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In 2020,the global COVID-19 pandemic required a significant number of students to move their education online,via digital classrooms.The use of virtual learning environments,combined with virtual reality technology and avatars,has demonstrated the convergence of current technology and society.Identity,embodiment,and social reality construction are increasingly transmediated,with physical and virtual signs being present for young learners （and their teachers） in their classroom space—for example filters or avatars.These may enable a freedom of expression for some students,offering the ability to explore and express their inner selves without physical changes.Alternatively,there could be a bias inherent to such technology which exacerbates offline inequality and prejudice.For example,access to the technology,or the Anglo-centric nature of programming languages which necessitates some level of English language skill.While the ability to swap gender may be positive for transgender teens,the ability to change race or age is problematic.How these distinctions are made and understood requires an updated model of digital literacy,focusing on the sociology,and semiotic interpretation,of the signs within the virtual/physical transmediated space.What is understood as significant in the context of contemporary,online,young learners,is imperative for future identity construction.