DigiLitEY Publications

Adriana G. Bus, Trude Hoel, Cristina Aliagas Marin, Margrethe Jernes,  Ofra Korat, Charles L. Mifsud and Jan van Collie: Availability and Quality of Storybook Apps Across Five Less Widely Used Languages. In Handbook & content analysis.

Aliagas, C; Barańska, P; Castro, T; Cowan, K; Czékmán, B; de Bondt, M;  Farrugia, L; Frederico, A; Fukukawa, M; Ganito, C; García, R; Jorge,  A; Matsumoto, M; Susan McDonnell, S; Mendoza, K; Morgade, M; Poveda,  D; Sairanen, H; Schlebbe, K; Solovera, B. and Ungureanu, R. (2017).  DigiLitEY Summer School 2017: Collaborative/Participatory Methodologies and the Digital Practices of Young Children – A Collective Report on the Summer Training and Workshops. Papers
Infancia_c, nº 19, 1-20.

Aliagas, Cristina & Margallo, Ana María (2017). Children’s responses to the interactivity of e-storybooks in family shared reading events involving the iPad. Literacy 51: 44-52.

Aliagas, Cristina & Margallo, Ana María (2015). “iPads, emergent readers and families”. In Manresa, M. and Real, N. (Eds.), Digital Literature For Children: Texts, Readers and Educational Practices. Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: P.I.E. Peter Lang (Series Recherches comparatives sur les livres et le multimèdia d’enfance, vol 9): Bruxelles, pàg. 155-172. ISBN 978-2-87574-272-8 pb.

Aliagas, C.; Matsumoto, M; Morgades, M.; Correro, C. Et al. (2017). Young Children (0-8) and Digital Technology. What changes in one Year? (Spain National Report). Publicado en el Dipòsit Digital UAM:http://www.infanciacontemporanea.com/wp-content/uploads/2017/10/aliagasetal2017_08jrc2ndreport_paperinc_n20.pdf

Aliagas, Cristina & Multi, Tugba (2019). “Teacher’s resistances to mobile learning in Turkey and Spain: what similarities? what differences?”. Communications in Computer and Information Science (CCIS), vol 989, pp. 494-505. Springer. DOI:10.1007/978-3-030-13472-3_47

Asrak Hasdemir, Tuğba. and Uyar, Mehtap. (2019), “The Representation of the New in the Traditional: New Media, Children’s Magazines and Digital Literacy” in Digitising Early Childhood, K. Jaunzems, D. Holloway, L.Green and K. Stevenson (eds), Cambridge Scholars Publishing, UK:2019.

Gillen, J. Matsumoto, M., Aliagas, C., Bar-lev, Y., Clark, A., Flewitt, R.S., Jorge, A., Kumpulainen, K., Marsh, J., Morgada, M., Pacheco, R., Poveda, D., Sairanen, H., Sandberg, H., Scott, F., Sjöberg, U., Sundin, E., Tigane, I., & Tomé, V. (2018) A Day in the Digital Lives of Children Aged 0-3. Full report. DigiLitEY ISCH COST Action 1410 Working Group 1: Digital Literacy in Homes and Communities. ISBN: 978-0-902831-53-7 [Full Report]

Babiarz, M., Jaros, I., Koziej, S., and Wileczek, A. (2019). Poland. In S. Kontovourki & E. Tafa (Eds.), Early years’ and primary teachers’ digital literacies in personal lives and professional practice: A cross-country report. DigiLitEY: WG2 Digital Literacy in Early Years Settings, Schools, and Informal Learning Spaces.

Bar-Lev, Yehuda & Elias, Nelly. (Accepted). Learning from Screen Media in Early Childhood: A Double-Edged Sword. In Rita Brito & Patrícia Dias (eds.) Children, families, and technology in today’s society: What challenges? Which path? Lisbon School of Education.

Beckett, C. and Livingstone, S. (2017) How YouTube Kids can solve its Peppa Pig cannibalism problem. New Scientist, 8/11. [Text]

Bento, M., Lencastre, J. A. & Pereira, Í. S. P. (2016). The use of mobile devices in the development of Reading comprehension skills. In Pereira, I., Ramos, A. & Marsh (Eds) (2016). The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research. Proceedings of the first Training School of COST Action IS1410, University of Minho, Braga, Portugal, 6th – 8th June, 2016 (24- 34). Braga: Centro de Investigação em Educação (CIEd) [Access: http://digilitey.eu]

Bento, M., Lencastre, J. A., & Pereira, Í. S. P. (2017). Projeto SUPERTABi: inovação da pedagogia da leitura utilizando dispositivos móveis. In Graça Simões de Carvalho & Maria Lourdes Dionísio (Org.), II ENJIE – Encontro Nacional de Jovens Investigadores em Educação, (pp.59-64). Braga: Centro de Investigação em Educação (CIEd) e Centro de Investigação em Estudos da Criança (CIEC). Instituto de Educação, Universidade do Minho.

Bento, M., Lencastre, J. A., & Pereira, Í. S. P. (2016). Dispositivos móveis no desenvolvimento de competências de interpretação de texto no 1.º Ciclo do Ensino Básico. In Carvalho, A.A.A.; Cruz, S.; Marques, C. G.; Moura, A.; Santos, M. I., & Zagalo, N. (2016) (orgs). In Atas do Encontro sobre Jogos e Mobile Learning (pp. 620-625). Coimbra: Universidade de Coimbra, FPCE, LabTE.

Berriman, L., & Mascheroni, G. (2019). Exploring the affordances of smart toys and connected play in practice. New Media & Society, 21(4), 797-814.

Blum-Ross, A. and Livingstone, S. (2016) Families and screen time: current advice and emerging research. LSE Media Policy Project, Media Policy Brief 17. LSE: London, UK. [Text]

Blum-Ross, A. and Livingstone, S. (2017) “Sharenting,” parent blogging and the boundaries of the digital self. Popular Communication, 15(2): 110-125. [Text]

Blum-Ross, A., and Livingstone, S. (2018) The trouble with ‘screen time’ rules. In Mascheroni, G., Ponte, C., and Jorge, A. (eds.) Digital Parenting: The Challenges for Families in the Digital Age (pp.179-187). Gothenburg: Nordicom. [Text]

Blum-Ross, A., and Livingstone, S. (in press) Connecting learning – parents and young children in museum makerspaces. In Blum-Ross, A., Marsh, J., and Kumpulainen, K. (Eds.) Young children in maker spaces. London: Routledge.

