The future of literacy and reading is a highly debated topic in the Swedish educational context, shaped by conflicting perspectives on pedagogy, technology, and cognition. This study explores how Swedish teachers working in grades K–3 envision this future, offering insights into the assumptions, priorities, and professional experiences that inform their views. In a workshop setting, a team of 11 teachers from a single school engaged with future(s)-oriented methods to articulate their visions of literacy development. The workshop activities revealed a strong professional consensus and a recurring preference for print-based instruction. This preference was framed as a pedagogical response to previous digitalisation efforts perceived as misaligned with classroom realities. Rather than presenting radically new directions, the imagined futures reproduced familiar binaries and often overlooked the complex, multimodal nature of literacy in a postdigital society. This study positions future(s)-oriented methods as a way to uncover assumptions, support professional reflection and promote teacher agency. By analysing the interplay between consensus, discourse and institutional constraint, the thesis contributes to ongoing debates about how educators might co-construct more inclusive and sustainable literacy futures. In doing so, it highlights the value of speculative approaches for rethinking literacy, agency and educational relevance in times of change.