"Energy literacy" is of great interest to those researching sustainable consumption, particularly with regard to its relationship to domestic energy use. This paper reflects on the pedagogic aspects of fieldwork recently carried out by undergraduate geography students in their own homes to assess energy-related technologies and practices, and how these come together into a singular, aggregated number produced by the energy meter. Conceptualising energy literacy as comprising cognitive, affective, and behavioral domains, we evaluate the experiences reported by the students, and discuss next steps in expanding the exercise and learning.