Research and practical experience lead us to believe that in the last few years students have been less enthusiastic about reading works included in their Required Reading lists and often used notes from the Internet in order to complete their reading journals and acquire high marks. These are just some of the problems of today's Requied Reading. Required Reading should promote reading habits and the enjoyment of reading, and teachers play a crucial role in this process. The modern age is characterized by the constant development of technology. Technology is present in all segments of our lives, including education. Smartphones, smartboards, and computers have taken the role once held by graphoscopes, transparency films, and wooden blackboards. It is, therefore, necessary to show students what can be done with computers, laptops and mobile phones. Given today's availability of technology and software, digital media can serve as a great incentive for reading. Using digital media, we can enrich Required Reading lessons with sound stories, soundscapes, or portray that work as an interactive story – a form much closer to today's generations. It is important to note that the ultimate goal of using digital media is not only entertainment but also the development of the student, his/her creativity and imagination, and reading motivation. This paper presents several examples of using digital media aimed at processing the Required Reading work „Pippi Longstocking“.