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This article explores children's development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children's interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media.

This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a project on computational thinking using the software Scratch. Drawing on ethnomethodology and conversation analysis, the interactional and collaborative accomplishment of design critique is examined, focusing on how the participants make relevant norms and values concerning what constitutes a 'good' game. The results of the study show that the children and their teacher orient to different themes that concern aesthetic, functional, and ethical aspects of the games and the design process, at the same time as a moral order in and for the conduct of critique is accomplished in interaction. The study sheds light on the emergence of a local culture of critique as the children learn to formulate and respond to peer feedback, thus negotiating and developing digital literacy.

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This article concerns students' help-seeking in one particular educational setting in Sweden, namely mathematical homework support. It presents in-depth analyses of video-recorded instances of interactions using multimodal conversation analysis. By exploring how tutors and students with no prior interactional history collaboratively establish an agreement upon what constitutes the student's problem, the study sheds light on the problem presentation and its interactional and epistemic challenges and pitfalls. The results of the study demonstrate the sequential pattern of help-seeking interactions and the crucial role of objects, such as notepads, as epistemic resources for determining the student's problem. It moreover shows how students put their (mis)understandings on display using verbal, embodied and material resources to describe their problem-solving efforts. Finally, it shows how epistemic framings of the help request are of consequence, in which responsibility for the problem presentation may be transferred from student to tutor.