This article examines L2 learners’ multimodal literacy practices during two university-level Finnish as a second language courses. My focus is on the students’ use of microblogs as a learning tool. I + rst explore what new practices have emerged from the introduction of the microblogging service Twitter. Second, the focus shifts to the students’ opinions about using microblogs in language learning and I ask what potential the use of social media has for language learning and teaching. The data consist of about 900 tweets (microblog posts including links to online articles, video recordings and photos) posted by the students during two 12-week text comprehension courses as well as of video-recorded lessons and feedback interviews with t he students. I argue that the students’ literacy practices show how their understanding of the concept of a text has changed profoundly.