This thesis is written within two research areas, children and youth participation and competence development, and modern childhood. The thesis examines digital practices in school and leisure among children between the age of 9 and 13. The aim is to illuminate empirically how young children frame digital practices in school based on their experiences and perspectives on the interplay between learning contexts. It is also an aim to enhance our understanding of digital literacy as a research area within education, and with a specific focus on framing and positioning of Identity as vital aspects of digital literacy. The study seeks to answer what characterises digital practices among pupils in 5th 7th grade. It explores what connections and tensions exist betwecn everyday experienccs with computers and experiences at school, how pupils position identity in digital practices and are bring positioned by others. how they make relevant what they learn in digital practices betwecn school and leisure, and in what ways framing and positioning of identity can be important in developing digital competences. The empirical material is based on interviews with pupils and teachers, observations of production practices in three classrooms, and a survey of digital practices in leisure and school. The findings demostrate how framings of digital practices and Institutional premises impact on choices, actions and positioning of identity, and hence what is possible to learn. how pupils fram practices as relevant and meaningful is important for how they translate practices and continue their learning from leisure to school, and vice verca. Digital practices from school are more influential on young childrens leisure time activities than teir digital practices from leisure are in the classroom. The thesis serves to vary and concretise digital literacy, as this phenomenon is often debated on an abstract and normative Level. The thesis also concretises the way Young children learn by using digital Technology in shifting contexts. The study has been conducted at the Department of Pedagogics and Social Sciences at Lillehammer University College, and at the Department of Pedagogical Research, The Faculty of Education at the University of Oslo.