It is very difficult to understand the nature of children's language and culture today, without considering the wide spread of digital media such as digital cameras, the internet and mobile phones, as well as the impacts of those media on how we communicate. Digital media loosen the clear boundaries between the producers(authors) and the consumers(readers) and enable the writers to produce multimodal texts which combine several semiotic modes in the design of texts. This article argues that the advance of digital media and the 'multimodality' of digital texts challenge the traditional concept of 'literacy' which was based on print media. Therefore, the notion of literacy needs to be reconceptualized in order to include 'digital literacy' which is the competence of critical reading and creative writing of 'informative' and 'aesthetic' texts. The notion of digital literacy as such also challenges the traditional approach of media education, which focused on the critical reading of 'informative' texts. This article argues for the need of a media art (expressive) approach, based on critical review of literature in this field and on the discussion of a small-scale case study of the U.K. primary childrens 'digital storytelling' project.