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DigiLitEY Publications

Mascheroni, G., & Holloway, D. (Eds.) (2017). The Internet of Toys: A report on media and social discourses around young children and IoToys. DigiLitEY.  [Full Report]

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]

Marsh, J., Kontovourki, S. Tafa, E. and Salomaa, S. (2017). Developing Digital Literacy in Early Years Settings: Professional Development Needs for Practitioners. A White Paper for COST Action IS1410.  http://digilitey.eu/wp-content/uploads/2017/01/WG2-LR-jan-2017.pdf

Marsh, J., Mascheroni, G., Carrington, V., Árnadóttir, H., Brito, R., Dias, R., Kupiainen, R. and Trueltzsch-Wijnen, C. (2017) The Online and Offline Digital Literacy Practices of Young Children: A Review of the Literature. COST ACTION IS1410.  http://digilitey.eu/wp-content/uploads/2017/01/WG4-LR-jan-2017.pdf

Sefton-Green, J., Marsh, J., Erstad, O., and Flewitt, R. (2016). Establishing a Research Agenda for the Digital Literacy Practices of Young Children: a White Paper for COST Action IS1410. http://digilitey.eu/wp-content/uploads/2015/09/DigiLitEYWP.pdf

Yamada-Rice, D. and Marsh, J. (2017) Working Together on Young Children’s Digital and Media Practices: Fostering Industry and Academic Partnerships. COST Action DigiLitEY [Full Report]

Working Group 1

Beyens, I., & Beullens, K. (2016). Parent–child conflict about children’s tablet use: The role of parental mediation. New Media & Society, 1461444816655099. https://doi.org/10.1177/1461444816655099

Bleumers, L., Mouws, K., Huyghe, J., Van Mechelen, M., Mariën, I., & Zaman, B. (2015). Sensitivity to Parental Play Beliefs and Mediation in Young Children’s Hybrid Play Activities. In Proceedings of IDC (pp. 170–177). Boston, MA, USA: ACM Press

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

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.

Chaudron S., Beutel M.E., Černikova M., Donoso 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. & Wölfling K., 2015). Young Children (0-8) and digital technology: A qualitative exploratory study across seven countries. Joint Research Centre, European Commission. Accessed at http://publications.jrc.ec.europa.eu/repository/handle/JRC93239

Chaudron, S., Marsh, J., Donoso, V., Ribbens, W., Mascheroni, G., Smahel, D., Cernikova, M., Dreier, M., Korkeamäki, R-L., Livingstone, S., Ottovordemgentschenfelde, S., Plowman, L., Fletcher-Watson, B., Richardson, J., Shlyapnikov, V., and Soldatova, G. (in press) Rules of engagement: Family rules on young children’s access to and use of technologies. In Danby, S. et al. (Eds), Digital Childhoods.

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 Vol. 6 N 4 (2016), p.414-427.DOI: 10.1177/204361061667602024 , URL: http://journals.sagepub.com/doi/pdf/10.1177/2043610616676024 ISSN 20436106

Galera, N; Matsumoto, M. y 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.

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

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

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

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.

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.

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

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