Changes in digital landscapes have complex effects on the meaning-making that they mediate (Thorne et al., 2015). There is a growing interest in examining the daily digital literacy practices of today's multilingual young adults and adolescents, who are going to become the generation of future global communicators (Kim, 2016). Addressing current scholarship on multilingual digital literacy, this article examines 20 empirical studies on multilingual young adults and adolescents (ages 12-29) and their vernacular digital literacy practices beyond the classroom. Drawing upon multimodality and translanguaging perspectives that recognize literacy practices as ideological constructions produced within social contexts and across semiotic resources, the article identifies five emerging themes in research focusing on daily digital literacy practices of multilingual youths: recognizing cultural and linguistic diversity, exploring and constructing multifaceted identities online, leveraging technological affordances for communicating, gaining social support in virtual communities, and developing global citizenship through online intercultural exchanges. This article concludes with implications to support critical multilingualism and multimodality in language and literacy classrooms.