David E. Kirkland argues that our understanding of literate practice in relation to space needs to be radically reworked to account for new digital dimensions that are dispersed, discontinuous, and yet deeply woven into everyday and institutional worlds. His account highlights the way these digital spaces pepper the official landscape of schooling, fracturing the dominance of official discourse as students' diverse linguistic, literate, and semiotic practices infuse this complex composite space. (Contains 3 figures.)