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This study examines the intersection of traditional literary analysis and digital practices in the reading and interpretation of Washington Square by Henry James in the contemporary digital context. As canonical literature is increasingly encountered through digital media, the research explores how tools such as e-books, online annotations, and visual materials reshape readers’ engagement with James’s text. Particular attention is paid to the role of digital imagery, hypertextual reading pathways, and multimedia elements in mediating the relationship between text, image, and idea. The study further considers the pedagogical implications of incorporating digital tools into the teaching of this nineteenth-century novel, evaluating both their potential to enrich interpretation and the challenges they pose to close reading and sustained attention. Empirical data drawn from student questionnaire responses suggest that while digital resources significantly influence reading practices, they do not diminish the relevance of classic literature. Instead, the findings argue for a reflective and critically grounded integration of digital humanities approaches into the study of narrative texts.