Research on youth use of multiliteracies and multimodal texts often imply that youth are inherently motivated by digital technologies. In this column, I consider the nature of research into motivation and multiliteracies. I suggest that the concepts of competence, autonomy, and relatedness should be integrated with a multilayered contextual conceptualization of motivation when applied to multiliteracies. Furthermore, I argue that educators and researchers should avoid the assumptions that all youth are digitally savvy and motivated by technology. Instead, I suggest that attending to an individual's need for connection, choice, and competence can lead educators to rethink their approaches to technology integration.