Brito R., Francisco R., Dias P. & Chaudron S. (2017) Family Dynamics in Digital Homes: The Role Played by Parental Mediation in Young Children’s Digital Practices around 14 European Countries, Contemporary Family Therapy, 39: 271, https://doi.org/10.1007/s10591-017-9431-0

Brzyszcz, E., Koziej, S. (eds.). (2016). Dziecko i nauczyciel w przestrzeni internetowej. Kielce:  Uniwersytet Jana Kochanowskiego.

Brzyszcz, E. and Koziej, S. (eds.). (2017). Nowe media w życiu dzieci i młodzieży. Kielce: Uniwersytet Jana Kochanowskiego.

Brzyszcz, E. and Koziej, S. (eds.). (2017). Zastosowanie nowych mediów w edukacji dziecii młodzieży. Kielce: Uniwersytet Jana Kochanowskiego.

Burcu Sarı, Handan Asûde Başal, Zsofia K. Takacs, & Adriana G. Bus (2019). A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning. Journal of Experimental Child Psychology, 179, p. 212-226.

Bus, A. G., Hoel, T., Aliagas Marin, C., Jernes, M., Korat, O., Mifsud, C.L., & van Coillie, J. (2019). Availability and quality of storybook apps across five less widely used languages. To appear in: Ola Erstad, Rosie Flewitt, Bettina Kümmerling-Meibauer, and Íris Susana Pires Pereira, The Routledge Handbook of Digital Literacies in Early Childhood.

Bus, Adriana; Hoel, Trude; Aliagas, Cristina; Jernes, Margrethe; Korat, Ofra; MIFSUD, Charles; van Coillie, Jan (in press, 2019). Young children reading on screen across European countries. In Ola Erstad, Rosie Flewitt, Bettina Kόmerling-Meibauer, Iris Pereira (Editors), The Routledge Handbook of Digital Literacies in Early Childhood.

Bus, A.G., Sari, B., & Takacs, Z.K. (2019). The Promise of Multimedia Enhancement in Children’s Storybooks. In Brenna Hassinger-Das and Ji Eun Kim (Eds), Reading in the Digital Age: Young Children’s Experiences with E-books. New York: Springer

Chaudron S. et al. (2018) Rules of Engagement: Family Rules on Young Children’s Access to and Use of Technologies. In: Danby S., Fleer M., Davidson C., Hatzigianni M. (eds) Digital Childhoods. International Perspectives on Early Childhood Education and Development, vol 22. Springer, Singapore, https://doi.org/10.1007/978-981-10-6484-5_9

Chaudron S., Di Gioia R., Gemo M., Holloway D., Marsh J., Mascheroni G., Peter J., Yamada-Rice D. Kaleidoscope on the Internet of Toys – Safety, security, privacy and societal insights, EUR 28397 EN, doi:10.2788/05383

Correro, C., (2018). Panorama de la literatura infantil digital en España. En R. Barbosa da Silva, P. Gobira e F. Marinho  (Eds.), Múltiplas interfaces: livros digitais, criação artística e reflexões contemporâneas. Belo Horizonte: Scriptum [ISBN: 978-85-9494-019-3].

Costa, J. A. & Flores, P. (2017). Ou Isto Ou Aquilo” Ou Isto E Aquilo: Recursos Físicos E Digitais Nos Caminhos Iniciais Da Leitura. In F. Leopoldina et al. (Org.).     2LESE- Jornadas Internacionais de Leitura, escrita e sucesso escolar (p. 77). Braga: Instituto de Educação da Universidade do Minho.

Correro, C.; Real, N. (2017). “Disruptive or imitative? Literary apps for Young children”. In A. Ramos, T. Cortez & S. Mourao (Eds.), Children’s literature: Fractures and Disruptions. Cambridge: Cambridge Scholars Publishing.Pàg. 276-295. ISBN 978-1-4438-9515-6

Cowan, K. (2019). Digital Meaning Making: Reggio Emilia-inspired Practice in Swedish Preschools. Media Education Research Journal, 8.2, 11-29 https://www.academia.edu/39502314/Digital_Meaning_Making_Reggio_Emilia-inspired_Practice_in_Swedish_Preschools

Cowan, K. (2018). Multimodal Perspectives on Mixed Reality Play in LEGO House. Multimodal Technologies and Interaction. 2, 70. https://doi.org/10.3390/mti2040070

Cremin, T., Flewitt, R., Mardell, B. and Swann, J. (2017) (Eds.) Storytelling in Early Childhood: Language, Literacy, and Culture, London and New York: Routledge. Winner of UKLA Academic Book Award 2018.

Daniela, L., Rubene, Z., Goba, L. (2018) Digital learning materials and educational technologies in schools in Latvia. Overview of the situation / Zanda Rubene, Linda Daniela, Līva Goba. References: p.9558-9559 // 12th International Technology, Education and Development Conference (INTED 2018), 5-7 March, 2018, Valencia : Conference Proceedings Valencia : IATED Academy, 2018 P.9549-9559. ISBN 9788469794807. ISSN 2340-1079.

Dias P., Brito R., Ribbens W., Daniela L., Rubene Z., Dreier M., Gemo M., Di Gioia R. & Chaudron S. (2016) The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’, Global Studies of Childhood 2016, Vol. 6(4) 414 –427, Sage, doi: 10.1177/2043610616676024.

Donkin, A., Holloway, D.J. & Green, L. (2016). Towards a participatory Netnography: collaborating with children in virtual worlds research, Platform: Journal of Media and Communication 7, 5-16

Erstad, O., Flewitt, R.S., Kümmerling-Meibauer, B. & Pereira, Í S. P.  (Eds). (2019). The Routledge Handbook of Digital Literacies in Early Childhood. London: Routledge.

Flewitt, R.S. (in press, publication due June 2019). ‘Ethics and researching young children’s digital literacy practices’. In O. Erstad, R.S. Flewitt, B. Kümmerling-Meibauer and I. Pereira (eds). The Routledge Handbook of Digital Literacies in Early Childhood. London: Routledge.

Flewitt, R., Jones, P., Potter, J., Domingo, M., Collins, P., Munday, E., Stenning, K. (2018). ‘I enjoyed it because…you could do whatever you wanted and be creative’: three principles for participatory research and pedagogy. International Journal of Research and Method in Education. 41(4): 372-386.

