School students increasingly use digital technologies at home to enhance learning and bridge the school-home divide. The porous learning project was designed to explore the factors that both enabled learning and created barriers to learning at home for students in a low socioeconomic community using the digital learning environment, which we refer to as learning@home. The study investigated ways to inform families and schools, and also equip them with strategies to enhance children's literacy within a digital learning environment at home. A key motivation for the project has been a growing concern for a "second digital divide" (Attewell, 2001) to develop, based on differences in practices associated with using digital tools to develop literacy skills. The second digital divide has been a recognised issue internationally (Reich, Murnane, & Willett, 2012), with differences observed in how families engage with digital technologies, even if steps are made to ensure they have access to them in the home. Perhaps the greatest potential for a divide in digital practice occurs over the summer. The summer learning effect adds to inequalities in educational outcomes because achievement levels of students in low decile schools are differentially affected by time out of school. The project was situated in a low socioeconomic community to better understand issues of guidance, support, constraints, enablers, and barriers to achievement in the context of a potential second digital divide. The overarching research question that guided the project was: What factors enhance and constrain students' learning@home in a low socioeconomic status (SES) community?