The purpose of this study was to seek into the effect of digital storytelling on digital literacy in the 7th graders at secondary school. The quasi-experimental design among quantitative methods was employed and two groups were designed through simple random sampling. The study group was composed of 35 students in Grade 7 at a private secondary school in the Central District of Kars. Before starting the research, permissions of the ethics committee and governorship were obtained for the scale to be used in the research. Digital Literacy Scale and personal information form were used as data collection tools. Mann Whitney U-Test for intergroup analysis and Wilcoxon signed-rank test for intragroup analysis among non-parametrical statistics were used. As a result of analysis; it was found that there is a significant difference in favour of the experiment group in terms of post-test scores of digital literacy among the groups after the experiment. At the same time; it was found that there is a significant difference in favour of the post-test between the pre-test and post-test scores of the experimental group. These findings revealed that the digital storytelling creation process contributed to the development of students' digital literacy skills. Accordingly, it is suggested that digital storytelling can be included in curriculums and the effects of digital storytelling can be evaluated with different methods and techniques.