An effect of the digitalized society is that teenagers spend much time using stories in English in various media and thus gain narrative competence across media boundaries and across media platforms. In this media dense society, English teachers are challenged to utilize the opportunities for varied learning that the screen culture provides. Focusing on acts of transmedia storytelling, this paper reports on a study that offers a critical perspective of literary classics directed towards, or used by, teenagers or young adults. One example of such a re-presentation is the tv-series Anne with an E (2017-), where the expansion of the story includes elements or themes that make for a more politicised version. By combining aspects of literary studies with aspects of media studies, the aim of the study is to develop research in the field of English literature teaching and learning by applying examples of transmedia storytelling that re-claim a place in the literary tradition for groups of people who have been marginalized or silenced in classical literary texts in the EFL classroom. In accordance with this aim, a teaching unit focusing on Montgomery’s novel Anne of Green Gables (1908), Sullivan’s film adaptation Anne of Green Gables (1985), and the tv-series Anne with an E (2017-) has been applied in three classes at upper secondary level English. The preliminary results show that using three versions of the story facilitate a comparative approach which makes possible and makes visible pupils’ narrative competence and critical thinking.