Most children growing up in contemporary homes in post-industrial countries use digital media as part of everyday literacy activities, such as to connect with distant family and friends, watch their favourite programmes, play games and find information. However, conceptualizations of the Home Literacy Environment (HLE) have not yet adapted to the implications of these comparatively new practices for young children’s knowledge about literacy or the ways in which they negotiate affectively intense relationships in digital networks. Furthermore, the digital activity of very young children aged 0-3 years and the diversity of print and digital technologies they use remain under-researched. Reporting on detailed case studies of a two-year-old boy and a one-year-old girl in England, which formed part of an EU-wide qualitative study of 0-3-year-olds’ digital literacy practices at home, we problematise the relevance of conventional definitions of the HLE for contemporary homes. Building on nascent research in this field, we argue for the need to reconceptualise the HLE as a digitally networked space, with porous boundaries that enable the very youngest children to negotiate affectively intense relationships and express meaning across diverse modes and media as they connect with distant others in a digitally mediated world.

中文翻译：

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多孔边界：将家庭识字环境重新定义为 0-3 岁儿童的数字网络空间

大多数在后工业国家的当代家庭中长大的儿童将数字媒体用作日常扫盲活动的一部分，例如与远方的家人和朋友联系、观看他们喜欢的节目、玩游戏和查找信息。然而，家庭识字环境 (HLE) 的概念尚未适应这些相对较新的实践对幼儿识字知识或他们在数字网络中协商情感紧张关系的方式的影响。此外，0-3 岁幼儿的数字活动以及他们使用的印刷和数字技术的多样性仍未得到充分研究。报道英格兰一个两岁男孩和一个一岁女孩的详细案例研究，作为欧盟范围内 0-3 岁儿童在家数字素养实践的定性研究的一部分，我们对 HLE 的传统定义与现代家庭的相关性提出了问题。基于该领域的新兴研究，我们认为需要将 HLE 重新概念化为一个数字网络空间，具有多孔边界，使最年幼的孩子能够在与遥远的地方建立联系时协商情感紧张的关系并通过不同的模式和媒体表达意义。数字媒介世界中的其他人。