The present study explores young children’s interaction with an interactive whiteboard (IWB) in a Swedish preschool. Analyses of video recordings show how the children, through embodied and multi-directional interactions, interpret, explore and construct signs on the IWB. By relating children’s careful explorations to meaning-making and sign-making, interactions at the IWB can be looked upon as part of children’s initial literate explorations in multimodal text productions.

This article describes and discusses the digital and information skills of Swedish youth in relation to educational goalsand e-society participation, following pioneering research done by van Dijk, Buckingham, and Enochsson on thissubject. By the findings from a questionnaire and interviews, a diversified picture of information skills and attitudestoward being a part of the e-society emerge — a picture that supports the idea that the school could contribute to theestablishment of digital inequalities among the students.