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Teaching training can lag changes in school and society. With the onset of ubiquitous writing and mobile devices, the literacies experiences of today’s school and teacher students are different to those of most teacher trainers. In this chapter, a sequence of case studies is presented linking the school student, the teacher education student, and the teacher educator to provide a multifaceted picture of literacies development. Two questionnaires answered by 71 and 39 upper secondary school students, respectively, provided a picture of literacies use in upper secondary school (Case Study 1). The written tasks and the post-writing interviews with three upper secondary school students highlighted the tensions between out-of-school ubiquitous literacies and the in-school academic writing demands (Case Study 2). The teacher education student participatory research case study with four students challenged perceptions of how teacher education students learn academic literacies, and of student resilience (Case Study 3). Together, the case studies showed a disconnection in school between school student contemporary ubiquitous literacies and school literacies expectations. Although finding ways to ameliorate this disconnection through innovative teacher education is important, finding ways to simultaneously strengthen student teachers’ learning autonomy, strengthen the sustainability of their teaching to keep abreast of ubiquitous literacies changes is central to make school inclusive and sustainable.

Computer keystroke logging (KSL) software is tailored to study a writer's route from their first keystroke to their final written product. Today, this software is widely available for both PC and Mac computers. Since 1998, when Sullivan et al. first suggested that Trace-it, an early Mac-based piece of KSL software, could be used in the second language (L2) writing classroom, computers have become common in schools, and mobile literacies have become ubiquitous. However, KSL's move into the second language composition classroom has generally not followed these developments. This chapter presents a vision of how KSL can be used in the L2 writing classroom to support a meta-cognitive understanding of each student's writing. In this way, the learning of L2 writing can be individualized.

This chapter presents a questionnaire study that asks Swedish upper secondary school students about their informal out-of-school ICT-based literacies and how these feed into their formal school-based writing of English argumentative texts. Two questionnaires in combination with national test grades for an English argumentative text assignment are used to tease apart which out-of-school, ICT-based, and other literacies relate to the grades achieved. This showed that reading in Swedish had a significant impact on the grades achieved when writing in English, but writing in Swedish had a negative impact, with English reading or writing in ICT-based platforms having no impact. However, as the boys achieved as well as girls on the English writing task in the national test, unlike in other subjects, we argue that our ordinal regression analysis failed to capture the impact of informal e-learning of English. Free text questionnaire answers confirmed our view of the important role ICT-based literacies in social media and e-sport have on the informal learning of English and the students’ confidence in writing in English as second language. In sum, e-sports and other out-of-school ICT-based literacies lift boys’ performance in English as second language writing. Finally, this chapter presents some directions for future research.