This article explores students’ learning trajectories in digitalized classrooms as they work with literaryconcepts in first language (L1) education. Using a multimodal conversation analysis approach, weinvestigate the emerging activities and epistemic stances that students take when attempting to explainand apply the concepts. Departing from socio‐cultural understandings of learning as constituted ininteraction, we analyze how students display their understandings with a specific interest in the role ofdigital resources in the evolving learning trajectories. This research data consists of video‐recordedinteractions from Swedish and Finnish upper‐secondary school classrooms, including the students’ workon their computers and/or smartphones. We demonstrate how digital resources support students infinding suitable explanations for concepts that from a pragmatic view help them solve given tasks.However, it seems that digital resources do not help students develop their everyday understanding ofconcepts into an academic understanding, which would enable them to apply these concepts in literaryanalysis.