The research article explores rural women's literacy practices outside of the school system, with a specific focus on their digital literacies. It employs an ethnographic study approach to delve into how these literacies influence the broader capabilities of rural women. The study, involving women participants, is grounded in empirical evidence from a village in Zambia. The article challenges the deficit approach prevailing in literacy policy discourses and approaches that dominates wider policy and practice. Employing a New Literacy Studies (NLS) approach, the study examines digital literacy practices and their influence on women's livelihoods, drawing on Street's (1984) concept of literacy as a social practice. The findings underscore the significant contribution of digital literacies in shaping rural women's livelihoods, empowerment and well-being. Ultimately, the study advocates for future policy and implementation initiatives that appreciate the role of literacies in the informal economy and individual well-being.