1.This resource provides information on digital and multimodal literacies in the early years: Pereira, I., A. Ramos, and J. Marsh (2016), The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research Proceedings of the first Training School of COST Action. Available online: https://www.sheffield.ac.uk/polopoly_fs/1.660127!/file/1st_TrainingSchool.pdf (accessed 20 January 2018).

2.This research paper discusses issues around ICT and multiliteracies: Hesterman, S. (2011), ‘A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood’, Contemporary Issues in Early Childhood, 12(4): 349-361. http://dx.doi.org/10.2304/ciec.2011.12.4.349 

3.These research papers discuss aspects of multimodal literacy practices of young children:
Kuby, C.R., and M. Vaughn (2015), ‘Young Children’s Identities Becoming: Exploring Agency in the Creation of Multimodal Literacies’, Journal of Early Childhood Literacy, 15: 433–472. 

Tomlinson, M.M. (2013), ‘Literacy and Music in Early Childhood: Multimodal Learning and Design’, SAGE Open, 1-10. DOI: 10.1177/21582440135024984.These resources contain suggestions for working with immigrant children:

Chumak-Horbatsch, R. (2012), Lingustically Appropriate Practices: A Guide for Working with Young Immigrant Children, Toronto, ON: University of Toronto Press.