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Early Years Publications

Publications

Articles

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.  http://www.fbofill.cat/publicacions/com-crear-un-ambient-lector-lescola

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]

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. 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 http://link.springer.com/chapter/10.1007/978-3-319-14136-7_5

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. & 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.

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] [nb this is embargoed till 21 sept but since you said October newsletter it’s fine to include]

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]

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.  http://e-spacio.uned.es/fez/eserv/bibliuned:500383-IIICongresoEtnografia-1045/Documento.pdf

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.  (http://www.funcasor.org/index.php/revistas/)

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]

Books

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.

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