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The relationship between online and offline play: friendship and exclusion
Abstract
In this chapter, the relationship between children’s play in online and offline
environments is explored. For children in contemporary societies, the boundaries
between these two domains are becoming increasingly blurred as children’s play
spaces expand to include online sites. In the project outlined in this book, we
were interested in the way in which children’s play has changed in recent decades,
especially with the influence of media and new technologies. Given that children
are spending increasing amounts of time online, it is inevitable that their play
activities now move across virtual and non-virtual domains. The chapter identifies
both the continuities and discontinuities in this play, focusing on children in
Monteney Primary School in Sheffield. The extent and nature of children’s
engagement in online activities is outlined and the way in which friendships are
constructed across online and offline spaces is analysed. The chapter concludes
with a consideration of the implications of this analysis for the study of play
... Although studies into the availability of digital technologies in households and other environments are becoming increasingly widespread, these studies are typically conducted in Western, English-speaking countries (e.g. Morgan 2010;O'Hara 2010;Yelland 2010Yelland , 2013Plowman et al. 2011;Arnott 2013;Marsh and Bishop 2013;Aubrey and Dahl 2014;Marsh 2014;Lupton 2015). Conversely, this study is looking at the use of digital technologies in a different culture and will focus on capturing the views of an affluent Arabic country: Kuwait. ...
... It is evident from the research that children from a very young age (even from the age of 1) are interacting with a number of digital devices at home and they are part of the daily life of the households. At the same time, a growing body of research examining the use of digital devices in pre-schools reveals the positive effects on young children's learning (Clements and Sarama 2003;McCarrick and Li 2007;Doliopoulou and Rizou 2012;Howard, Miles, and Rees-Davies 2012;McKenney and Voogt 2012;Edwards 2013b;Marsh 2014). ...
... Others argue, however, that those who do not accept digital technology now may be in danger of trailing behind the accepted culture of children and their families (Yelland, Neal, and Dakich 2008). A number of researchers (Marsh et al. 2005;Larson and Miller 2011;Marsh and Bishop 2013;Plowman and McPake 2013;Marsh 2014;Lupton 2015) argue further that since children from a very young age have access to digital technologies, parents and educators have a responsibility to prepare children for the society in which they will live and work by helping them gain appropriate skills. It is interesting to note that one of the most influential polemic voices, faced by a population of children being users of digital devices, changed its statement in October 2015. ...
... Although studies into the availability of digital technologies in households and other environments are becoming increasingly widespread, these studies are typically conducted in Western, English-speaking countries (e.g. Morgan 2010;O'Hara 2010;Yelland 2010Yelland , 2013Plowman et al. 2011;Arnott 2013;Marsh and Bishop 2013;Aubrey and Dahl 2014;Marsh 2014;Lupton 2015). Conversely, this study is looking at the use of digital technologies in a different culture and will focus on capturing the views of an affluent Arabic country: Kuwait. ...
... It is evident from the research that children from a very young age (even from the age of 1) are interacting with a number of digital devices at home and they are part of the daily life of the households. At the same time, a growing body of research examining the use of digital devices in pre-schools reveals the positive effects on young children's learning (Clements and Sarama 2003;McCarrick and Li 2007;Doliopoulou and Rizou 2012;Howard, Miles, and Rees-Davies 2012;McKenney and Voogt 2012;Edwards 2013b;Marsh 2014). ...
... Others argue, however, that those who do not accept digital technology now may be in danger of trailing behind the accepted culture of children and their families (Yelland, Neal, and Dakich 2008). A number of researchers (Marsh et al. 2005;Larson and Miller 2011;Marsh and Bishop 2013;Plowman and McPake 2013;Marsh 2014;Lupton 2015) argue further that since children from a very young age have access to digital technologies, parents and educators have a responsibility to prepare children for the society in which they will live and work by helping them gain appropriate skills. It is interesting to note that one of the most influential polemic voices, faced by a population of children being users of digital devices, changed its statement in October 2015. ...
