Abstract
Discussions of digital inclusion presume marginalized groups will benefit from the same hardware, software, and online uses as mainstream groups. However, when talking about participatory culture and the potential to become digital prosumers, children whose parents do not speak English are at a greater disadvantage than children whose parents are native English speakers. Digital literacy activities serve the family first by bridging cultural knowledge and household responsibilities (Barillas & MacGillivray, 2008). Such tasks put immigrant children at a disadvantage compared with their native English-speaking peers who are using digital technologies to learn, play, create, socialize, and participate civically. Therefore, it is crucial that we study how digital literacy and online social networks operate in the school as well as at home.
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