Flores, P.; Eça, L; Rodrigues, S., & Quintas, C. (2015). A cidadania e as TIC: Projeto no 1º CEB. In A. Flores et al. (Org.). Colóquio Desafios Curriculares e Pedagógicos na Formação de Professores (pp. 170-177). Braga: Universidade do Minho ISBN: 978-972-8952-33-4-177). Braga: Universidade do Minho.  Curriculares e Pedagógicos na Formação de Professores (pp. 170-177). Braga: Universidade do Minho. http://coloquiodesafioscurriculares2015.tk/ ISBN: 978-972-8952-33-4

Frau-Meigs, D., O’Neill, B., Soriani, A. & Tomé, V. (2017). Digital Citizenship Education: Overview and new perspectives. Strasbourg: Council of Europe.

Galera, N; Matsumoto, M. and Poveda, D. (2016). The place of digital devices in the home and family routines of young children (3-7) in  Madrid. Media Education: Studi, Ricerche, Boune Pratiche, 7 (2),
303-319.

Garoufallou, E.; Antonopoulou , S.; Pervolaraki, I.-E.; Siatri, R.; Zafeiriou, G.; Virkus, S. (2016). How Primary Teachers in Greece Seek Information: Use and Initial Appraisal of Information Resources. In: Kurbanoglu, S.; Boustany, J., Spiranec, S.; Grassian, E.; Mizrachi, D., Roy, L.; Çakmak, T. (Ed.). Information Literacy: Key to an Inclusive Society. 4th European Conference, ECIL 2016 Prague, Czech Republic, October 10–13, 2016 Revised Selected Papers (202−215). Heidelberg, New York, Dordrecht, London: Springer. (Communications in Computer and Information Science Series; 676).

Garoufallou, Emmanouel; Pervolaraki, Ioanna-Ersi; Siatri, Rania; Zafeiriou, Georgia; Virkus, Sirje (2015). How can video games facilitate information literacy? In: Kurbanoglu, S., Grassian, E., Mizrachi, D., Catts, R. and Spiranec, S. (Ed.). Information Literacy in the Green Society: Third European Conference, ECIL 2015, Tallinn, Estonia, October 19-22, 2015. Proceedings (339−349). Heidelberg, New York, Dordrecht, London: Springer. (Communications in Computer and Information Science Series).

Garoufallou, Emmanouel; Pervolaraki, Ioanna-Ersi; Siatri, Rania; Zafeiriou, Georgia; Virkus, Sirje (2015). Massively Multiplayer Online Role Playing Games and Digital Information Literacy. In: Kurbanoglu, S., Grassian, E., Mizrachi, D., Catts, R. and Spiranec, S. (Ed.). Information Literacy in the Green Society: Third European Conference, ECIL 2015, Tallinn, Estonia, October 19-22, 2015. Proceedings (360−371). Heidelberg, New York, Dordrecht, London: Springer. (Communications in Computer and Information Science Series).

Gillen, J. et. al. (2018) A Day in the Digital Lives of Children aged 0-3. Summary report by DigiLitEY ISCH COST Action IS1410 Working Group 1 “Digital literacy in homes and communities.” [Full Report]

Gillen, J; Matsumoto, M; Aliagas, C; Bar-lev, Y; Clark, A; Flewitt, R;  Jorge, A; Kumpulainen, K; Marsh, J; Morgade, M; Pacheco, R; Poveda, D;  Sairanen, H; Sandberg, H; Scott, F; Sjöberg, U; Sundin, E; Tigane, I.  and Tomé, V. (2018). A Day in the Digital Lives of Children Aged 0-3:
Final Report. DigiLitEY ISCH COST Action 1410 Working Group 1: Digital Literacy in Homes and Communities.

Green, L. (2016). Do you ever grow out of digital parenting? LSE blog: Parenting for a digital future, London School of Economics and Political Science, London, UK: LSE. http://blogs.lse.ac.uk/parenting4digitalfuture/2016/06/02/do-you-ever-grow-out-of-digital-parenting/

Green, L. (2016). Feature on Privacy, children and the Internet of Toys [Print story by Claire Bickers, Education Reporter], Sunday Times [Perth], Sunday 10 July

Green, L. (2019). Digitising Early Childhood: An Introduction. In Green, L., Holloway, D.J., Stevenson, K.J., Jaunzems, K. (Eds.), Digitising Early Childhood (pp. 1-15). UK: Cambridge Scholars Publishing.

Green, L. (2019). “Judge me, or be there for me”: How can narratives be used to encourage action and intervention by parents, schools, the police, policymakers, and other children? In Vandebosch, H. &

Green, L. (Eds.), Narratives in research and interventions on cyberbullying among young people (pp. 213-228), Dordrecht, NL: Springer

Green, L., Haddon, L., Holloway, D., Livingstone, S., O’Neill, B., and Stevenson, K. (Forthcoming, 2020, accepted 4 Feb 2019). Digital Media Use in Early Childhood: Birth to Six? (London: Bloomsbury)

Green, L., Holloway, D.J. (2019). Digitising Early Childhood: What We Now Know, and What We Want to Find Out Next. In Green, L., Holloway, D.J., Stevenson, K.J., Jaunzems, K. (Eds.), Digitising Early Childhood (pp. 366-372). UK: Cambridge Scholars Publishing.

Green, L., & Holloway, D. H. (2019). Special themed issue introduction: Problematizing the treatment of children’s data, Media International Australia, 171, print forthcoming May 2019, online first (15 March) https://journals.sagepub.com/doi/full/10.1177/1329878X19829241

Green, L., Holloway, D., Stevenson, K., Haddon, L., & Leaver, T. (Eds.). (Accepted 22 August 2017). The Routledge Companion to Digital Media and Children

Green, L., Holloway, D., Stevenson, K., & Jaunzems, K. (Eds.). (2019). Digitising Early Childhood, Newcastle, UK: Cambridge Scholars Publishing.

Green, L., Holloway, D.J. (2019). Discursive Constructions of the Internet of Toys. In Green, L., Holloway, D.J., Stevenson, K.J., Jaunzems, K. (Eds.), Digitising Early Childhood (pp. 226-251). UK: Cambridge Scholars Publishing.

