Studies of young children’s use of new technologies in the home confirm that young children engage in a wide range of digital practices (Davidson 2009), and while young children’s literacy practices out of school now encompass a range of digital technologies, school literacy practices remain largely focused on print-based skills. As the children continue to digest digital literacy’s, the multimodal nature of online texts means that young children experience meaning making differently when reading on screen and when reading print on the page (Davidson 2012).

In the article “Barriers … classrooms” (Honan 2008), Honan discusses the interviews between students and teachers and digital texts used by the students at home. It was clear that teachers found it extremely difficult to think about engaging with any kinds of literacy work around digital texts. In particular, the barriers included a lack of teacher knowledge about students’ home uses of digital texts. To these teachers the skills and knowledge gained in the home were of little value in the classroom context (Honan 2008).

Brass talks about a permeable curriculum in which dynamic interplay between students’ “unofficial” worlds (home, peers) and the “official” world of formal schooling (Brass 2008). Learning between these two spaces calls instead for the creation of a new, neutral space in which both home and school funds of knowledge are valued and where parents and teachers could support children in identifying where meaningful connections may be forged (Grant 2011).

Even though the teacher was aware of the students' use of digital technologies outside the classroom, expertise with mobile telephones and games consoles was not seen as relevant to the classroom context. It is this re-thinking that is required if schools and teachers are going to engage in meaningful and successful ways with digital texts in their literacy classrooms (Honan 2012). "To argue against the importance of ICT in the primary curriculum is to ignore the increasing digitisation of information worldwide” (Furness 2009).

In the study of the digital literacy practices, Mclean recognizes that there is growing recognition that youth are engaged in multimodal ways of thinking, learning, and identity construction, and that  social media sites (Facebook, Myspace) offer their users opportunities to engage in multimodal consumption and production of a range of texts, including photos, videos, text comments, symbols, and images (McLean 2010).

Home and school, offline and online worlds connect in and through the everyday practices of young people in complex and rich ways. Recognising the significance of such texts and practices needs to be framed within a critical understanding of technologies and their social and cultural meanings (Bulfin and North 2007).

Of considerable concern, however, is the issue surrounding the teaching of literacy’s or multiliteracies. In this research project, it became evident that the teachers saw the teaching of literacy’s as separate from computers and other technological devices, even though they regarded both the learning of technology and the learning of literacy’s as important (Henderson 2011).