ABSTRACT
This chapter provides broader understandings about innovations in early childhood digital literacies. Educators need to embrace a logic of access when working with multimodality by providing students from all backgrounds equal access to critical texts about contemporary issues and allowing them to analyse dynamics of inequality in digital texts which naturally extend to the images reflected daily in mass media. Digital literacy, or digital literacies in the plural, imply a world where children have constant access to technologies and media, which of course is not the case. In the Eastern Canadian context, recent applied research has framed ecosustainability and digital ecologies around children working with iPads. In a qualitative study gathering professionals’ viewpoints toward iPads’ usefulness in early literacy development, R. Flewitt et al. found that iPads develop specific sets of skills and improve literacy conditions in children’s learning, according to their teachers.
