Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation between literacy and digital technology in diverse pedagogical contexts we capture the complexity in the educational transformation that needs to be acknowledged. Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible in instruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support children from various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical methods. This research hereby expands the current discussion on the relation between technology and literacy with an understanding that the epistemological focus and context of practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide

The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-­making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical framework and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the metalanguage further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.

In policy and in initiatives from the Swedish National Agency for Education for enhancing professional development, there is currently a strong emphasis on teachers´collaborative professional development. As previous research suggests that teachers may need to engage in various types of collaboration for learning, extended knowledge on different teacher teams for collaboration is needed. In this study, a Cross-School Teacher Team (CSTT) of teachers who shared pedagogical interests but worked in different municipalities was followed through observations, interviews, text-collections of logbook-reflections and digital communication. To examine what constitutes the CSTT as a site for learning and how this is shaped by as well as shaping the enabling and constraining arrangements, the empirical material was analysed through the lens of the theory of practice architectures. The results show how a CSTT can provide a complement to local teams for work integrated learning through diverse perspectives, a shared focus on specific and professional issues and a safe space for sharing and reflection. Internal and external transparency worked as a catalyst both for processes of reflection and transformation of local arrangements and practices. Knowledge of the practice architectures of the CSTT offer tools to elaborate upon alternative or complementary spaces for collaboration KEYWORDS