Electronic portfolios allow students to include video, images, hyperlinks, and audio, along with written texts, to create varied and comprehensive representations of what they have accomplished. Such collections of information also change the ways that teachers and students choose to present themselves and the ways that we read these presentations of self. As we learn more about how we read and respond to identities created by combinations of word, image, and sound, we need to help students think more carefully and critically about how this should influence the way they create and compile electronic portfolios.