This classroom research discusses the challenges of integrating face-to-face interactions with the use of on-line resources in secondary English classrooms. Examining the lesson plans of pre-service and early career teachers in the US, I found that the uses of on-line resources were frequently neither coherent nor consistent with the goals and objectives teachers had planned for their lessons. As well, on-line resources rarely furthered teachers' attempts to support students' analytical or close reading of literary texts, but instead were used primarily to foster student engagement with the literature. Although on-line literature resources provide almost unimaginable possibilities for enriching classrooms, teachers must learn to identify and clarify their objectives for reading, and they must distinguish their objectives from those of website developers and sponsors. If we want on-line resources to transform our classrooms, then we must be willing and able to transform those materials, to translate them for our students through developing robust questions that will guide their viewings and readings. Additionally, we must acknowledge that on-line contexts may themselves change reading behaviours, and that when using the World-Wide Web, our local contexts matter greatly.