This paper examines a blended learning context known as book raps where children read and respond to literary texts. In this particular e-literacy environment, readers discuss their opinions of a book under the guidance of a moderator known as a rap coordinator who provides stimulus questions known as rap points. The paper demonstrates how question design as prompts for online interaction is crucial to the success of the discussion. It critiques the pedagogic underpinning of data taken from a book rap where young primary children in Australian schools read the picture book, Mrs Millie's Painting (Ottley, 1997), and then interacted using emails. As students use both face2face in the classroom under the guidance of their teacher and asynchronous online discussion in the raps, dialogue is crucial to this learning context. The principles of dialogic teaching are used as an analytical framework to examine support provided by the moderator to develop students' social and cognitive online interactions. The paper argues that the design of the discursive interactions created for the rap impacts on students' critical appreciation of the book they read.