This paper reports on a study of pedagogic practices surrounding novice readers of digital texts in four early childhood classrooms in Queensland, Australia. An empirical study of digital reading pedagogy was conducted in two middle class outer suburban schools in the Queensland capital, Brisbane--two classes in each school provided study sites: two Year 2 classes; one Year 1/2 composite class; and a Year 1 class. Until recently, digital literacies have been generally resisted, dismissed, or overlooked by early childhood teachers in early reading agendas. There is now considerable pressure on Australian teachers, however, to plan within a multiliteracies framework and to include digital texts into their classroom programs. In Queensland, for example, "New Basics" reforms of public education hold teachers accountable in this regard, especially as the tasks relating to new basics include multiple text forms and modes of delivery. In this context, it is concerning that recent Australian research has found a surprisingly low level of understanding of digital literacies, and confidence in teaching these, on the part of both practicing teachers and new graduates. The aim of this paper is to inform professional development in this field by describing and explaining the digital reading pedagogies that some teachers are creating. Includes a table. (Contains 30 references.) (Author/NKA)