Koutsogiannis, D. (2009). Discourses in researching children’s digital literacy practices: Reviewing the “home/school mismatch hypothesis”. In Koutsogiannis, D. & Arapo- poulou, M. (Eds.), Literacy, new technologies and education: Aspects of the local and global (pp. 207-230). Thessaloniki: Zitis. Discourses in researching children’s digital literacy practices: Reviewing the “home/school mismatch hypothesis” in the globalisation era Dimitris Koutsogiannis Aristotle University of Thessaloniki, Greece 1. INTRODUCTION The aim of this paper 1 is to explore some concerns with respect to the content and direction of the debate on children’s out-of-school digital literacy practices, indicating its underlying political 2 character. Specifically, I argue that discussions in this area are –for the most part– either of an instrumentalist character, supporting conservative political choices, or of a limited socio-critical character, focusing mainly on the local. In most cases, the second kind of discussion avoids making the link between digital media and children’s digital literacy practices, on the one hand, and the forces and power penetrating what is widely known as New World Order, on the other. It is suggested that there is a need for further research towards an internationally oriented socio-political discourse, with a deeper historical awareness. This is attempted through an indicative example, using some of the results from a recent research conducted in Greece, whereby the so called “Home-school mismatch hypothesis” is discussed. The paper is divided in four parts. After explaining my preference to approach the topic through the critical discursive perspective (first part), I attempt to classify both academic and non-academic discussions on children’s digital literacy practices (second part). In the third and more extensive part, I concentrate on highlighting the importance of conducting research from an internationally oriented critical perspective by making use of a local example in order to discuss the “home/school mismatch hypothesis”. 1 Most part of this text was written during my sabbatical at Monash University (Australia) and it was presented in two seminars: one in the Faculty of Education, Monash University and the second in the Linguistics Dept, Adelaide University. I would like to thank all participants for their comments. I would also like to thank Ilana Snyder and Bessie Mitsikopoulou for their comments and suggestions. 2 The term political is used here in its Aristotelian sense, following Gee 2005.