ABSTRACT
This chapter presents an overview of how people understand and use the term 'literacy', and what the implications of these uses are for the young children whose literacy development we are seeking to study, support and assess. A re-examination of this term is necessary because of the transformation of 'text' that has occurred as a result of the wide ranging use of digital media to resource communication, and therefore teaching and learning. Such technology affords parents and early years educators a range of new ways to engage children with text and meaning-making. However, this potential for transformation of early years practice, and the evolution of 'digital childhoods', has been met with concern and discussion of how to to restrict children's access to technology during this sensitive developmental period. Imagination, emotional and moral engagement, critique, humour and fun are all important aspects of these children's spontaneous responses to texts.
