This paper examines the impact of the transition from literacy to electracy on the arts and humanities classroom through an examination of two teaching experiments conducted by the author. These experiments focus on mystory and remix as instances designed to address the challenge of inventing modes of writing suited to the apparatus of electracy. Tracing a line from Ulmer through to Mark Amerika, the author argues that the time has now come to fully embrace the impact of networked media in the classroom through the incorporation of mystorigraphy and remixology practices in the networked arts and humanities classroom.