A group of New Zealand researchers and teachers have been analysing unpublished data from a range of action research inquiries on e-learning, to articulate, investigate and build theory about the literacy learning that takes place in e-learning contexts. The participants covered early childhood education (ECE), primary and secondary sectors. The participating teachers all possessed expertise with ICT and a 'futures-focused' approach to education, as well as sound disciplinary knowledge in the areas of their research. However, there were considerable differences in the availability, accessibility and reliability of the ICTs at these teachers' disposal. The article provides an overview of the group's cross-project analysis. The findings of this research suggest that teachers with a futures-focused approach to education can use ICTs to amplify opportunities for the types of literacy learning needed for living in the twenty-first century.