DigiLitEY  Member’s Publications


ALIAGAS, Cristina and POVEDA, David (2017). “Tecnologia digital, infancia i familia: resultats d’un informe nacional” Infància 217: 8-12.

Aliagas, C., and Margallo, A. M. (2016) Children’s responses to the interactivity of storybook apps in family shared reading events involving the iPad. Literacy, published online befor print, doi: 10.1111/lit.12089.

Aliagas, Cristina and Margallo, Ana María (2015). iPads, emergent readers and families. In M. Manresa and Real, N. (Eds.), Digital Fiction For Children: Texts, Readers and Education. Bruxelles: Peter Lang, p. 155-172.

ALIAGAS, Cristina (2013). “Créixer sans i forts en_línia: la lectura en pantalla a les aules de primària”. In BARÓ, Mònica, ALIAGAS, Cristina, GORCHS, Glòria, Com crear un ambient lector a l’escola?. Fundació Jaume Bofill, p. 17-31. ISBN: 978-84-941361-1-5.

Burke, A. and Marsh, J. (eds) (2013) Children’s Virtual Play Worlds: Culture, Learning and Participation. New York: Peter Lang.

Chaudron S.,  Beutel M.E, Černikova M., Donoso Navarette V.,  Dreier M., Fletcher-Watson B., Heikkilä A-S., Kontríková V., Korkeamäki R-L., Livingstone S., Marsh J., Mascheroni G., Micheli M., Milesi D., Müller K.W. , Myllylä-Nygård T., Niska M., Olkina O., Ottovordemgentschenfelde S., Plowman L., Ribbens W., Richardson J., Schaack C. , Shlyapnikov V., Šmahel D., Soldatova G. and Wölfling K. (2015) Young Children (0-8) and digital technology: A qualitative exploratory study across seven countries. JRC 93239 / EUR 27052 / ISBN 978-92-79-45023-5 / ISSN: 1831-9424 [Full text]

CORRERO, Cristina & Real, Neus (in press). “New and Old Forms of Literary Reading: Digital Works for Young Children”. In Ramos, A; Cortez, T. and Mourao, Sandie (Ed.). Children’s Literature: Fractures and Disruptions. Cambridge Scholar Publishing.
CORRERO, Cristina (2015). “Panorama de la literatura infantil digital en España”. A Actas del III Simposio Internacional Literatura e Informática. Belo Horizonte: CEALE, UFMG, Brazil.
CORRERO, Cristina (2014): “Livros digitais para crianças”. In Centro de Alfabetização, Leitura e Escrita (Ceale). Glossário Ceale − Termos de Alfabetização, Leitura e Escrita para educadores. Belo Horizonte, Brasil. ISBN: 978-85-8007-079-8. Available online:

CORRERO, Cristina & Real, Neus (2014): “Panorámica de la literatura digital para la educación infantil”. Revista Textura- ULBRA [Brasil], volum 16, número 32, pp.224- 244, set./des.2014. ISSN: 2358- 0801.

CORRERO, Cristina & Real, Neus (2014). “Aplicacions per a primeres edats”. Procedings of the International Symposium Literatura en pantalla: textos, lectors i pràctiques docents. Grup GRETEL: 37-43. ISBN: 978-84-942706-4-2

Flewitt, R.S., Messer, D. and Kucirkova, N. (2015) New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy, 15 (3), 289-310

Flewitt, R.S., Kucirkova, N. and Messer, D. (2014) Touching the virtual, touching the real: iPads and enabling literacy for students with learning disabilities. The Australian Journal of Language and Literacy Special Issue, 37(2), 107-116

Grimminger, A. & Rohlfing, K. J. (2017). “Can you teach me?” – Children teaching new words to a robot in a book reading scenario. Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017), 28-33

Jaros, I. and Wileczek, A. (2014) Digital words… Harnessing technology to develop literacy skills in early education of children (on the example of the Polish language), in: Studia Pedagogiczne. Problemy społeczne, edukacyjne i artystyczne, nr 2014/24, pp: 67-76, ISSN 2083-179X

Karvalics, László: Emerging New Information Literacies – A Conceptual Outlook, In: Kurbanoğlu, Serap et al. (eds): Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century Second European Conference, ECIL 2014, Dubrovnik, Croatia, October 20-23, 2014.  Proceedings Springer (Communications in Computer and Information Science), 2014 pp. 37-46

Kontovourki, S., Garoufallou, E., Ivarsson, L., Klein, M., Korkeamaki,R.L., Koutsomiha, D., Marci- Boehncke, G., Tafa, E. and Virkus, S. (2017) Digital Literacy in the Early Years: Practices in Formal Settings, Teacher Education, and the Role of Informal Learning Spaces: A Review of the Literature. COST ACTION IS1410. [Full Report]