Green, L., & Stevenson, K. J. (2017). A ten-year-old’s use of creative content to construct an alternative future for herself. M/C Journal, 20(1). http://journal.media-culture.org.au/index.php/mcjournal/article/view/1211/

Green, L., Van Royen, K., & Vermeulen, A. (2019). Narrative research methods, particularly focused upon digital technology use in everyday life. In Vandebosch, H. & Green, L. (Eds.), Narratives in research and interventions on cyberbullying among young people (pp. 47-60), Dordrecht, NL: Springer

Holloway, D.J., & Green, L. (2016). The Internet of toys. Communication Research and Practice, 2(4), 506-519. https://doi.org/10.1080/22041451.2016.1266124/

Holloway, D.J., & Green, L. (2017). Mediated memory making: The virtual family photograph album. Communications, 42(3), 351-368. https://doi.org/10.1515/commun-2017-0033/

Holloway, D.J. & Green, L. (Eds.) (Forthcoming, May 2019). Controlling Children’s Data, Media International Australia, 170

Holloway, D.J., Haddon, L., Green, L. & Stevenson, K.J. (2019). The parent-child-app learning assemblage: Scaffolding early childhood learning through app use in the family home. In N. Kucirkova, J. Rowsell & G. Falloon (eds) The Routledge International Handbook of Learning with Technology in Early Childhood.

Holloway, D., & Stevenson, K. (2017). Parent as field collaborator when interviewing the pre-verbal and early verbal child.  Retrieved from https://digilitey.wordpress.com/2017/01/24/parent-as-field-collaborator-when-interviewing-the-pre-verbal-and-early-verbal-child/

Izci, B, Jones, I., Bahcekapili Ozdemir, T., Alktebi, L., & Bakir, E. (2019). YouTube & Young Children: Research, Concerns and New Directions. In R. Brito & P. Dias (Eds.), Children, family and technology: What challenges? What paths?” (in press). Lisbon School of Education.

Jaunzems, K., Holloway, D.J., Green, L., Stevenson, K.J. (2019). Very Young Children Online: Media Discourse and Parental Practice. In Green, L., Holloway, D.J., Stevenson, K.J., Jaunzems, K. (Eds.), Digitising Early Childhood (pp. 16-27). UK: Cambridge Scholars Publishing.

Jaros, I. (2015). Implementacja technologii informacyjno-komunikacyjnych w edukacji wczesnoszkolnej, Nauczanie Początkowe  Kształcenie Zintegrowane nr 2, Kielce: Wydawnictwo Pedagogiczne  ZNP, pp. 59-71.

Jaros, I. (2015). Technologie mobilne w nauczaniu języków obcych małych dzieci. In: E. Gajek (ed.) Technologie mobilne w kształceniu językowym. Warszawa: Texter, pp. 136-159.

Jaros, I. and Koziej, S. (2016). Technologie mobilne we wczesnej edukacji In: M. Babiarz et al. (eds.). Dzieci i młodzież ze specjalnymi potrzebami edukacyjnymi w przestrzeni informacyjnej. Kraków:  Impuls Oficyna Wydawnicza, pp. 215-225.

Jaros, I., Koziej, S. and Wileczek, A. (2017). Child in the Empire of (Mobile) Screens, Kielce: Uniwersytet Jana Kochanowskiego.

Jaros, I. and Wileczek, A. (2015). Digital words… Harnessing technology  to develop literacy skills in early education of children (on the example  of the Polish language), Studia Pedagogiczne. Problemy społeczne, edukacyjne i artystyczne nr 24. Kielce: Wydawnictwo UJK, pp. 67-76.

Karvalics, László: Noogames: játékkultúra és civilizációs horizont Információs Társadalom 2018/1 49-65. (Noogames: game culture and civilization horizon)

Kontovourki, S., & Tafa, E., (Eds.). (2019). Early years’ and primary teachers’ digital literacies in personal lives and professional practice: A cross-country report. DigiLitEY: WG2 Digital Literacy in Early Years Settings, Schools, and Informal Learning Spaces.[Full Report]

Kontovourki, Stavroula; Garoufallou, Emmanouel; Ivarsson, Lena; Klein, Michael; Korkeamaki, Riitta-Liisa; Koutsomiha, Damiana; Marci-Boehncke, Gudrun; Tafa, Eufimia; Virkus, Sirje. (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. 1−74.

Koziej, S. (2018). Kształtowanie kompetencji medialnych dzieci w młodszym wieku szkolnym. In: E. Asmakovets et al. (eds.) Licznost professionala: razwitie, obrazowanie, zdorowie. Sbornik nauchnykh statey. Vypusk 3. Omsk: Omskij Gosudarstwiennyj Uniwersytet, pp. 104-116.

Kucirkova, N. (2019) Socio-material directions for developing empirical research on children’s e-reading: a systematic review and thematic synthesis of the literature across disciplines, Journal of Early Childhood Literacy, https://doi.org/10.1177/1468798418824364

Kucirkova, N. (2019). Book review of Wolf, M. : Reader, Come Home. Journal of Children and Media, DOI: 10.1080/17482798.2019.1574280

Kucirkova, N. (2017) An integrative framework for studying, designing and conceptualising interactivity in children’s digital books. British Educational Research Journal, 43(6), 1168-1185.

Kucirkova, N., & Flewitt, R. (2018). The future-gazing potential of digital personalisation in young children’s reading: views from education professionals and app designers. Early Child Development and Care. Published Online 09.04.2018.

Kucirkova, N., Wells Rowe, D., Oliver, L., Piestrzynski, L.E, (2019) Systematic Review of Young Children’s Writing on Screen: What do we know and what do we need to know, Literacy

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]

Kucirkova, N., Fails, J., Pera, S. Huibers, T. (2018) Algorithms for children:what parents and educators need to know [Full Report]

Kucirkova, N., Wells Rowe, D., Oliver, L., Piestrzynski, L.E,(2017) Children’s Writing With and On Screen(s): A Narrative Literature Review. COST ACTION ISI1410 DigiLitEY. [Full Report]

Kumpulainen, K, Gillen, J, (2017) Young Children’s Digital Literacy Practices in the Home:  A Review of the Literature.  COST ACTION IS1410 DigiLitEY [Full Report]

Livingstone, S. (2016) Reframing media effects in terms of children’s rights in the digital age. Journal of Children and Media, 10(1): 4-12.

Livingstone, S. (2017) Foreword. In Gee, E., Takeuchi, L.M., and Wartella, E. (Eds.), Children and Families in the Digital Age (pp.x-xi). New York: Routledge.

Livingstone, S. (in press) Claiming rights and righting wrongs: children’s rights in the digital environment. In Donohue, C. (Ed.). (2019). Exploring key issues in early childhood and technology: Evolving perspectives and innovative approaches. New York: Routledge.