Scholars in the field of early childhood education are still debating the inclusion of digital technologies in play-based pedagogy and our understanding of digital play in early childhood education is still developing. This research paper examines early childhood education teachers’ views, aptitudes and attitudes towards digital technologies in their personal lives and in the classroom practices in Kuwait. This is a quantitative study in which 195 teachers completed a questionnaire designed around the key themes of the investigation in an attempt to understand how teachers are positioning themselves in terms of a play-based pedagogy and digital technologies. The key findings demonstrated that although the Kuwaiti teachers are competent users of digital technologies in their personal lives and the Kuwaiti classrooms have been digitalised to a large extent, the teachers are still hesitant in embedding these in their curriculum practices.
... The rapid evolution of the technological landscape -the devices themselves, the nature of the content, and how they are used-has made it increasingly difficult to study how digital devices might interact with cognition in a way that is relevant to the present generation of media users (Marsh, 2014). This has created a lag in the scientific literature and also in the guidelines which they serve to inform (Straker et al., 2018). ...
... The rapid evolution of the technological landscape -the devices themselves, the nature of the content, and how they are usedhas made it increasingly difficult to discern how digital devices might interact with cognition in a way that is relevant to the present generation of media users (Marsh, 2014). This difficulty is determined by changes in technologies as well as by changes in the profile of users, who are more diverse than ever before. ...
The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users’ characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.
... The rapid evolution of the technological landscape -the devices themselves, the nature of the content, and how they are used-has made it increasingly difficult to study how digital devices might interact with cognition in a way that is relevant to the present generation of media users (Marsh, 2014). This has created a lag in the scientific literature and also in the guidelines which they serve to inform (Straker et al., 2018). ...
... The rapid evolution of the technological landscape -the devices themselves, the nature of the content, and how they are usedhas made it increasingly difficult to discern how digital devices might interact with cognition in a way that is relevant to the present generation of media users (Marsh, 2014). This difficulty is determined by changes in technologies as well as by changes in the profile of users, who are more diverse than ever before. ...
The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The rapid evolution of the technological landscape in recent years has made it increasingly difficult to study how digital devices might interact with cognition in a way that directly informs the present generation of media users. The current review presents findings from three main bodies of evidence on the implications of technology use for attention and executive functions: television, video games, and digital multitasking with the aim of identifying key lessons from prior research for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users’ characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader theoretical framework in order to guide emerging technology-based research. We end with a discussion of some of the challenges and unaddressed issues in the literature, and propose directions for future research.
... This need has been transferred to online communication, where young people talk about what concerns them, what they think and how they feel. Young people have begun to make room for themselves on the Internet (a space which was primarily dominated by adults) -at younger and younger ages (Marsh, 2014)-, to the point where they have achieved some equality as -public communicators‖ (Stern, 2008: 100). This evolution, which defines youth and its cultural characteristics in relation to media has a long scientific tradition in the field of communication and has been thoroughly examined since the 1950s (Parsons, 1951 andColeman, 1961). ...
... In the information society, this behaviour was transferred to the web where the possibility of committing to different roles, was multiplied exponentially. Experts establish different practices in children when they are online as content creators, from the most tender years of life (Marsh, 2014). They assure that there are many who participate in the transmission of media literacy within the core of the family through the use of Facebook, either using their parents' account or those of older siblings or perhaps through their own accounts, which are managed by their parents. ...
Introduction. This article presents a chronological review of theories that contemplate minors as digital content creators. Theoretical framework. We have selected material that refers to emerging terminology to describe the online behaviour of juvenile users. Conclusions and discussion. Results confirm that there are diverse new words and phrases for describing and labelling young people‘s online presence and participation. The plethora of neologisms contributes to experts categorizing different users as generations‖ of digital content creators yet the time period elapsed between each new generation is very short and we observe that the differences in the way users interact with the technology are very small: we have observed designations such as the WhatsApp, Twitter, selfie and Snapchat generations. Therefore we question what really determines a new generation of young creators of digital content and we argue against the excessive labelling with the word generation‖ and propose that groups be referred to by user profiles instead. For this purpose we have compiled information about user characteristics according to the way they interact with technology.
