In this work, the author examines a digital role-play in which participants composed an alternate version of "The Hunger Games" (Collins, 2008). Participants imagined characters and posted more than 400 scenes in the online collaboration. The author draws upon ethnographic methods (Merriam, 2009) to describe her participant-observer experience and discuss the digital role-play from the perspective of a classroom teacher and literacy researcher. Holland, Lachicotte, Skinner, and Cain's (1998/2003) theory of figured worlds frames moments of participants' discourse to illuminate issues of identity and power that emerged. Analysis complicates the use of digital spaces with adolescent-driven literacy practices. This study provides educators with ideas about how to examine adolescents' online literacies and suggests that research of digital role-play within formal learning settings may help educators explore what it means to read and discuss texts in a digital world.