As we move ever further from print-based language learning materials to electronic ones, our concept of language learning ‘materials’ has shifted. In this paper, I explore how the traditional concept of language learning materials has had to be re-conceptualised in the digital era. At the centre of language materials are, of course, the learners. Today’s generation of learners have distinct behaviours and skills arising from their intimacy with the digital environment. The characteristics of this generation of ‘digital natives’ are sketched here, as it is essential to take these into account for designing materials for use within this environment. The main part of the paper focuses on developing a reconceptualised framework for materials design, with, at its centre, dynamic digital tools and their affordances. Layered onto this is the pedagogical framework, task, a ‘natural’ format for the digital environment, and one which transforms mere tools into learning activities, exploiting the inherent interactive and social networking capacities of Web 2.0 tools and digital apps. To illustrate the theoretical precepts put forward, some samples of activities based on the presented framework are offered. The paper concludes by proposing that digital tasks are the ultimate ‘authentic’ tasks, and with reference to Mishan’s 2005 principles of task authenticity, puts forward a re-worked set of principles of task authenticity for the digital age; ‘task authenticity 2.0’.