... Los menores -niños y adolescentes-han manifestado históricamente la necesidad de participar en sociedad y de expresarse, la misma que hoy se traslada a la comunicación online, donde cuentan qué les preocupa, qué piensan o cómo se sienten. En Internet, dominado principalmente por los adultos, han ido haciéndose un hueco -cada vez a una edad más temprana (Marsh, 2014)-, llegándose a considerar por igual, -comunicadores públicos‖ (Stern, 2008: 100). Esta evolución que define a la juventud y sus características culturales en relación con los medios tiene una larga tradición científica en comunicación y han sido examinadas fundamentalmente desde los años 50 (Parsons, 1951;y Coleman, 1961). ...
... En la sociedad de la información, este comportamiento se ha trasladado a la red donde la posibilidad de cometer diferentes roles se ha multiplicado de forma exponencial. Los expertos establecen diferentes prácticas en los niños cuando están conectados, como creadores de contenidos, desde sus primeros años de vida (Marsh, 2014). Aseguran que son muchos los que participan en actividades de alfabetización mediática en el seno de sus familias, mediante el uso de Facebook, bien utilizando la cuenta de sus padres o hermanos en esta red social, o teniendo su propio perfil gestionado por sus padres. ...
... Los menores -niños y adolescentes-han manifestado históricamente la necesidad de participar en sociedad y de expresarse, la misma que hoy se traslada a la comunicación online, donde cuentan qué les preocupa, qué piensan o cómo se sienten. En Internet, dominado principalmente por los adultos, han ido haciéndose un hueco -cada vez a una edad más temprana (Marsh, 2014)-, llegándose a considerar por igual, -comunicadores públicos‖ (Stern, 2008: 100). Esta evolución que define a la juventud y sus características culturales en relación con los medios tiene una larga tradición científica en comunicación y han sido examinadas fundamentalmente desde los años 50 (Parsons, 1951;y Coleman, 1961). ...
... En la sociedad de la información, este comportamiento se ha trasladado a la red donde la posibilidad de cometer diferentes roles se ha multiplicado de forma exponencial. Los expertos establecen diferentes prácticas en los niños cuando están conectados, como creadores de contenidos, desde sus primeros años de vida (Marsh, 2014). Aseguran que son muchos los que participan en actividades de alfabetización mediática en el seno de sus familias, mediante el uso de Facebook, bien utilizando la cuenta de sus padres o hermanos en esta red social, o teniendo su propio perfil gestionado por sus padres. ...
Se analiza el uso de Twitter como canal de comunicación institucional de los alcaldes de capitales de provincia y presidentes de ciudades autónomas en España durante el periodo preelectoral, electoral y una semana después de los comicios municipales de mayo de 2015. Metodología. Un análisis de contenido de los perfiles que los representantes municipales que actúan bajo las siglas de PP y PSOE tienen activos en esta plataforma de microblogging examina la actividad de los alcaldes y la de sus seguidores. Resultados y conclusiones. Destaca el uso partidista y/o electoralista que hacen los alcaldes de sus cuentas institucionales; el interés que suscita entre los usuarios los mensajes relativos al ámbito local y que se manifiesta en la difusión en sus cuentas, su selección como favoritos y realización de comentarios; se pone de manifiesto el respeto por parte de los titulares de las cuentas a la jornada de reflexión.
... In addition to these physical objects, it is now possible to play with virtual Frozen characters in computer games, or blend online and offline play, as in the case of 'Disney Infinity', which involves the manipulation of physical dolls interacting with a game on screen. This is a key characteristic of contemporary play (Burke & Marsh, 2013;Marsh, 2014). Further, whilst the Davy Crockett craze did have international appeal, the Frozen mediascape was popular in over 40 countries across all continents because of the globalised nature of media discourses (Appadurai, 1996). ...
... (Bickford, 2012, p. 426) In addition, children are more actively involved in music production as well as consumption in contemporary societies, as identified by Bruns (2006), who introduced the term 'produser' to refer to this trend. Increasingly, young children's musical practices involve music production and the sharing of these productions through social networking, with children aged 5-11 in a previous study of their use of virtual worlds reporting regular use of online music sites such as Limewire, in addition to using YouTube to access music videos (Marsh, 2014). Some children create music videos, including music machinima, which are films made in virtual worlds and computer games using screen capture software. ...
