According to the Italian pedagogist Loris Malaguzzi, children use a hundred different languages to express themselves. In order to be literate in today’s digital world, one further language is needed: programming. The creative construction of multimedia stories offers children and teachers alike a rich context for the introduction of computing education in primary school. Children are eager consumers and producers of stories, and a multimedia programming environment enables them to ‘write’ by assembling images, sounds and texts and share their creation with others. From a pedagogical point of view, storytelling is a familiar activity for primary children and teachers; a suitable programming environment can help them extend this to the creation of digital stories. Fluency in any language not only entails the ability to produce and read the language, but also to understand the underlying linguistic structures used to create a story. This chapter describes a story-based approach to learning a programming language, focusing on the ability to understand and reuse existing computer code. The aim of the approach is to develop computational fluency in children and teachers, and in this regard specific reference is made to field work carried out in an Italian primary school.