In July earlier this year I spoke at this conference. My talk was called: The Media in Everyday Life: Learning and the Dis/Connected Home and drew on the year –long ethnography into the ‘learning lives ‘ of 13-14 year olds in London. Focusing on the everyday, quotidian, domesticated and routine uses of media in the home, I described how learning is constructed, mediated and enacted in six families showing how these families adopt and use folk ‘theories of learning’ in the home, and how such theories relate to dominant discourses around learning in school. I examined how media technologies – especially how they are purchased and how they are located in the home – also contributed to dominant conceptualizations of learning and at times almost seemed to stand for a proxy measure of it. Thirdly, I drew on observations and accounts of how learning is enacted as a discipline and as a habit within the ebb and flow of family life. I aimed to question assumptions about how we talk about learning in the home by showing that who defines learning in domestic contexts, and on what basis, is subject to a series of class-based, inherited and aspirational discourses and imaginaries.