Livingstone, S. and Blum-Ross, A. (2017) Researching children and childhood in the digital age. In James, A. and Christensen, P. (Eds), Research with children (pp.54-70), 3rd edition. London: Routledge.

Livingstone, S., & Blum-Ross, A. (2017) The controversial issue of screen time. Digital Parenting issue 6 (p.26), Vodafone.

Livingstone, S., and Blum-Ross, A. (2018) Quality is key. Parent Zone Magazine (pp. 26-27).

Livingstone, S., and Blum-Ross, A. (2019) Imagining the future through the lens of the digital: parents’ narratives of generational change. In Z. Papacharissi (Ed.), A Networked Self: Birth, Life, Death. London: Routledge (pp.50-68).

Livingstone, S., and Byrne, J. (2018) Parenting in the digital age: the challenges of parental responsibility in comparative perspective. In Mascheroni, G., Ponte, C., and Jorge, A. (eds.) Digital Parenting: The Challenges for Families in the Digital Age (pp.19-30). Gothenburg: Nordicom. [Text]

Livingstone, S., Davidson, J. & Bryce, J., with Batool, S. Haughton, C., & Nandi, A. (2017) Children’s online activities, risks and safety A literature review by the UKCCIS Evidence Group. London: Department of Digital, Media, Culture and Sport.

Livingstone, S., and Franklin, K. (2018) Families with young children and ‘screen time.’ Journal of Health Visiting, 6(9): 434-439.

Livingstone, S., Lemish, D., Lim, S.S., Bulger, M., Cabello, P. Claro, M., Cabello, T., Khalil, J., Kumpulainen, K., Nayar, U., Nayar, P., Park, J., Tan, M., Prinsloo, J., Wei, B. (2017) Global Perspectives on Children’s Digital Opportunities: An Emerging Research and Policy Agenda. Pediatrics, 140 (Supplement 2) S137-S141; DOI: 10.1542/peds.2016-1758S.

Livingstone, S., Lim, S.S. and Pham, B. (in press) Comparative global knowledge about the use of new media technologies among young children. In Erstad, O., Flewitt, R., Kümmerling-Meibauer, B., and Pereira, I. (Ed.). The Routledge Handbook of Digital Literacies in Early Childhood. London: Routledge.

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González-Patiño, J. and Poveda, D. (2015). Privileging the individual through the collective commitment: Parental strategies and dynamics of involvement in a middle-class school. Multidisciplinary Journal of Educational Research, 5 (3), 316-336. (http://hipatiapress.com/hpjournals/index.php/remie).

Könitzer, B., Jeker, F. & Waller, G. (2016). Young Children (0-8) and Digital Technology. A Qualitative Exploratory Study – National Report Switzerland. Zurich: Zurich University of Applied Sciences.

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

Livingstone, S. (2015) Why do parents stress about screen time? Digital Parenting, Issue 4, p.9.

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

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

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.

Livingstone, S. Marsh, J., Plowman, L, Ottovordemgentschenfelde, S., and Fletcher-Watson, B. (2015) Young children (0-8) and digital technology: A qualitative exploratory study – National Report – UK.

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.

Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A.., and Folkvord, F. (2017) Maximizing opportunities and minimizing risks for children online: the role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1): 82-105.

Marsh, J. (in press). Russian dolls and three forms of capital: ecological and sociological perspectives on parents’ engagement with young children’s tablet use. In C. Burnett, G. Merchant, A. Simpson and M. Walsh (eds). The Case of the IPad: Mobile literacies in education. Springer.

Marsh, J. (in press). Childhood in the digital age. In S. Powell and K. Smith (eds) An Introduction to childhood studies (4th ed.) London: Sage.

Marsh, J. (2015). Researching technologies in children’s worlds and futures. In A. S.L. Farrell, S.L. Kage & K. Tidsall (eds) Sage handbook of early childhood research. (pp. 485-501.) London, New Dehli, New York: Sage.

Marsh, J., Hannon, P., Lewis, M. & Ritchie, L. (2015). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research. Published online before print June 18, 2015, doi: 10.1177/1476718X15582095

Mascheroni, G., Livingstone, S., Dreier, M. and Chaudron, S. (2016) Learning versus play or learning through play? How parents’ imaginaries, discourses and practices around ICTs shape children’s (digital) literacy practices. Media Education: Studies and Research, 7(2): 261-280.

Matsumoto, M; Aliagas, C; Morgade, M; Correro, C; Galera, N; Roncero, C. y Poveda, D. (2016). Young Children (0-8) and Digital Technology. A qualitative exploratory study: National report of Spain. Madrid/Barcelona/Ispra: Joint Research Centre / Universidad Autónoma de Madrid / Universitat Autònoma de Barcelona.

Mifsud, C.L. & Petrova, R. (2017) Young Children (0-8) and Digital Technology: The National Report for Malta, University of Malta/EU Joint Research Centre. ISBN 978-99957-1-098-9. https://www.um.edu.mt/__data/assets/pdf_file/0007/307555/JRCReport2017_webb.pdf

Nouwen, M., Van Mechelen, M., & Zaman, B. (2015). A Value Sensitive Design Approach to Parental Software for Young Children. In Proc. IDC 2015 (pp. 363–366). Boston, MA, USA: ACM Press.

Parijkova, L. (2016). The digital literacy and multimodal practices of young children (DIGILITEY) (COST ACTION IS1410). // E-magazine Education and Technology. Innovations in teaching and cognitive development. Bourgas, 7/2016, 38-43.

Parijkova, L. (2016) The digital literacy and multimodal practices of young children (DIGILITEY) (COST ACTION IS1410). // Paper magazine – Education and Technology. Innovations in teaching and cognitive development. Bourgas, 7/2016, 19-21.

Pervolaraki, I.-E.; Garoufallou, E.; Siatri, R.; Zafeiriou, G.; Virkus, S.; Antonopoulou, S. (2016). Use of Digital Tools by Preschool Children: Preliminary Results. In: Kurbanoglu, S.; Boustany, J., Spiranec, S.; Grassian, E.; Mizrachi, D., Roy, L.; Çakmak, T. (_EditorsAbbr). Information Literacy: Key to an Inclusive Society.4th European Conference, ECIL 2016 Prague, Czech Republic, October 10–13, 2016 Revised Selected Papers (449−459). Heidelberg, New York, Dordrecht, London: Springer. (Communications in Computer and Information Science Series; 676).

