Sharing a conceptual basis with terms like new literacies and multimodal literacies, the notion of digital literacies is concerned with how people negotiate technological affordances and constraints to engage in reading, writing, and communication practices for diverse purposes. Rather than the unidimensional competence to use digital technologies, digital literacies entail a sociocultural and pluralistic view of literacy as social practices in which individuals, including second language (L2) learners, mobilise and assemble various resources to create and communicate meaning, construct social relationships, and advance their understanding of certain ideological values within a specific context. Furthermore, digital literacies can range from “functional” to “critical” digital practices, which is contingent upon the extent to which literacy learners can recognise that the way they interact and communicate in digital spaces is subject to hidden relations of power. This entry also highlights that while there is a significant overlap between general digital literacies and those specific to L2 learners, pedagogical practices and strategies that facilitate the development of digital literacies in L2 learners should take into account their unique learning conditions and needs in the target language development.