital age and enrich readers' understanding of the epistemologies underlying new literacy practices. However, this innovative book project considers the ways in which literacy crisis discourses have reinvented themselves in the twenty-first century through a richly textured view of these varied discourses.