Literature in the digital environment takes many forms as technology affords new ways to interact and new opportunities for consuming and producing text. Donald Leu and his colleagues in the New Literacies field (Leu, Kinzer, Coiro, Castek, & Henry, 2013) tell us that the ways we interact in homes, classrooms and workplaces have changed because of digital technologies and that these changes challenge traditional concepts of what it means to be literate. There is no doubt that technology has generated the need for new literacy skills, new ways of expressing meaning, and new opportunities for learning. The inclusion of any new technology in classrooms seems to be veiled with ‘promise’ – what it will do to revolutionise the space, how it will impact teachers’ work, and how it will support and contribute to student learning. But it appears there is often a huge gap between rhetoric and reality. We need to know more about how teachers can adapt to the literacy paradigm that recognises and integrates technology into classroom literacy experiences and engages children actively in consuming and producing digital text. And it is critical that we investigate the inclusion of technology and its texts within classrooms in connection with what we know about literacy pedagogy and student learning. In this chapter, we explore different types of digital texts, the demands of these texts and the opportunities they present for literacy pedagogy that responds to students’ needs and interests.