This chapter has two dimensions. As its analytical basis, the chapter surveys the changing landscape of what might be called the new digital media. The chapter then asks, on a practical dimension, what might educators do with this new media in that important site for the formation of the social relationships of meaning-making, the school? How does identity configure itself in the learning process? The chapter begins, however, with a critical diversion, examining two aspects of the new media, frequently posited as new--the "virtual" and the "hypertextual." At each point, the authors return to investigate the connections between new literacies and identity. This will be drawn from their own research work, implementing and reviewing the impact of the multiliteracies approach to literacy learning and the Learning by Design framework for tracking teacher's pedagogical choices and their impacts on student learning. (Contains 7 figures.)