This paper aims to help clarify conceptual abstractness and inconsistency of adolescent literacy by providing a integrative review of recent literature related to adolescent literacy research and policies and by analyzing current trends and issues in adolescent literacy. Much of the current literature on adolescent literacy pays particular attention to evolving technology and digital contexts and their influences on a range of literacy outcomes. Most reports and teacher resource materials published by federal agencies were influenced by the cognitive and developmental perspectives. Future research and policy should incorporate more diverse and comprehensive approaches to adolescent literacy.