Abstract
ABSTRACT This study explores the digital literacy practices and identities of two children with refugee backgrounds. The study draws upon theoretical perspectives on multiliteracies, digital literacy practices, and identities. The data sources included field notes taken during home visits, audio recordings of conversations, and artifacts made by the participants. The findings showed that both children described their digital literacy practices, such as playing video games and watching cartoons, and that what the participants learned through their digital literacy practices helped them explore their multiple identities. The implications highlight the importance of valuing children’s digital literacy practices and facilitating their bilingual development.
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