In this paper, a comparison is made between the media consumption, play and literacy practices of children made in response to the films Davy Crockett: King of the Wild Frontier (Disney, 1955) and Frozen (Disney, 2013) in order to identify the continuities and discontinuities in these practices over time. The paper draws on a range of secondary sources, including the work of Iona and Peter Opie [(1959). The lore and language of schoolchildren. Oxford: Oxford University Press], to consider how media consumption, play and literacy are differently framed in the twenty-first century compared to the mid-twentieth century. It is argued that the commercial and technological contexts for these practices have changed considerably over the past 60 years, but what endures is the creativity and innovation of children, so well documented in the work of the Opies [1959; (1969). Children's games in street and playground. Oxford: Clarendon Press].
... Do you think you're doing more crafty things or more things on technology since lockdown? Though Charlie and Olivia agree that she very much enjoys creating crafts-and in the interview she describes making necklaces and charm bracelets amongst other creative outputs-she also mentions increasingly using various apps like Snapchat, Zoom and Messenger to see, speak to, and play with her friends in diverse ways, a phenomenon well-documented by Jackie Marsh (2014). The impossibility of physically being able to visit her friends places a greater emphasis on technological means of staying in contact, whether through special birthday Zoom quiz nights, as Olivia mentions at one point in the interview, or simply using Zoom to tell friends about new crafts she has created. ...
During the international coronavirus lockdowns of 2020–2021, millions of children, youth, and adults found their usual play areas out of bounds and their friends out of reach. How did the pandemic restrict everyday play and how did the pandemic offer new spaces and new content? This unique collection of essays documents the ways in which communities around the world harnessed play within the limiting frame of Covid-19.
Folklorists Anna Beresin and Julia Bishop adopt a multidisciplinary approach to this phenomenon, bringing together the insights of a geographically and demographically diverse range of scholars, practitioners, and community activists. The book begins with a focus on social and physical landscapes before moving onto more intimate portraits of play among the old and young, including coronavirus-themed games and novel toy inventions. Finally, the co-authors explore the creative shifts observed in frames of play, ranging from Zoom screens to street walls.
This singular chronicle of coronavirus play will be of interest to researchers and students of developmental psychology, childhood studies, education, playwork, sociology, anthropology and folklore, as well as to toy, museum, and landscape designers. This book will also be of help to parents, professional organizations, educators, and urban planners, with a postscript of concrete suggestions advocating for the essential role of play in a post-pandemic world.
... Over recent years, a stream of literature focusing on digitization and digitalization, particularly regarding integrated and modern technologies such as the internet of things (IoT) and big data, has emerged (Oesterreich and Teuteberg, 2019;Schniederjans et al., 2020). Of relevance for current purposes are studies showing how technologies can impact cognitive processes and influence information intake and learning (Marsh, 2016;Vedechkina and Borgonovi, 2021). However, research on how cognition influences perceptions of technology is still at a nascent stage regarding some (smaller) actors who may experience unequal access to new technologies. ...
Technological advancements undoubtedly impact development in the agricultural industry. However, the digital divide may constrain access to technology in developing countries. Hence, there is a need to explore and understand how different actors make sense of technological advancement for a more meaningful engagement with new technology. To this end, we undertook an exploratory study of an agricultural ecosystem in Brazil comprising a heterogeneous set of actors with varying experiences of digital technologies. Our findings show the essential role of actors' technological frames, and how the type of access to digital technologies influences their development toward digital agriculture. Different actors are found to react to technologies depending on their past experiences and future expectations, leading them to mobilize different framing tactics to respond to the changes that digital agriculture presents. We illuminate how the digital divide not only constrains access to digital technologies but also limits meaningful engagement. We contribute by showing how engaging in framing tactics can advance or preserve actors' technological frames in the digital divide. Our study details implications for both practitioners and policymakers for future consideration.
... Our data also suggest that the children's everyday lives were not only permeated by digital media, but it involved interacting and playing with adults and other children using more traditional toys and tools in the home and outside, reading traditional print-based books and picture books, drawing and cooking and doing other mundane activities in the house together with the parents. In addition, the children were found to use digital media as part of their other play activities; thus, we saw evi-dence of hybridised activities in which old and new artefacts and technologies and online and offline worlds dynamically interact and merge (see also Marsh, 2014). ...
