This article explores the use of digital poetry in a secondary English classroom and its implications for adolescents’ multimodal composition and identity development. The authors—an English teacher and a library media specialist—collaborated over the course of three years to design, implement, and reiterate a digital poetry curriculum. Through their work, they sought to infuse new vitality into literacy practices in order to enhance students’ engagement, increase their awareness of audience, and encourage their progressive use of media and technology. After students read, critiqued, and wrote poetry using traditional print text, they then employed digital tools to reinterpret those poems using multimodal elements. The authors argue that if teachers are to successfully implement new literacy practices in their classrooms, they must first establish a community of practice with other like‐minded educators in order to engage in ongoing, critical dialogue around issues of literacy, learning, and technology.