Today, there is an ongoing debate about the use of digital tools among young pupils. However, previous research indicates that digital tools can play an important role even in the early school years, as hybrid learning activities can promote joint activities with interaction as a natural component. Yet, few studies have explored such hybrid activities. This case study investigates how 6- and 7-year-old pupils in two empirical data sets (one from 2012, one from 2023) position themselves when collaboratively creating digital fairy tales in small groups using a tablet application, and specifically how they position themselves in relation to each other and the task they are to fulfil. The study is grounded in social constructivist theory, which posits that individuals interact through verbal and embodied actions in collaboration with others in social contexts. The data comprises video recordings of the participants’ interaction with each other and their learning tablets. These recordings were first analysed to discern patterns in the pupils’ positioning and video episodes with critical sequences were transcribed with tools from multimodal interaction analysis. The analysis revealed several themes, such as pupils’ positioning through both embodied and verbal interaction in terms of invitations for collaboration, negotiations of power, and positioning in relation to the task, primarily in terms of acceptance and perseverance, with resistance being less common. To conclude, the activity appeared complex, inviting the children to various negotiations and positionings through verbal and embodied interaction. Even though most groups solved both concrete challenges and minor disagreements, the complexity of the activity points to the importance of an attentive teacher.