Evidências empíricas mais recentes demonstram e reforçam a (omni) presença material e funcional de novos e velhos média nos lares portu- gueses. A discussão deste capítulo decorre de entrevistas com famílias com contextos socioculturais e demográficos distintos, cujos pais começaram a utilizar a internet e a jogar videojogos por volta dos seus treze-catorze anos. Como estão estes novos pais a acomodar os equipa- mentos móveis, conectados e convergentes, cada vez mais indissociáveis da vida moderna? E como lidam com os desafios daí resultantes?
Sem pretender à generalização, as suas histórias e contextos retratam te- mas e perspetivas que encontram eco em outros pais que se identificam com as mesmas encruzilhadas: tempo de ecrã, conteúdos que as crianças apreciam, motivações e envolvimento das famílias nos usos dos ecrãs, estratégias de mediação parental, reflexões e inconsistências dessa me- diação e a agência das crianças são alguns dos temas a que dão voz. Contrariando expectativas, as intervenções parentais continuam forte- mente influenciadas por debates clássicos e são reveladoras do que ain- da há por fazer no sentido de empoderar as famílias a tirarem partido deste novo mundo de possibilidades.
O recorte de dados analisados faz parte do primeiro estudo longitudinal de natureza qualitativa envolvendo famílias com crianças menores de oito anos.
... The child is interested in manipulating the representation of affect, and making a match between the modes of speech and virtual embodiment. In cultural terms, as noted above, we can see that the analogies are with similar activities in previously encountered virtual worlds which children have engaged with, such as The Sims, and, as Jackie Marsh observes, a range of other online virtual worlds including Club Penguin, Neopets, Moshi Monsters, and Habbo Hotel (Marsh, 2014). ...
... The striking achievements of the video game industry are the manifestation of the unquestionable new prevailing industry which is the most rapidly growing and most exciting category of mass media for the coming decade (Biscotti et al. 2010). Previous research indicates the obvious modality distinctions and continuum between online and offline play that lead to qualitative differences when people attend online and offline activities (Marsh 2016, Boellstorff 2008. ...
The remarkable successes of the video game business are the embodiment of an undeniable new dominant industry that is the most rapidly increasing and interesting area of mass media for the coming decade. With the vigorous development of games, social problems have been proven. Previous research has demonstrated an individual's pro-social tendencies are affected by their perspective on moral obligation and social responsibility, and propose the possible factor that causes online insult. Theories and conclusions of previous studies lack the feasibility in online gaming situations. Through the research and data analysis of League of Legends ranking and non-ranking players, this essay has demonstrated examined the feasibility of the Bounded Generalised Reciprocity (Yamagishi et al. 1999) in online games, and proved that individual's social responsibility can impact their continuing pro-social behaviour during competitive MOBA gameplay. Data show that players' expectations to receive pro-social behaviour are higher than their expectations to give pro-social behaviour; however, pro-social behaviour occurred less frequently among ranking players because they place lower expectations on cooperative play and place more emphasis on individual selfish gameplay. MOBA's violent nature may have an impact on players' own social responsibility and lower their pro-social expectations of others.
Keywords: prosocial, reciprocity, league of legends, obligation
... Journal of Early Childhood Research. https://doi.org/10.1177/1476718X20983852 2 this research has revealed the complex characteristics of current communicative practices in early childhood (Marsh, 2014), and has highlighted the need to expand the research on children's communication to include new perspectives where multimodality, linguistic innovation, re-mix, playfulness, participation and interaction acquire a new relevance (Merchant, 2013). ...
Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im)material practices. These practices raise questions about their inclusion in current literacy development in schools.
... Siguiendo a Chaudron (2015) solo un pequeño porcentaje de estudios han puesto el foco de atención en el uso de las tecnologías por los niños menores de 9 años. En esta línea contamos con investigaciones de carácter internacional (Haddon y Vincent, 2014;Holloway, Green, y Livingstone, 2013;Kabali et al., 2015;Marsh, 2014;Mascheroni y Ólafsson, 2014;Plowman y McPake, 2013;Plowman, Stevenson, Stephen, y McPake, 2012) no obstante en el contexto español son más escasas. En este ámbito llama la atención el estudio de Garmendia, Jiménez, Casado, y Mascheroni (2016) referido al proyecto internacional Net Children Go Mobile en el que han participado: Dinamarca, Italia, Reino Unido y Rumanía, Bélgica, Irlanda, Portugal y España, en este último participaron 500 menores de entre 9 y 16 años. ...
