A pilot study describes the prototype design and classroom implementation of "Kid's Space," a response-based multimedia application for literature teaching and learning. "Kid's Space" was designed around the metaphor of a universe populated by the individual student's world. Each world supports a variety of personal spaces in which students are encouraged to recursively construct, explore, write, reflect, and otherwise express their feelings about their own work and others' work. Two classrooms each from an urban Montessori school (a combined first-second grade and a combined third-fourth grade) and a suburban elementary school (a combined second-third grade and a fifth grade) were chosen. Teachers in all four participating classes used a whole language approach to teaching and learning reading that relied exclusively on children's literature. All teachers classified themselves as "computer literate." Results indicated that (1) technical concerns hampered implementation of "Kid's Space"; (2) students in all 4 classrooms were motivated by "Kid's Space"; (3) not all teachers used "Kid's Space" as intended; (4) teachers' perceptions of the "Kid's Space" activities differed in terms of how those activities were understood and instantiated; and (5) students did not use several of the sections of "Kid's Space" as intended. Findings suggest that, given the right conditions, children write creatively in response to visual and auditory stimuli as well as to each other, and effective methods of integrating and valuing on-line work are essential for the software to be used by students as intended. (Contains 21 references, and 3 tables and 8 figures of data.) (RS)