Koziej, S. and Jaros, I. (2015) The use of mobile technology by teachers in lower primary education as an example of professional preparation for work in the era of information civilization, in: E. Rangelova et al. (eds) Teория и практика на психолого-педагогоцеската подготовка на специалиста б униберситета, Габрово –Bulgaria, vol. II, pp: 70-77, ISBN 978-954-490-477-7

Kucirkova, N. (2016) Personalisation: a theoretical possibility to reinvigorate children’s interest in storybook reading and facilitate greater book diversity, Contemporary Issues in Early Childhood, 17 (3), 1-16, DOI: 10.1177/1463949116660950

Kucirkova, N., Littleton, K. & Cremin, T. (2016) Young children’s reading for pleasure with digital books: six key facets of engagement, Cambridge Journal of Education, published online before print, doi:10.1080/0305764X.2015.1118441

Kucirkova, N. (2016) iRPD- a Framework for guiding design-based Research with iPad apps, British Journal of Educational Technology, published online before print, doi:10.1111/bjet.12389

Kucirkova, N. & Sakr, M. (2015) Child-Father creative text-making at home with Crayons, iPad, Collage & PC, Thinking Skills & Creativity, published online before print, doi: 10.1016/j.tsc.2015.05.003

Kucirkova, N., Sheehy, K. & Messer, D. (2014) A Vygotskian perspective on parent-child talk during iPad story-sharing,  Journal of Research in Reading, Published online before print: June 3,  2014, doi: 10.1111/1467-9817.12030

Kucirkova, N., Messer, D., Critten, V. And Harwood, J. (2014) Story-making on the iPad when children have complex needs: two case studies, Communication Disorders Quarterly, Published online before print March 6, 2014, doi: 10.1177/1525740114525226

Kucirkova, N., Messer, D., & Sheehy, K., Fernandez-Panadero, C. (2014) Children’s engagement with educational iPad apps: insights from a Spanish classroom, Computers & Education, 71, 175-184.

Kucirkova, N. (2014) iPads in early education: separating assumptions and evidence, Frontiers, Educational Psychology, (5), 1-3. doi: 10.3389/fpsyg.2014.00715

Kucirkova, N. (2013) Children interacting with books on iPads: research chapters still to be written, Frontiers in Psychology, Developmental Psychology,(4). 1-3. doi: 10.3389/fpsyg.2013.00995

Kümmerling-Meibauer, Bettina (2016) The Impact of New Digital Media on Children’s and Young Adult Literature, in Mireia Manresa and Neus Real (eds) Digital Literature for Children. Texts, Readers and Educational Practices, Brussels: Lang, 57-72.

Kümmerling-Meibauer, Bettina, Jörg Meibauer, Kerstin Nachtigäller, and Katharina Rohlfing (eds) (2015) Learning from Picturebooks. Perspectives from Child Development and Literacy Studies. New York: Routledge.

Kupiainen, R., Kulju, P., Lehtonen, D., Jyrkiäinen, A., Mäkinen, M. & Wiseman, A. (2019) “Politics of difference: Discourses on multiliteracies in pre- and primary classroom studies”. Manchester, Manchester Conference Centre, UK. Reconceptualising Early Childhood Literacies: An International Conference.

Kupiainen, R., Leinonen, H., Mäkinen, M. & Wiseman, A. (2016). A Digital Book Project with Primary Education Teachers in Finland. In. M. Knobel & J. Kalman (eds.) New Literacies and Teacher Learning: Professional Development and the Digital Turn. New York: Peter Lang, 109-129

Flewitt, R.S., Kucirkova, N. and Messer, D. (2014) Touching the virtual, touching the real: iPads and enabling literacy for students with learning disabilities. The Australian Journal of Language and Literacy Special Issue, 37(2), 107-116.

Kucirkova, N. (2014) iPads in early education: separating assumptions and evidence, Frontiers, Educational Psychology, (5), 1-3. doi: 10.3389/fpsyg.2014.00715

Kucirkova, N. (2013) Children interacting with books on iPads: research chapters still to be written, Frontiers in Psychology, Developmental Psychology,(4). 1-3. doi: 10.3389/fpsyg.2013.00995.

Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S. and Lagae, K. (2015) How parents of young children manage digital devices at home: The role of income, education and parental style. LSE, London: EU Kids Online. [Full text]

Livingstone, S. (2015) What difference does ‘the digital’ make to children’s experiences of risk? International Journal of Public Health. DOI 10.1007/s00038-015-0661-3

Livingstone, S., and Byrne, J. (2015) Challenges of parental responsibility in a global perspective. Gasser, U. (Ed.), Digitally Connected: Global Perspectives on Youth and Digital Media (pp.26-29). Cambridge: Berkman Center for Internet and Society, Harvard University. [Full text]

Livingstone, S. (2015) From mass to social media? Advancing accounts of social change. Social Media and Society, vol. 1-3: DOI: 10.1177/2056305115578875. [Full text]

Livingstone, S. (2015) Children’s digital rights. InterMEDIA, 42 (4/5): 20-24. [Full text]

Lücking, P., Rohlfing, K. J., Wrede, B. & Schilling, M. (2016): Preschoolers’ engagement in social interaction with an autonomous robotic system. In: Proceedings of the IEEE ICDL-EpiRob 2016, Cergy-Pontoise.