In the hypermedia society the indiscriminate use of multiple screens is observed from an increasingly early age. For this reason, digital coexistence, respect for children’s rights, and a sense of responsibility from the media and from families who educate children are required. This study reviews the literature in this field and identifies two approaches to the use of mobile devices in childhood. One approach highlights the uses of such devices as well as the opportunities they provide for children’s education and personal enrichment, whereas the other highlights their abu- sive uses and the problems caused by using them. This theoretical study reviews and reflects on the ideas of numerous authors who – in this digital age when society in general and children in parti- cular are using technology – are committed to empowering children to become critical receptors. Bearing in mind that childhood and the media cohabit the same space and that different children are engaged in different levels of media activity, we propose a range of levels that are based on activity, creation and social criticism. This proposal is achievable if we take into account education in, with and for the media. The CRC also recommends that families and schools should encourage suitable media and screen use by children.
... Some researchers have even concluded that an increased use of digital forms of contact leads to higher social involvement, face-to-face interactions, and local social ties (Chayko, 2014). The online and offline worlds also permeate each other; social exclusion in real life may be the consequence of exclusion in virtual life, not only the other way round (Marsh, 2016). Besides, the virtual-real dichotomy is not particularly useful. ...
Accepting ethic norms involves naturalization of beliefs, assuming them as unalterable truths. Social sciences have been inscribed with certain standards for years. In the last twenty-five years, the practice of having research projects approved by ethics committees has become institutionalized, in some cases leading to extreme bureaucracy and changing the character of the issue, shifting the weight from the personal moral obligation of the researcher and an issue that requires high flexibility and individualism towards a set of forms to be filled out, pseudo-warrants of the safety of the research subjects. However, Internet research has opened the eyes of the sociologists to new problems and caused reconsideration of some issues of research ethics. This chapter discusses key notions of research ethics in the digital studies context. It shows how internet can be a source of infamy, and warns against improper use of data. It positions the fundamental rules of anonymity, privacy, informed consent, data ownership, as well as data confidentiality in the context of digital social studies.
... The creative dimension of the children's digital literacy practices evidenced itself in children's novel and transformative ways of using digital Our data also suggest that the children's everyday lives were not only permeated by digital technologies and media but also intertwined with other nondigital activities, such as interacting and playing with adults and other children using more traditional toys and tools in the home and outside, reading traditional print-based books and picture books, and drawing, cooking and doing other mundane activities in the house together with their parents. In addition, the children were found to use digital media as part of their other play activities in sequence and in parallel, such as searching for information for their tinkering, or singing and dancing while watching a video on YouTube; thus, we saw evidence of the children's hybridized literacy activities in which old and new artefacts and technologies and online and offline worlds dynamically interacted and merged (see also Marsh, 2014Marsh, , 2016Yelland and Gilbert, 2017). Often, in these digital literacy practices, we could see evidence of the children's creative agency. ...
This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.
... Some researchers have even concluded that an increased use of digital forms of contact leads to higher social involvement, face-to-face interactions, and local social ties (Chayko, 2014). The online and offline worlds also permeate each other; social exclusion in real life may be the consequence of exclusion in virtual life, not only the other way round (Marsh, 2016). Besides, the virtual-real dichotomy is not particularly useful. ...
The chapter presents the idea of Thick Big Data, a methodological approach combining big data sets with thick, ethnographic analysis. It presents different quantitative methods, including Google Correlate, social network analysis (SNA), online polls, culturomics, and data scraping, as well as easy tools to start working with online data. It describes the key differences in performing qualitative studies online, by focusing on the example of digital ethnography. It helps using case studies for digital communities as well. It gives specific guidance on conducting interviews online, and describes how to perform narrative analysis of digital culture. It concludes with describing methods of studying online cultural production, and discusses the notions of remix culture, memes, and trolling.
... Some researchers have even concluded that an increased use of digital forms of contact leads to higher social involvement, face-to-face interactions, and local social ties (Chayko, 2014). The online and offline worlds also permeate each other; social exclusion in real life may be the consequence of exclusion in virtual life, not only the other way round (Marsh, 2016). Besides, the virtual-real dichotomy is not particularly useful. ...
