In today’s changing educational landscape, literature and language learning programs should provide support for students to develop tenty-first-century skills. Along with making activities which involve communication, this means learning creatively and collaboratively while developing critical thinking skills. Kramsch (1993, 2009, 2014), literature in language instruction is frequently associated with culture. Kramsch also called for recognition of the real lives of learners, including understanding of their multilingual and multicultural perspectives. As explored by teacher-researchers in the field (Paran, 2008; Hall, 2020), this is necessary to ‘challenge readers to independent interpretations, learning and creativity’ (Hall, 2020, p. 7) and allow for more materials and training for teachers working in global contexts (p. 8). In this chapter, culturally relevant literature is defined as literature that is particularly effective for students within a specific educational context. Its relevance may stem from linguistic factors, connections to external experiences such as travel and education, or its more dynamic and evolving nature. Even in settings often described as culturally homogeneous, there exists a diverse range of lived experiences, and students’ backgrounds and perspectives inevitably vary in multiple ways. The notion of culturally relevant texts is used to frame the discussion of how literature can be selected effectively for the purposes of language learning. More recently, connecting intercultural learning and literature has been a focus of recent work by Dypedahl and Lund (2020), using intercultural encounters as a basis for reflection and raising metacognitive awareness. Increasing attention towards culture is suitably timed since our classrooms are becoming more digitally oriented, with greater potential for uses of new genres of literature, online interactions with other readers and creation of literary texts by language learners (Naji et al., 2019).