This commentary serves as an introduction to multiple scholarly fields about the value of digital media for providing contexts for and provoking learning. The author proposes that rather than considering a dichotomy between reading physical books and reading digital media, as encouraged by Cavanaugh et al. (2015), instead consider a scale of sorts between reading as pertaining to linear written endeavors and reading as situated experiences within designed spaces. Williams-Pierce presents considerable evidence that digital media can provide situated experiences that provoke reading, creating, evaluating, and so on through a variety of forms, which means not blaming students alone if they struggle with an educator's educational versions of experiential learning. Rather, there is a need to provide sufficient autonomy such that students can engage in deep interest-driven learning, bring their own knowledge to the table, and contribute unique content and vision to the class. This is what students do outside of class on a regular basis, for no reason rather than to create and contribute to their affinity spaces, so educators must learn to see and respect how their new approaches to learning are enacted and displayed. [For "Digital Technology and Student Cognitive Development: The Neuroscience of the University Classroom," see EJ1105092.]