ABSTRACT
The background of this chapter is grounded on an interest in how children learn to learn, i.e. how they develop epistemic practices. In contemporary society, children in the Nordic countries and in other parts of the world engage with digital media at a very early age and well before they can read. Thus, adult and institutional control of children’s access to knowledge and information is challenged by their independent involvement in digital practices that provide opportunities for participation in communicative practices that include proto-reading, reading, writing, symbol manipulation, and social interaction. It is argued that these transformations of the daily communicative ecology of children are significant when theorizing learning and development.
