ABSTRACT
This chapter explores the social organization of mundane activities involving different participant constellations, technologies and settings, to discuss theoretical challenges related to the idea that digital literacies are situated. It focuses on the social interaction around different technologies, how the technologies are incorporated into the actions, and the various literacy competencies that are made relevant in the process. Digital literacy practices form an intrinsic part of most young children’s everyday life in the Western world. Early childhood digital literacy studies have focused on a range of different phenomena from how technologies can be used to improve children’s reading and writing skills to how children accomplish understanding of video clips on the web. Sociocultural perspectives have had a huge influence on the understanding of literacy practices as situated and diverse. C. Burnett et al. draw attention to the significance of space, mediation, materiality and embodiment to literacy.
