The educational context in which technology is implemented—the how, why, and where—is a vital factor in how successful it is. While attention to the design of technology is important, attention to the design of the learning experiences that use these tools is equally important. This was a dissertation project designed to understand how using technology (Goodreads, a social network built around books) in an English language arts class for 12th grade readers might affect their classroom literacy practices and the artifacts they created. The project combined the Social Infrastructure Framework (Bielaczyc, 2006), an approach to designing learning environments with technology, with the model of literacy as a social practice advanced by Purcell-Gates, Perry, and Briseno (2011). The primary research question addressed was: How can Goodreads be effectively integrated with the existing curriculum in an English language arts classroom?