In this article, we develop the thesis that curriculum studies work in Canada might be characterized in terms of some persistent and consistent theoretical commitments, ones that we suggest might have been prompted in part by the nation's history and by popular commentaries on national identity. We draw on ecological and postmodern discourses in efforts to conceptualize and to describe a relationship between Canadian culture(s) and the development of theories of curriculum within the Canadian context.

Contemporary children are growing up in a post-typographic era, where mobile electronic devices and digital texts are increasingly present. For parents and educators, shifts into new digital practices and new text forms can create a sense of uncertainty. In response to parent and teacher interest, popular media have frequently focused on topics relating to young children and shifting digital practices. This study addresses popular media accounts of children and digital technologies over five years (2013–2018), looking in particular at the emergence of mobile devices and their impact on children’s changing literacy practices. The authors collected popular media articles over this time period and analysed them for the ways in which children and digital technologies were represented and these media called on teachers and parents to respond. The authors provide an overview of their findings and address key themes from the articles, sharing influential examples and addressing the implications and influences of media perspectives. Finally, the authors examine the implications of popular media accounts in relation to informing parent beliefs and approaches, and curriculum responses.

This article presents and describes how we have used notions and structures informed by complexity thinking to shape new descriptions and approaches to understanding “new literacy” practices with young learners. Using data from two studies: a two year project working with kindergarten children using drama and digital tools to develop narrative, and the other an observational study of preschooler’s multiliteracy practices occurring in their home settings, we explore how notions from complexity can offer innovative frames for teaching and learning and options for thinking about pedagogy differently. Our classroom and home observations of children’s developing digital literacy practices suggest that using complexity-informed approaches to technology can include both theoretical orientation and practical possibilities for organizing classroom learning structures.

During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teaching and learning literacy. Following the start of the COVID-19 pandemic they shared their experiences, insights and challenges. In our article, we address implications for digital literacy teaching and learning and the need for new ways of approaching teacher development.

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