We live in an exciting but daunting time for history teaching. An explosion in digital sources, resources, tools, and methods for the study of history has taken place in recent years; millions of pieces of information and misinformation are now only a keystroke away. No longer the purview of energetic but fringe Internet start-ups or of a talented few “hackers” among us, digital initiatives undertaken by respected research institutions, centers, and prestigious grantors have moved “the digital” into the mainstream of our fi eld. Th e concept encompasses archival digitization, electronic publishing and reading formats, and new modes of scholarship that employ computing and technology integrally. Yet how these rapid transformations might best be incorporated into history classrooms remains an unsettled issue. What should the emergence of digital history mean for our students and our teaching? In this essay, I off er a few examples, drawn from my eff orts to bring digital resources and tools into my courses. I focus my history pedagogy around what I call “historical digital literacy” for two reasons: (1) because technology is an opportunity—even an imperative—in this moment, and (2) because technology provides genuinely exciting ways to help students grasp the constructed nature of history. Providing defi nitions may be helpful at the outset. Teaching students to think historically begins by deconstructing the myth that history is a completed body of knowledge to be assimilated (primarily through memorization), and by replacing it with a sense of history as a dynamic, contentious, and incomplete process. Th e characteristic of digital describes resources made, accessed, or manipulated online or that employ computers for coding, electronic information storage and retrieval, data analysis, or visual presentation. Literacy implies the ability to read and write language—beyond reading and comprehension to writing, making, or transferring knowledge from one domain to another. Digital literacy as it relates to history, therefore, not only embraces critical use of digital tools and resources for studying the past but, ideally, moves toward fl uency with their underlying principles, and even to the ability to alter, repair, or make the tools. Historical digital literacy is facility with using artifactual or digital sources (or both) by applying appropri-