ABSTRACT
In the Canadian province of British Columbia (BC), the Ministry of Education defines digital literacy as "the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others". The need to equip learners with this practical sense to negotiate an increasingly digital world has tremendous implications for language planning and policy. As technology becomes an increasingly important component of curricula and pedagogy in K–12 contexts, new opportunities and issues in language education and educational policy emerge. Leveraging the potential of technology in education requires school-wide planning to determine how to scaffold the learning of digital literacies across grade levels and subject areas. As teachers in British Columbia continue to experiment with different ways of integrating technology into their classrooms, the question of which digital literacies learners already come to school equipped with is critical in addressing issues of equity.