Parijkova, L. Research of connection between reading and digital literacy of children up to 11 years old. ICERI2017 Proceedings. 2996-3006, 2017. ISBN: 978-84-697-6957-7; ISSN: 2340-1095; 10th International Conference of Education, Research and Innovation; 16th-18th November, 2017, Seville, SPAIN.

MARGALLO, Ana María and ALIAGAS, Cristina (2014) “¿ómo transforma el Ipad las prácticas lectoras literarias? Un estudio etnográfico sobre los efectos del soporte digital en las experiencias de lectura infantil en el contexto familiar”. In Moscoso R., Maria Fernanda (Ed.). Contextos múltiples de socialización y aprendizaje. Un análisis desde la etnografia de la educación. Etnografia de la socialización en familias. Editorial Traficantes de Sueños, p. 25-31. ISBN: 978-84-96453-91-X.

Marsh, J. Plowman, L., Yamada-Rice, D., Bishop, J.C. and Scott, F. (2016) Digital Play: A New Classification. Early Years: An International Journal. Published online ahead of print, 23rd May 2016.

Marsh, J. and Yamada-Rice, D. (2016) Bringing Pudsey to Life: Young children’s use of augmented reality apps. In N. Kucirkova and G. Falloon (eds) Apps, Technology and Younger Learners:  International Evidence for Teaching. Abingdon, Oxon: Routledge.

Marsh, J. and Bishop, J.C. (2013) Challenges in the use of social networking sites to trace potential research participants. International Journal of Research & Method in Education. Published Online August 2013 – DOI:10.1080/1743727X.2013.820642

Marsh, J. and Bishop, J.C. (2012) Rewind and Replay? Television and Play in the 1950s/1960s and 2010s’, International Journal of Play, 1 (3) 279–91.

Marsh, J. (2012). Purposes for literacy in children’s use of the online virtual world ‘Club Penguin’. Journal of Research in Reading. Article first published online: 11 June 2012. DOI: 10.1111/j.1467-9817.2012.01530.

Morgade, M; González-Patiño, J. y Poveda, D. (2014). Del hogar a la ciudad como camino de ida y vuelta en el desarrollo de la identidad: El caso de las rutinas de la infancia urbana de clase media/alta en Madrid. Revista Educaçao & Sociedade, 35 (128), 761-780.

Poveda, D; Morgade, M; González-Patiño, J. y Ronan, B. (2014). La construcción social de una lectora sorda y signante. Funcasor Digital, 10 (Febrero), 10-19.  (

REAL, Neus & CORRERO, Cristina(2015): “Digital Literature in Early Childhood. Reading Experiences in Family and School Contexts”. In: Manresa, Mireia; Real, Neus (eds.) (2015): Digital Literature for Children: Texts, Readers and Educational Practices. “Recherches comparatives sur les livres et le multimédia d’enfance” Vol. 9. Bruxelles: Peter Lang, p. 173-189. ISBN: 978-2-87574-272-8 pb. e-ISBN: 978-3-0352-6577-4.

Uusitalo, N., Noppari, E. & Kupiainen, R. (2016). Talk to me! Possibilities of producing children´s voices in the domestic research context. Childhood. Online: DOI:

Wiseman, Angela; Kupiainen, Reijo; Mäkinen, Marita (2015). Multimodal literacy and photography: Literacy practices that support and extend classroom learning. In T. Kaartinen (ed.) Monilukutaito kaikki kaikessa. Publications by University of Tampere Teacher Training School, 219-237. [Full text]

Wiseman, A., M., Mäkinen, M. & Kupiainen, R. (2015). Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom. Early Childhood Education. DOI:


Kleinberger, U., Luginbuhl, M., Wagner, F (2014) Sprachbasierte Medienkompetenz von Kindern und Jugendlichen , Sprache in Kommunikation und Medien – Volume 5 edn., Bern: Peter Lang.

Larson, J. and Marsh, J. (2013) Handbook of Early Childhood Literacy (2nd ed). London: Sage.

Marsh, J. and Bishop, J.C. (2014) Changing Play: Play, Media and Commercial Culture from the 1950s to the Present Day. Maidenhead: Open University Press.

Merchant, G., Gillen, J., Marsh. J. and Davies. J. (Eds) (2012) Virtual Literacies: Interactive Spaces for Children and Young People. New York: Routledge.

Willett R, Richards C, Marsh J, Burn A and Bishop, J. (2013) Children, media and playground cultures: Ethnographic studies of school playtimes. Basingstoke: Palgrave

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