Canada's federally funded English language programming has historically overlooked the holistic learning needs of adult literacy learners, who have limited prior education and low English proficiency. Literacy learners' educational and language needs are further compounded by limited digital literacy, as they face barriers to accessing and navigating digital interfaces, which are increasingly integrated into educational spaces. The challenge falls on literacy instructors to address these challenges. Yet instructors lack sufficient support, training, and resources to do so effectively. This study addresses this gap using a participatory approach to develop a teacher toolkit to support literacy educators in integrating technology and transitioning to hybrid modes of instruction. The research team collaborated with an advisory group (n = 7) of literacy educators to co-design a teacher toolkit. The toolkit was pilot-tested by literacy educators (n = 24) on a local and national scale and was iteratively revised according to their feedback. Three themes emerged that shaped the toolkit: adapting a multifaceted, dynamic, flexible role as an instructor, addressing the diverse needs of literacy learners, and adapting to digital pedagogies. We explain how the toolkit addresses each theme and reflect on the methodological implications of using a participatory approach for toolkit development.