This study examined how digital literary access through e-libraries and online literary communities, particularly BookTok and Storipod, influences the reading motivation, literary preferences, and challenges of students of English and Literary Studies in Enugu State, Nigeria. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), the research adopted a qualitative survey design with elements of textual analysis. The population comprised 84 second- and third-year students from Coal City University and Godfrey Okoye University, with data gathered through a validated and reliable questionnaire. Findings revealed that digital literary platforms enhance students’ motivation to engage with texts, shape their literary identities through community-driven content, and provide innovative avenues for participatory literary culture. However, challenges such as poor internet connectivity, subscription costs, and digital literacy gaps hinder effective utilization. These findings align with global research that emphasizes the transformative role of digital access while highlighting the specific needs of Nigerian students navigating evolving literary landscapes. The study recommends that universities modernize e-library systems, educators integrate BookTok into classroom practice, and policymakers support digital literacy initiatives to foster equitable literary engagement.