This chapter discusses three major changes resulting from the emerging communication technologies. It addresses the new forms of shaping relations online. Friendships, intimacy, the rise of weak ties, as well as an increased fluidity of relations are discussed. Next, the chapter addresses the demise of expert knowledge. Starting with McDonaldization of higher education and the rise of anti-intellectual sentiments, the chapter addresses the new trends in democratizing knowledge. While recognizing highly positive aspects of the turn, such as citizen science, Wikipedia, or free/open source movement, it also addresses the darker and more troubling processes, such as anti-scientific sentiments, pseudotheories, and the takeover of knowledge production and distribution by quacks. Finally, the chapter focuses on sharing economy. By problematizing the “sharing” premise, as well as by showing the impact of the ongoing change reaching far beyond economy itself, the chapter introduces the notion of collaborative society, as better covering the social change we witness.
... Some researchers have even concluded that an increased use of digital forms of contact leads to higher social involvement, face-to-face interactions, and local social ties (Chayko, 2014). The online and offline worlds also permeate each other; social exclusion in real life may be the consequence of exclusion in virtual life, not only the other way round (Marsh, 2016). Besides, the virtual-real dichotomy is not particularly useful. ...
The social sciences are becoming datafied. The questions that have been considered the domain of sociologists, now are answered by data scientists, operating on large datasets, and breaking with the methodological tradition for better or worse. The traditional social sciences, such as sociology or anthropology, are thus under the double threat of becoming marginalized or even irrelevant; both because of the new methods of research, which require more computational skills, and because of the increasing competition from the corporate world, which gains an additional advantage based on data access. However, sociologists and anthropologists still have some important assets, too. Unlike data scientists, they have a long history of doing qualitative research. The more quantified datasets we have, the more difficult it is to interpret them without adding layers of qualitative interpretation. Big Data needs Thick Data. This book presents the available arsenal of new tools for studying the society quantitatively, but also show the new methods of analysis from the qualitative side and encourages their combination. In shows that Big Data can and should be supplemented and interpreted through thick data , as well as cultural analysis, in a novel approach of Thick Big Data.The book is critically important for students and researchers in the social sciences to understand the possibilities of digital analysis, both in the quantitative and qualitative area, and successfully build mixed-methods approaches.
... Our data also suggest that the children's everyday lives were not only permeated by digital media, but it involved interacting and playing with adults and other children using more traditional toys and tools in the home and outside, reading traditional print-based books and picture books, drawing and cooking and doing other mundane activities in the house together with the parents. In addition, the children were found to use digital media as part of their other play activities; thus, we saw evi-dence of hybridised activities in which old and new artefacts and technologies and online and offline worlds dynamically interact and merge (see also Marsh, 2014). ...
... Studies of digital literacy practices in preschools have shown how children and a preschool teacher use and interpret multimodal interactional resources in the production of shared understanding and meaning making of digital texts (Björk-Willén and Aronsson, 2014;Davidson et al., 2014Davidson et al., , 2017Bevemyr and Björk-Willén, 2016). In an Australian study of preschool children's use of YouTube, Davidson et al. (2014Davidson et al. ( , 2017 have pointed out that digital literacy practices and meaning-making processes involve embodied interactional resources as well as online texts, thereby transgressing the online/offline dichotomy (see also Marsh, 2014). ...
The article explores digital literacy practices in children's everyday lives at Norwegian preschools and some of the ways in which young children appropriate basic digital literacy skills through guided participation in situated activities. Building on an ethnomethodological perspective, the analyses are based on 70 h of video recordings documenting the activities in which 45 children, aged 5 and 6, and 8 preschool teachers participated. Through the detailed analysis of two categorization activities - identifying geometrical shapes and identifying feelings/thoughts - the use of digital tools in the social organization of the activities is examined. The article finds that children's digital literacy activities encompass visual, verbal, audio and embodied competencies that become relevant, and thus accessible for learning, in the interaction between the children and between the adults and children by serving as norms and guidelines for what constitutes correct categorizations (geometrical shapes and green and red feelings) in the situated activities, and that are appropriated and actualized by the children in interaction with their peers. The findings also show how the categorization practices in preschools deal with symbols and labels in ways that create and sustain socially organized ways of knowing, seeing, and acting upon the world. Digital media are embedded in routines, procedures, and socialites that are part of these categorization practices; they are part of how children are instructed to experience, interpret, understand, and act in the world. Moreover, the different technologies created different conditions for the children's participation. It was found that peer interaction was part of the digital literacy activities that involved such mobile technologies as smartphones and tablets, while when using non-mobile technologies, e.g., smartboards, the activities were structured more as 'classic' classroom activities, primarily guided by the teacher and the didactic material presented through the smartboard.
