If we are to train translators to be simultaneously agile in an increasingly online world as well as good custodians of multilingual communication (Basalamah, 2005; McEntyre, 2009), it follows that digital literacy, broadly, and social media literacy, more specifically, ought to be an integral component of core translation curriculum. This chapter argues in favor of integrating social media skills and literacy into translator training and education with an eye to more recent developments and new(er) platforms that are relatively still peripheral (e.g., Instagram, TikTok, Xiaohongshu) and building upon work from Education Studies on the subject of ‘teaching the students in the room’ (Gooblar, 2019, 106). To date, in Canada, most if not all schools of translation and translation programs do not have an official course dedicated to translation and social media, though courses on and course components related to web and game localization are increasing in number (Desjardins and Florentin, 2024). Newer courses that tackle digital and social media literacies also speak to the need to have adequate human resources to develop and teach such courses, which intersects with other larger academic debates including generational and technological divides among faculty (cf. Allen et al., 2023)—a topic this chapter will also broach. The inclusion of social media as part of core curriculum in translator training can be transformative in that it can open new avenues for our students. But, perhaps more importantly, it is a way to reach our students where they already are, and that, in and of itself, is also a form of transformative pedagogy. Over the past decade, I have advocated for the integration of social media into the translation classroom (Desjardins, 2011, 2013, 2017). In this chapter, readers should note that ‘classroom’ extends to forms of translator training and education that reach beyond formal/traditional paradigms and could equally apply in professional development workshops and webinars. Although I recommend social media integration into translation education, I also acknowledge some of the inherent challenges associated with integrating such platforms in educational settings, notably the fact that the dominant platforms tend to be anglocentric, embedded in technocapitalism, and extractivist in nature (Gillespie, 2018; Hare, 2022).