This paper evaluates the effectiveness of digital storytelling as a vehicle for developing digital literacy to learners in a developing country. A five day-long course was presented to seventeen secondary school learners from a disadvantaged urban community in South Africa, where they executed basic desktop research and created digital stories about the skills they need for a career in the fourth industrial era. At the end of the course the participants completed a questionnaire that included open- and close-ended questions. The learners reflected that they developed technical skills, active listening skills, working with other people, being creative, being able to think critically, able to make judgments and make decisions, and learning to manage people. A limitation was that the research was based on data from a small group of learners. This study shows that with the judicious use of available resources, learners in under-resourced areas can be assisted to master digital technologies and use their skills as a springboard to start participating in the digital economy.