This article describes how misunderstandings about eTexts may misguide educators when choosing how to incorporate eTexts into teaching and learning. A review of the existing literature finds that generalizations across different types and forms of eTexts and a reader's purpose and proficiency yield only more confusion. However, having a better understanding of the types of texts(both structure and purpose) operationalized in the studies as well as why these constructs impact eReading elucidate the potential benefits for more mobile reading pedagogy. Furthermore, the adoption of mobile pedagogies, as they relate to digital literacy, can occur on a programmatic scale, but requires a large-scale understanding of the interdisciplinary nature of the learning and/or reading task, technology, and discipline.