The advent of Web 2.0 has fostered the emergence of a new collaborative culture shared by internet users worldwide in which the notions of intertextuality and hypertext have evolved, resulting in the reconsideration of authors and their role in text production. It is becoming increasingly common to access, reinterpret and modify contents and texts which have an unidentified, collective author, the idea behind collaborative writing being that it is the actual collaboration towards meeting a common goal or towards achieving a final product which matters, and not who the individual authors or their individual contributions were. This paper examines collective authorship and collaborative writing within a digital storytelling project carried out in an English as a Foreign Language learning context in a Spanish university. Participants wrote collaboratively and became collective authors thanks to the use of technology and multimodality for the creation of digital stories. The analysis revealed complex processes of collaborative writing and collective authorship which took place while group members were completing the different steps of the digital storytelling project. Seemingly, they used a wide variety of collective writing strategies and assumed different roles. All these elements have to do with the ongoing evolution of the notions of authorship and writing which has been favoured by ICT use in creating different products resulting from collective authorship and collaborative writing, which in turn can be considered as reflection of the emergence of the aforementioned collaborative culture.