Volume 28, numéro 2, 2026 Special Issue: Reimagining Language and Literacy Education in the Digital Age

EN :

This manuscript draws on data from a collaborative action research project focused on inclusive literacy practices and children’s multimodal meaning making in three primary classrooms. I employ posthumanist conceptual tools of intra-activity and enacted agency to explore how digital technologies and other materials are intertwined in the processes by which young children become writers through digital bookmaking. I illustrate how a posthumanist perspective on literacies enables new understandings and expands possibilities for writing in a digital age. I demonstrate how intra-actions with digital tools and materials create more equitable learning spaces, making new realities possible for enacting knowing/being/doing literacies.

FR :

L’accès à des formations de qualité en éducation est parfois restreint pour des raisons financières ou logistiques. La multiplication des outils numériques facilite toutefois l’accès à de meilleures formations à distance. Dans le cadre d’une recherche-action-développement, notre équipe a co-élaboré une autoformation numérique asynchrone pour enseigner la syntaxe et la ponctuation. Suivant l’axe de développement portant sur l’équité et l’accessibilité dans les environnements d’apprentissage numérique, cet essai réflexif présente le processus de création de cette autoformation numérique, ainsi que les défis et les opportunités qui ont surgi.

EN :

Access to quality professional training in education is sometimes limited for financial or logistical reasons. However, the proliferation of digital tools is facilitating access to better distance learning. As part of an action research and development project, our team co-developed an asynchronous digital self-training program to teach syntax and punctuation. In line with the subtheme on equity and accessibility in digital learning environments, this reflective piece presents the process of creating this digital self-training program, as well as the challenges and affordances that arose.

EN :

This article reports on a collaborative S-STEP where the authors, in response to the LLRC 2024 Preconference Call, attuned to digital media within their instructional practices in elementary English Language Arts (ELA) methods courses. This inquiry engaged with posthumanist theories of agential realism and concepts of entanglement and intra-actions. Findings for this paper come from an agential cut focused on a set of reading-focused literacy centers. The findings show the digital-in-practice, where digital media were always in relation to other human and non-human elements. Through its consideration of these intra-actions, this S-STEP illuminates elements of teaching and research practices and identifies implications for each.

EN :

Many Canadian children use digital devices at home. Parents’ perspectives on their children’s digital use influence how those children engage with digital practices and how parents manage them. This article draws on interview data from a larger qualitative study examining first-generation newcomer parents’ perspectives and their children’s digital practices at home in Canada. This paper focuses on the perspectives of a newcomer parent, Diana, regarding her child Jack’s digital practices at home within the Canadian context. Green’s Three-Dimensional Literacy Model is applied to examine how Diana understands and supports Jack’s digital experiences. Diana views Jack’s digital engagement from a holistic perspective, from Green’s operational, cultural, and critical dimensions. Unlike other newcomer parents in my study who primarily emphasized the operational dimension, this paper explores the possible reasons for Diana’s broader view. It also highlights the importance of supporting newcomer parents in developing knowledge about digital literacy and understanding how to help their children become literate in the digital age.