This article directs attention to how young students make sense of the connections and disconnections of digital practices between school and leisure. By using New Literacy Studies as a frame of reference, we study how students' conceptions of digital literacies and their positional identities are defined across school and home. In contrast to most other studies of similar issues, we study children in the age range from 9 to 13 years old. The methods used are qualitative interviews and video observations of these students at three Norwegian primary schools. The analysis shows how various digital practices in the classroom become meaningful in the translation to leisure time. We discuss how digital practices initiated in the classroom may be relevant to students' out-of-school worlds, based on how they get opportunities to unite and translate practices between these two contexts. This has to do with how school's digital practices may be important in connecting identities across contexts. We argue that the issue of identity must be understood as connected to digital literacy. Our main thesis is that the school context plays a prominent role in introducing youngsters to new digital practices that might be important in developing their digital literacies.

This article focuses on the emerging complexity that schools and teachers are currently addressing-a complexity that comprises one of the key characteristics of society today. The article explores how teachers in primary school experience the opportunities and challenges posed by the use of tablets in terms of implementation, learning activities and classroom management. In group interviews teachers at two Norwegian primary schools thematise these issues. We argue that there is a need to elucidate the subjective interpretations of technology if we are to understand how teachers integrate tablets in teaching. The article highlights how and why we have to develop a wider understanding of the new complexity, which can make situations in the classroom unpredictable and problematic. Although the teachers seldom consider complexity as a subject worthy of attention, it is possible to see it more indirectly in how new methods and activities are presented, but also as part of how they underline the indisputable need for well-defined classroom management. The article concludes by calling for more knowledge about teachers' reflections on how to facilitate learning processes in the interplay between subject content, learning goals and activities, and organizational frameworks.

This article contributes to academic discussions on how digital storytelling in an educational setting may have potential to build and develop learning identities, agency and digital competences. With a socio-cultural framework on learning and identity as a point of departure, the article sets out to study these issues approached as boundary crossing between the intersecting contexts of leisure time and school. The analysis draws on three examples of digital storytelling among 5th - 7th graders in three Norwegian primary school classes. My findings suggest that digital storytelling might represent a boundary crossing enabling pupils to adopt new roles as producers of creative content, as mentors or guides, to explore new technology and software in a context different from that of outside school and to learn and develop competences related to production processes and multimodal resources. I argue that digital storytelling has a potential to contribute to learning, learning identity and agency, provided it is based on a more fully developed pedagogical strategy of carefully linking school and leisure time.

This article investigates how 9-13 years old pupils interpret activities involving the use of tablets in two Norwegian primary schools. The theoretical context draws on Goffman's frame analysis and on research on young people's digital literacy practices as socially situated meaningmaking practices. Data was gathered through group interviews. The findings show that pupils framed activities involving tablets as engaging, enabling and playful, but also as teacher-directed and as challenging to their existing competences. Pupils' framings were largely defined by what they expected to be of importance to their teachers but sometimes these also interrupted the teacher's facilitation. The outcomes allow us to discuss the implications for pupils in developing digital competences, as a result of participation in a variety of digital practices. The article underscores the importance of considering the interplay between pupils' framings of digital activities and the established conventions in the school context.

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Inter-national (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/ by/4.0/deed.no logi vil jeg diskutere hvordan lek i disse kildene blir tildelt en pragmatisk instrumentell verdi og ikke bare en egenverdi. Jeg vil derfor nyansere polariseringen mellom egenverdi og instrumentell verdi, og argumentere for at denne litteraturen også bygger på en normativ pedagogisk instrumentalisme.