While substantial progress has been made to describe the cognitive and social processes involved in digital literacies, few studies have examined affect aspects of digital literacies. In this presentation, we have a special interest in students' attitudes toward digital literacy practices as an important non-cognitive aspect that may (dis)engage students in reading, writing, and communicating through digital media. We report and discuss results of a national survey conducted in Korea, for which we administered a new instrument for assessing elementary students' digital literacy attitudes. The primary goal of the survey was to describe the pattern of digital literacy attitudes of children and young adolescents by considering gender, regions, and school grades, and to identify pedagogical implications and future research agenda.