Since the New London Group's "Pedagogy of Multiliteracies" was published in 1996, several researchers, as well as teachers and professors, have been interested in the development of multiliteracies in learning contexts. In addition, the importance of multimodality in several forms of communication highlight the need to develop multimodal media and critical literacy in learning contexts (Lebrun, Lacelle, & Boutin, 2012; 2017). To respond to this need, digital literature offers the potential for developing critical thinking about technology and media (Aarseth, 1997; Ensslin, 2014; Hayles, 2008; Simanowski et al., 2010). The purpose of this article is to demonstrate the results of an exploratory study conducted in an English-speaking CEGEP where the author taught digital literature to students. During this study, the students also had the opportunity to create their own digital narratives using the digital application, Twine. What emerges from the data analysis is how the interpretation and creation of digital and interactive texts engendered a reflection on technology, as well as an articulation of several literacies.