Participatory literacy (PL) has two dimensions: being able to contribute to the collective intelligence of digital networks and being able to draw on this intelligence to pursue personal goals as well as collective endeavours (Pegrum et al., Digital literacies. Routledge, 2022, p. 41). In the early 2000s, technology became increasingly social, and a literacy shift could be observed from the acquisition and interpretation of online content to its production and to active participation in digital culture and society. As a result, a new subset of digital literacies emerged: PL, also referred to as “digital communicative literacy”, a foundation for online interactions and facilitating collaborative processes (Pegrum, 2009). It is considered fundamental for successful involvement in participatory cultures (Jenkins et al., MacArthur Foundation. http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF , 2006). Starting with Giger’s (Participation literacy: Part I: constructing the Web 2.0 concept series. Blekinge Institute of Technology, Karlskrona, Sweden, 2006) conceptualisation of PL as “the ability to create and share knowledge and content collectively through the use of online tools and the completion of collaborative tasks in online environments”, this entry traces the way our understanding of participatory literacy has evolved over the past two decades and considers its constituent elements—social presence, multimodal communicative competence, contextual knowledge, and collective intelligence—with a focus on CALL contexts.