The impact of information and communication technologies (ICTs) is changing the nature of literary narratives for children and the contexts inwhich they experience and respond to such narratives outside of school contexts. However, in the main, teachers do not feel confident or comfortable in the world of digital multimedia. Children's literature can bridge this intergenerational digital divide in the English classroom. This paper introduces frameworks that may assist teachers in negotiating curricular and pedagogic approaches with childrenusing digital resources fordeveloping literary understanding and literacy learning.