The literacy practices enacted in secondary school English classrooms can be influenced by the pressures acting upon teachers and students. Attention can be diverted away from the process of meaning-making when more emphasis is placed upon performance outcomes than on reading processes. This paper argues that digital forms of Interactive Fiction (IF) hold the potential to help teachers and students attend more closely to the process of meaning-making. It also argues that IF's component parts -- passages, choices and links -- render it a useful resource for the scaffolding of classroom dialogue. By considering the different ways that IF could influence the choices that individuals make in the classroom, this paper suggests that works of IF could enable teachers and students to engage with texts differently, improving the literacy practices of the students involved.