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Conceptions of literacy have changed over the past 20 years as scholars have recognized that the emergence of digital and multimodal technologies has resulted in the creation of new literacy practices (New London Group, 1996; Lankshear & Knobel, 2011). These new literacies are recognized as important both by scholars and educational organizations who have documented the importance of digital communication as it impacts one’s success and opportunities in the modern world (Coiro, Knobel, Lankshear, & Leu, 2008; International Reading Association, 2009), and it is important to investigate how children develop new literacies practices as their development of digital communication skills can provide researchers understandings of children’s learning and educators with practical implications for instruction. This study aimed to develop an understanding of how firstand second-grade children develop their ability to create digital stories, a new literacy practice, through computer coding. The study utilized a mixed-methods approach to investigating how four first-grade and four second-grade children engaged in literacy practices through creating digital stories using a computer coding application. This study was conducted in a university reading clinic in which preservice teachers tutor children from the community to support literacy development. Three research questions were developed to guide this investigation, all of which relate to the ways children demonstrated their ability to engage literacy and communication practices through digital storytelling. With the support of their literacy tutors, all of the children created three digital stories with a multimedia coding application, Scratch Jr, which was designed for fiveto

Accessing an undergraduate program in the United States: Latin American male experiences and perceptions