This theoretical article expands on the responsible use and potential applications of the concepts of equity, diversity, accessibility, and inclusion (EDIA) for literature teaching in multimodal context. To this end, the author first provides a rationale for research using this framework, considering structural and policy implications for research in Canada and Québec. In so doing, she extrapolates on five areas where EDIA was researched in a SSHRC-funded knowledge synthesis grant report to generate practical implications for research in teaching literature using multimodal and digital texts. These outcomes imply, for both inquiry and teaching praxis, a critical outlook on the notion of “best practices”, and research-oriented reflections on positionality and ethics.