<![CDATA[The rapid development of digital technology has transformed students’ reading practices from predominantly print-based texts to various digital reading resources accessed through smartphones, tablets, computers, electronic books, and learning platforms. This transformation has positioned digital literacy as an essential competence for improving access to information, reading interest, comprehension, and reading abilities among elementary school students. However, the use of digital technology in education is not merely a pedagogical issue; it also has legal implications because students are legal subjects who possess both the right to education and the right to protection when engaging with digital technologies. This study aims to analyze the role of digital literacy in improving students’ reading abilities and to examine its implementation from the perspectives of educational law and child protection in digital environments. The study employs a library research method with a qualitative descriptive approach by reviewing relevant scientific articles, books, and legislation. The findings indicate that digital literacy can broaden access to reading materials, increase reading interest and motivation, promote independent learning, and develop critical reading skills. Nevertheless, the use of digital media also presents several risks, including distraction, inaccurate information, exposure to age-inappropriate content, unequal access to technology, and potential misuse of children’s personal data. Therefore, the implementation of digital literacy should be carried out proportionately by considering the right to education, child protection principles, electronic system security, personal data protection, and appropriate guidance from teachers and parents. Digital literacy should thus be understood not only as an instrument for improving reading ability but also as a means of developing critical, responsible, legally aware, and digitally safe learners.]]>
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