ABSTRACT
This chapter focuses on children’s digital literacy events in a Swedish preschool setting. The empirical material consists of video observations of children making digital Christmas wish list collages. As a theoretical point of departure, the (im)materiality of literacy framework is used in which the concepts of space, mediation, stuff, and embodiment are used as analytical concepts (Burnett et al., 2014). The results show that the children move between digital and non-digital spaces and that there is a confluence between the material and the immaterial. This shows that it is not possible to separate between different forms of literacy in early childhood education.
