This article examines the practice of digital literacy in primary school children observed as a result of the
development of the information environment and the practice of using electronic assistants established in
families on the one hand. On the other hand, as a result of active promotion of distance learning and video
classes in the context of COVID-19 pandemics. The aim of the study is to gain new knowledge about the
methods of forming digital literacy of primary school children, embedded in educational practice due to the
experience brought from families. This allows us to consider the implications of how these methods relate to
the emerging learning opportunities within the school curriculum and the level of pedagogical support. Based
on Green's original three-dimensional model of literacy and extending it to the digital realm beyond
traditional literacy, the article reveals that the practice of digital literacy entails at least four overlapping
aspects: operational, cultural, critical, and creative.