Zaman, B., & Nouwen, M. (2016). Parental controls: advice for parents, researchers and industry (EU kids online). Retrieved from http://eprints.lse.ac.uk/65388/

Zaman, B., Nouwen, M., Vanattenhoven, J., Ferrerre, E. de, & Looy, J. V. (2016). A Qualitative Inquiry into the Contextualized Parental Mediation Practices of Young Children’s Digital Media Use at Home. Journal of Broadcasting & Electronic Media, 60(1), 1–22. https://doi.org/10.1080/08838151.2015.1127240

Working Group 2

Cremin, T., Flewitt, R., Mardell, B. and Swann, J. (2017) (Eds.) Storytelling in Early Childhood: Language, Literacy, and Culture, London and New York: Routledge.

Flewitt, R. (2015). Distributed cognition in early literacy. In B. Kümmerling-Meibauer, J. Meibauer, K., K. Nachtigäller, K. Rohlfing (Eds.), Learning from Picturebooks: Perspectives from Child Development and Literacy Studies. (pp. 137-155). New York: Routledge.

Flewitt, R., & Roberts-Holmes, G. (2015). Regulatory gaze and ‘non-sense’ phonics testing in early literacy. In M. Hamilton, R. Heydon, K. Hibbert, R. Stooke (Eds.), Multimodality and Governmentality: Negotiating Spaces in Literacy Education (pp. 95-113). London: Bloomsbury/Continuum Books.

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.

Jaros I. (2015) Technologie mobilne w nauczaniu języków obcych małych dzieci, in: Technologie mobilne w kształceniu językowym, ed. Elżbieta Gajek, Texter, Warszawa 2015, pp. 136-159, ISBN 978-83-7790-537.

Jaros I, Koziej S. (2016) Technologie mobilne we wczesnej edukacji, in: Dzieci i młodzież ze specjalnymi potrzebami edukacyjnymi w przestrzeni informacyjnej, ed. Mirosław Z. Babiarz, Karol Bidziński, Alicja Giermakowska, Impuls Oficyna Wydawnicza, Kraków pp. 215-225, ISBN 978-83-8095-070-2.

Jernes, M., Knaben, Å. D., & Berner, K. (2017). Barns fortellinger om lek i barnehagen i en tid preget av moderne medier. [Children’s stories about playing in the nursery in an era of modern media.] Norsk Pedagogisk Tidsskrift, 101(1), 31-44.

Kotilainen, S. & Kupiainen, R. (eds.). (2015). Reflections on Media Education Futures. Contributions to the Conference Media Education Futures in Tampere, Finland 2014. Yearbook 2015. The International Clearinghouse on Children, Youth & Media at NORDICOM, University of Gothenburg.

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

Kumpulainen, K., & Mikkola, A. (2015). Researching Formal and Informal Learning:

From Dichotomies to a Dialogic Notion of Learning. International Journal for

Research on Extended Education, 3(2), 5-23.

Kupiainen, R. (2015). Classroom Strategies in Teaching the Media. Estonian Journal of Education 3(2), 104–129. (DOI) http://dx.doi.org/10.12697/eha.2015.3.2.04b

Kupiainen, R. (2015). Meediaõppe strategiiad koolisEesti Haridusteaduste ajakiri 3(2), 79–103. (DOI) http://dx.doi.org/10.12697/eha.2015.3.2.04

Kupiainen, R., Kulju, P. & Mäkinen, M. (2015). Mikä monilukutaito? Teoksessa T. Kaartinen (toim.) Monilukutaito kaikki kaikessa. Tampereen yliopiston normaalikoulun julkaisuja, 13-24.

Kuckircova, N. and Falloon.G. (2016) (eds) Apps, technology and young learners. London: Routledge.

Kucirkova, N., Littleton, K. and Kyparissiadis, A. (2017). The influence of children’s gender and age on children’s use of digital media at home. British Journal of Educational Technology (In Press).

Lotherington, H. (in press). Elementary language education in digital multimodal and multiliteracy contexts. In S.L. Thorne & S. May (Eds.), Language, Education and Technology. Encyclopedia of Language and Education (Volume 9). Springer. (Publication in 2017)

Lotherington, H., & Paige, C. (Eds.) (2017). Teaching young learners in a superdiverse world: Multimodal perspectives and approaches. New York, N.Y: Routledge.

Lotherington, H., Fisher, S., Jenson, J., & Lindo, L.M. (2017). Desarrollo profesional de adentro hacia afuera: El rediseño del aprendizaje por medio de la investigación y la acción colaborativa. Reconfigurando las aulas de clase y los pasillos. In M. Knobel & J. Kalman (Eds.), Aprendizaje docente y nuevas prácticas del lenguaje. Posibilidades del desarrollo profesional en contextos digitales (pp. 89-118). Mexico City: Grupo SM.

Marsh, J. (2016). Gareth: The reluctant writer. In A.H. Dyson (Eds) Composing in childhoods: A global perspective. New York: Routledge.

Marsh, J. (2016). The digital literacy skills and competences of children of pre-school age. Media Education Studies and Research. 7 (2), 197-214.

Rowsell, J., Burke, A., Flewitt, R., Liao, H-T, Lin, A., Marsh, J., Mills, K., Prinsloo, M., Rowe, D., Wohlwend, K. (2016). Humanizing Digital Literacies: A Road Trip in Search of Wisdom and Insight. The Reading Teacher. 70 (1): 121-129.

Rotaru I. (2015) From Blackboard to Internet: possible changes of the Romanian classroom, Social Research Reports, vol,27,pp.111-120, ISSN: 2066-6861 (print), ISSN: 2067-5941 (electronic) http://www.researchreports.ro/en/from-blackboard-to-internet-possible-changes-of-the-romanian-classroom

Rotaru I. (2016)  How good is the internet? A perspective of Internet use and gratification (4-6 years old) in  Current Challenges in Social Sciences  (eds. Olah S.,G. Roseanu, S.Bodogai, L.Coturbas ), Editura Presa Universitara Clujeana, Cluj-Napoca, p238-244

Rubene, Z. (2016). Postmodernā bērnība: izaicinājumi pedagoģijas pētījumiem = Postmodern Childhood: Challenges for Researchers in Pedagogy / Zanda Rubene, Ilze Dinka. (Aktualitātes audzināšanas teorijā = Topicality in theories of upbringing). Literatūra: 19.-20. lpp. // Pedagoģija un skolotāju izglītība = Pedagogy and teacher education / [atbildīgās redaktores: Zanda Rubene, Dita Nīmante]. (Latvijas Universitātes raksti = Acta Universitatis Latviensis = Scientific papers University of Latvia ; 811. sēj.). Rīga : LU Akadēmiskais apgāds, 2016. 12.-21. lpp. , URL: http://dspace.lu.lv/dspace/bitstream/handle/7/34346/LU_Raksti_811_Pedagogija.pdf ISBN 9789934181276. ISSN 1407-2157

Rubene, Z. (2016). Digitālā bērnība [Digital childhood] / Zanda Rubene. Literatūra: 18.-19.lpp. // Tagad : zinātniski metodisks žurnāls Nr.1 (10) (2016), 9.-19.lpp. , URL: http://maciunmacies.valoda.lv/images/Maci/Par_latviesu_valodas_apguvi/Tagad_10_16.pdf ISSN 1407-6284

Virkus, S. (2015). Väikelaste digitaalne kirjaoskus. Tallinna Ülikooli ajakiri, 8, 36−38.

