This article explores disruption of habituated literacy practices through the creation of new possibilities in a digital space. Preservice English method teachers at a Melbourne university were invited to create a digital introduction and to reflect after the presentation on aspects of technology, representation and learning that were brought into focus in and through their presentations. The task pushed the preservice teachers out of familiar territory, often producing creative and stimulating texts. In the spirit of disrupting normative approaches, this writing attempts to play with the textual regularities of the journal article. To contextualise the digital introductions and evaluate their effectiveness in achieving pedagogical aims, I chose to construct the discussion as a dialogue with preservice teachers. Research findings, analysis and further questions layer and interpellate the discussion.