One of the major contemporary changes in the character of educational studies is preparing curriculum for online learning. This paper employs a narrative methodology to tell the story of my concern about digital literacy as both a learning and a teaching consideration for e-curriculum developers. At its heart is addressing the gap I have identified in the research into, application of and evaluation about what educators constructing e-curriculum understand and utilise regarding the aesthetics of the screen. This paper aims to enrich the scholarly conversation about what students see and do when they are involved in online learning by looking at the elements of electronic discourse that are available to online curriculum developers, teachers and above all learners. This paper asks -and aims to provide some answers for- the question: when we present e-curriculum what are the aesthetic expressions it makes on the computer screen and how are they enabling for the learner? All e-curriculum demands a degree of digital literacy from e-curriculum designers, e- educators and e-students. This paper addresses that need by developing a scholarly debate about a specific question in relation to the role of new technologies, namely ‘what’s on the screen?. In doing so, it gives emphasis to encouraging curriculum developers to utilise computer-generated 3 dimensional spaces that engage students and enable educators.