Wileczek A. Czytanie i pisanie na ekranie. (Samo)kształcenie kompetencji komunikacyjnych młodszych dzieci, in: Edukacja polonistyczna jako zobowiązanie. Powszechność i elitarność polonistyki, ed. Ewa Jaskółowa, Danuta Krzyżyk, Bernadeta Niesporek-Szamburska, Małgorzata Wójcik-Dudek, Uniwersytet Śląski w Katowicach, Katowice 2016, pp. 253-62, ISBN 978-83-8012-952-8.

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

Wiseman, A., M., Mäkinen, M. & Kupiainen, R. (2015). Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom. Early Childhood Education Journal. (DOI) http://dx.doi.org/10.1007/s10643-015-0739-9

Zezulkova, M., Stastna, L., (2018) Parental Ethnotheories in Children’s Digital and Media Lives.  Digital Parenting.  ISBN: 978-91-88855-00-8

Working Group 3

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.

Bus, A. G., Takacs, Z. K. & Kegel, C. A. T. (2015 ) Affordances and limitations of electronic storybooks for young children’s emergent literacy Developmental Review: Perspectives in Behavior and Cognition. 35, p. 79-97.

Chaudron, S., Gioia, R. D., Gemo, M., Holloway, D., Marsh, J., Mascheroni, G, Jochen, P. & Yamada-Rice, D. (2017). Kaleidoscope on the Internet of Toys: Safety, security, privacy and societal insights. Luxembourg: Joint Research Centre (JRC). Accessed at: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC105061 jrc105061_final_online.pdf

Correro, C., (2018). Panorama de la literatura infantil digital en España. En R. Barbosa da Silva, P. Gobira e F. Marinho  (Eds.), Múltiplas interfaces: livros digitais, criação artística e reflexões contemporâneas. Belo Horizonte: Scriptum [ISBN: 978-85-9494-019-3].

Correro, C.; Real, N. (2017). “Disruptive or imitative? Literary apps for Young children”. In A. Ramos, T. Cortez & S. Mourao (Eds.), Children’s literature: Fractures and Disruptions. Cambridge: Cambridge Scholars Publishing.Pàg. 276-295. ISBN 978-1-4438-9515-6

Dowdall, C. (2016) Children’s Writing in the Twenty-First Century: Mastery, Crafting and Control, in Parry, B. Burnett, C. and Merchant, G. (eds.) Literacy, Media, Technology: Past, Present, Future, Bloomsbury: London pp 163-181

FitzGerald, E., Kucirkova, N., Jones, A. et al (in press) Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology .

Kucirkova, N. , Sheehy, K. and Messer, D.(2015). A Vygotskian perspective on parent-child talk during iPad story sharing. Journal of Research in Reading, 38(4) pp. 428–441.

Kucirkova, N. & Littleton, K. (2016) National survey of parents’ perceptions of and practices in relation to children’s reading for pleasure with print and digital books, London: Book Trust.

Kucirkova, N., Littleton, K. and Cremin, T. (2017). Young children’s reading for pleasure with digital books: six key facets of engagement. Cambridge Journal of Education, 47(1) pp. 67–84.

Kucirkova, N., & Zuckerman, B. (2017). A guiding framework for considering touchscreens in children under two. International Journal of Child-Computer Interaction.

http://www.sciencedirect.com/science/article/pii/S2212868917300491

Real, N. ; Correro, C. (2018). “Valorar la literatura infantil digital: propuesta pràctica para los mediadores”. Revista Textura- ULBRA [Brasil], volúmen 20, número 42, pp.8-33, jan./abril.2018. ISSN: 2358- 0801. [Impacte: Latindex (31/33), CAPES (Qualis 2014 B4), DOAJ, Sumario.org, DIADORIM]. Dossier: Sobre la valoració de la literatura infantil digital per a les primeres edats, . Citacions: Google Scholar 0,04.

Real, N. ; Correro, C. Kirchof, E. R. (2018). “Apresentaçao” Revista Textura- ULBRA [Brasil], volúmen 20, número 42, pp.4-7, jan./abril.2018. ISSN: 2358- 0801. [Impacte: Latindex (31/33), CAPES (Qualis 2014 B4), DOAJ, Sumario.org, DIADORIM]. Dossier: Sobre la valoració de la literatura infantil digital per a les primeres edats, . Citacions: Google Scholar 0,04.

Takacs, Z. K., Swart, E. K. & Bus, A. G. (2015) Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis Review of Educational Research. 85, 4, p. 698-739.

Working Group 4

Chaudron, S., Gioia, R. D., Gemo, M., Holloway, D., Marsh, J., Mascheroni, G, Jochen, P. & Yamada-Rice, D. (2017). Kaleidoscope on the Internet of Toys: Safety, security, privacy and societal insights. Luxembourg: Joint Research Centre (JRC). Accessed at: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC105061

Chernyevskaya, A., and Livingstone, S. (2015) Children’s safety on the internet: a Guide to stakeholders. Report for EU Kids Online and LSE Media Policy Project.

Kalniņa,D., Āriņa, B., Valpētere, L,, Kriņģele K.. (in press) 5 – 7 gadus vecu bērnu digitālo spēļu lietošanas paradumi: ieguvumi un apdraudējumi [Digital game practice habits among 5 – 7 years old children: benefits and risks]. Accepted

for publishing inLatvijas Universitātes raksti [Acta Universitatis Latviensis = Scientific

papers University of Latvia].

