The article explores the sociomaterial organization of preschool children’s digital literacy activities, focusing on how participant positions are enacted and distributed. The data material consists of 70 hours of video-recorded observations in early childhood education and care in Norway. Drawing on Ethnomethodology/conversation analysis (EMCA) and Science and Technology Studies (STS), we approach digital literacy practices through the following analytical concepts: participation framework, positioning, script and mutual enactment. The analysis of a twenty-minute sequence shows how tablet activities are dynamic and shifting, where the participant framework, positions and scripts are mutually enacted. Through our analysis we show how the creation of activity frames with a joint focus of attention is important for establishing and sustaining digital literacy as a collaborative activity. It is suggested that applications with weaker scripts might also be important. Here, we show how the “owner” uses a range of interactional resources to establish and sustain control and mutual involvement in literacy activity. This also involves how the technology is enacted in multiple ways.

文章探讨了学龄前儿童数字素养活动的社会物质组织，重点关注参与者位置的制定和分配。数据材料包括 70 小时挪威幼儿教育和保育的视频记录观察。借鉴民族方法学/对话分析 (EMCA) 和科学技术研究 (STS)，我们通过以下分析概念来处理数字素养实践：参与框架、定位、脚本和相互制定。对 20 分钟序列的分析显示了平板电脑的活动是如何动态变化的，参与者的框架、位置和脚本是相互制定的。通过我们的分析，我们展示了创建具有共同关注焦点的活动框架对于建立和维持数字素养作为一项协作活动是多么重要。建议使用较弱脚本的应用程序也可能很重要。在这里，我们展示了“所有者”如何使用一系列互动资源来建立和维持对扫盲活动的控制和相互参与。这还涉及如何以多种方式实施该技术。