In this article the four pedagogical components outlined by the New London Group (1996)--situated practice, overt instruction, critical framing, and transformed practice--were used to focus attention on the case studies of three beginning teachers and their use of digital media (particularly the creation of a digital literacy autobiography) in an English language arts methods class and their subsequent and transformed use of digital media with their own students in the classroom. Their shifting perceptions of multiple literacies were explored, as well as how these shifts in thinking helped shape or transform their ideas about teaching and learning language arts. Through the analysis of the three case studies, four persistent themes were identified related to students' use of digital media both in the program and in their teaching practice. Specifically, these themes focus on the performative, collaborative, and multimodal affordances of digital media, and they tap into the potential for using digital media as "identity texts" in student learning. (Contains 6 figures.)