Flewitt, R., & Maybin, J. (2016). From Crib Talk to YouTube: narrative and performance in childhood and youth. In J. Maybin (Ed.), Narrative, language and creativity: contemporary approaches (pp. 61-108). Milton Keynes: Open University Press.

Haddon, L. and Livingstone, S. (in press) Risks, opportunities and risky opportunities: How children make sense of the online environment. In Brooks, P., and Blumberg, F. (Eds.) Cognitive Development in Digital Contexts. San Diego, Cal.: Elsevier.

Kulju, P., Kupiainen, R., Wiseman, A., Jyrkiäinen, A., Koskinen-Sinisalo, K.-L., & Mäkinen, M. (2018). A Review of Multiliteracies Pedagogy in Primary Classrooms. Language and Literacy, 20(2), 80-101. https://doi.org/10.20360/langandlit29333

Lievens, E., Livingstone, S., McLaughlin, S., O’Neill, B., and Verdoodt, V. (in press). Children’s rights and digital technologies. In T. Liefaard and U. Kilkelly (Eds.), International Children’s Rights Law. Berlin: Springer.

Livingstone, S. (in press) Children’s rights in the digital age. In Tumber, H., and Waisbord, S. (Eds.), Routledge Companion to Media and Human Rights. London: Routledge.

Livingstone, S. (in press) Children and young people’s lives online. In J. Brown (eds.). London: Routledge.

Livingstone, S. (2016) Reframing media effects in terms of children’s rights in the digital age. Journal of Children and Media, 10(1): 4-12. [Text]  Republished in Lemish, D., Jordan, A., and Rideout, V. (Eds.) (2017) Children, Adolescents, and Media. London: Routledge.

Livingstone, S. and Local, C. (2017) Measurement matters: difficulties in defining and measuring children’s television viewing in a changing media landscape. Media Information Australia.

Livingstone, S. and Third, A. (in press) Children and young people’s rights in the digital age: An emerging agenda. New Media & Society.

Livingstone, S., Mascheroni, G., and Staksrud, E. (2017) European research on children’s internet use: Assessing the past, anticipating the future. New Media & Society.

Marsh, J. (in press). The Internet of Toys: A posthuman and multimodal analysis of connected play. Teachers College Record.

Marsh, J. (2016). From the wild frontier of Davy Crockett to the wintery fiords of Frozen: Changes in media consumption, play and literacy from the 1950s to the 2010s. In B.Parry, C.Burnett, G. Merchant (eds) Literacy, media, technology: past, present and future. (pp41-59). London: Bloomsbury.

Marsh, J. (2015). ‘Unboxing’ videos: Co-construction of the child as cyberflâneur. Discourse: Studies in the Cultural Politics of Education. 37 (3), 369-380.

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J.C. & Scott, F. (2016). Digital play: A new classification. Early Years: An International Research Journal 306 (3), 242-253.

Marsh, J. & D. Yamada-Rice (2016). Bringing Pudsey to life: Young children’s use of augmented reality apps. In N. Kuckircova and G. Falloon (eds) Apps, technology and young learners. London: Routledge.

Neyens, E., & Smits, T. (2017). Empty pledges: a content analysis of Belgian and Dutch child-targeting food websites. International Journal of Health Promotion and Education55(1), 42-52.

Stoilova, M., Livingstone, S. and Kardefelt-Winther, D. (2016) Global Kids Online: researching children’s rights globally in the digital age. Global Studies of Childhood, 6(4): 455-466.

Zaman, Bieke, Castro, Teresa Sofia, & Miranda, Fernanda Chocron. (2018). Internet of Toys: advantages, risks and challenges of a consumption scenario that is intriguing parents and researchers. Intercom: Revista Brasileira de Ciências da Comunicação, 41(3), 213-219. https://dx.doi.org/10.1590/1809-58442018312  http://www.scielo.br/pdf/interc/v41n3/en_1809-5844-interc-41-3-0213.pdf

Working Group 5

Froes, I., Tosca, S. (2016) Hands between the Worlds. In Routledge Companion to Digital Ethnography. Eds. Hjorth, L. Horst, H. Galloway, A. Bell, G. London, Routledge.

Hilppö, J., Lipponen, L., Kumpulainen, K., & Rajala, A. (2016). Visual Tools as Mediational Means: A Methodological Investigation, Journal of Early Childhood Research. Published January 13th, 2016.

Lotherington, H., Fisher, S., Jenson, J., & Lindo, L.M. (2016). Professional development from the inside out: Redesigning learning through collaborative action research. In M. Knobel & J. Kalman (Eds.), New literacies and teacher learning Professional development and the digital turn (pp. 65-87). NY, NY: Peter Lang.

Livingstone, S. and Blum-Ross, A. (2017) Researching children and childhood in the digital age. In James, A. and Christensen, P. (Eds), Research with children (pp.54-70), 3rd edition. London: Routledge.

Plak, R. D., Merkelbach, I., Kegel, C. A. T., van IJzendoorn, M. H. & Bus, A. G. (2016) Brief computer interventions enhance emergent academic skills in susceptible children: A gene-by-environment experiment. Learning and Instruction. 45, p. 1-8

Plak, R. D., Kegel, C. A. T. & Bus, A. G. (2015) Genetic differential susceptibility in literacy-delayed children: A randomized controlled trial on emergent literacy in kindergarten. Development and Psychopathology. 27, 1, p. 69-79.

Ramasubramanian, S., & Yadlin-Segal, Aya (2016) Building meaningful cross-sector partnerships for children and media initiatives: a conversation café with scholars and activists from around the world. Journal of Children and Media, 10(2): 216-224. DOI: 10.1080/17482798.2015.1127840.

Sjöberg, U. (2015). ‘Children and media: new challenges call for interdisciplinary and comparative approaches’, editorial in Acta Paediatrica (international medical journal), 104 (2) 116-117.

Messer, D. and Kucirkova, N. (2016). Digital and new technologies: Research tools and questions. In: Prior, Jess and Van Herwegen, Jo eds. Practical Research with Children. Abingdon: Routledge, pp. 264–284.

Takacs, Z. K. & Bus, A. G. ( 2016) Benefits of Motion in Animated Storybooks for Children’s Visual Attention and Story Comprehension. An Eye-Tracking Study. Frontiers in Psychology. 7: 1-12

Uusitalo, N., Noppari, E. & Kupiainen, R. (2016). Talk to me! Possibilities of producing children´s voices in the domestic research context. Childhood, March 1–16. Online: (DOI) http://dx.doi.org/10.1177/0907568216631026

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