ABSTRACT
This chapter examines a range of examples of how digital and traditional media have been used by children and their families to support learning and emphasize the role of both children and parent interests as contributors to the media practices that emerge. It aims to surface differences in how parents conceptualize the presence of media in their children's lives and speculate about the role that parents' theories of the value of media has on the degree to which they leverage it as a learning resources. This chapter draws attention to the equity issues at stake and note the importance of a family's access to the tools, infrastructure, and knowledge that make these informal learning interactions possible. It highlights practices that provide direction for working with parents to conceptualize their and their children's media engagement. Curation of media around children's interests was sometimes born of the need to have quality down time for busy parents.
