ABSTRACT
The creation and curation processes with digital media are a new literacy practice that has the potential to enhance learning, especially if it validates children’s choices and expands their identities as readers and writers. In this chapter, we discuss the curation process in light of contemporary theories and research with British pre- and primary-schoolers, aged between three and 11 years. Our belief is in a wider, more ambitious definition for literacy in the digital age, one that moves beyond essential skills with print and incorporates the many ways with which we make and share meanings. We use selected examples from our own projects of children’s literacy activity with digital texts and artefacts to inspire future practice. Our examples are rooted in lived practices around media and technology, including ideas of agency, the ability to read, collect and navigate a variety of textual forms in digital media. We pay special attention to the rich connections that can be made between children’s digital curation and wider contemporary themes in global literacy practices. We believe that globally minded teachers are ‘new literacy’ aware teachers who understand the influence of digital practices and texts across linguistic and other domains of difference.
