Early literacy going digital: Interweaving formal and informal literacy learning through digital media.

This article focuses on the exploration of digital literacy practices among preschool children within the context of early childhood education (ECE), based on the DIGILIT Kids project conducted in a public kindergarten in Thessaloniki, Greece. Through qualitative methods including interviews, observations, and analysis of children’s written and digital work, the study presents three case profiles illustrating diverse relationships between emergent literacy and digital media use. Findings reveal that children’s digital and traditional literacy skills do not necessarily align, highlighting the complexity of integrating informal digital practices from home with formal literacy learning at school. The research underscores the importance of educators adopting a holistic view of literacy that bridges home and school contexts and fosters collaborative, multimodal learning environments to support children’s emergent digital literacy.