... The concept of online and offline worlds is as explained by Marsh (2014): the online world refers to periods when users use the Internet, while the offline world refers to periods when they are not engaged in using the Internet. However, Davies (2013) explains that online and offline worlds are strongly correlated; both worlds affect the relationships and interactions that are established online from the offline space, and vice versa. ...
This thesis explores how Saudi female university students use Twitter for educational purposes and their opinions about its educational potential. In addition, it examines how students use Twitter to present their academic identities and how Twitter affects their academic discourse. I focused on female students because I wanted to investigate how Twitter affects how they communicate with the opposite gender in general and in particular academically, and how it could help Saudi women make their voices heard in a society largely dominated by men.
This study used a qualitative methodology. The data were collected through semi- structured interviews with 15 participants from King Faisal University (KFU) and a content analysis of their Twitter posts. The data were thematically analysed using NVivo.
This study found that the students’ use of Twitter was mainly student-directed; for the most part, they did not use Twitter because teachers requested them to. Moreover, the participants used Twitter for educational purposes in two ways: to support their university studies and to support their language learning.
The study also found that the participants typically presented three components of their academic identities: They shared their academic disciplines, identified themselves as students at KFU, and used academic hashtags. While interpreting the findings of this research question, I found Goffman’s (1959) theories to be helpful for understanding how the students used Twitter to present the academic aspects of their identities. Furthermore, Goffman’s theories were also useful for interpreting the findings of the first research question.
The participants identified several ways that Twitter expanded the sphere of their academic discourse: They followed and interacted with teachers and students from their university and from other universities, reached particular audiences, and communicated with people of the opposite gender. In addition, they used Twitter to engage in several types of academic interactions. These included requesting and offering academic assistance, interactions that reinforcing academic relationships, and engaging in academic discussions. The findings showed that Saudi culture impacted how the students used Twitter and that, simultaneously, Twitter impacted Saudi culture.
Moreover, using the constructivist paradigm to study social phenomena without any predeveloped assumptions or theories revealed some interesting and unexpecting findings. An example of this is the strategies the participants used to learn a foreign language. A further example is the creative strategies they used to follow and interact with academics on Twitter.
These findings contribute to our understanding of how students use Twitter in their academic lives to support their education, to present their academic identities, and to engage in academic discourse. This research offers valuable insights into how Twitter is and can be used for formal and informal learning. The research also provides some recommendations for future studies.
... Thus, when considering the potential of a digital book for reading for pleasure, it is important to consider whether and how this text might enrich the offline version of the activity (Kucirkova, 2014d). Although such 'offline story extensions' are not as yet an integral feature of children's digital books, it is possible to ascertain their implicit presence by studying the processes of children's reading engagement and the extent to which they are combining online and offline reading, notably with 3D story apps (Marsh, 2014). ...
This paper offers a new characterisation of young children’s (2–8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft’s conceptualisation of twenty-first century childhoods in Creativity and education futures (Stoke on Trent, Trentham, 2011) and a review of the literature concerning young children’s RfP with digital books. The paper develops Craft’s (2011) work by considering the ways in which digital books can resource the ‘4Ps of digital childhood’ in reading for pleasure. Six facets of reader engagement, nested within Craft’s (2011) 4Ps, are presented: affective, creative, interactive, shared, sustained and personalised reading engagements. It is argued that this characterisation of young children’s reading engagements can enrich our understanding of the affordances of digital books in relation to RfP in the twenty-first century. The paper thus offers an important new contribution, going beyond established work in the field, which typically explores digital books in relation to children’s learning, product design or developmental outcomes.
Este artículo presenta una revisión cronológica de las teorías que contemplan a los menores de edad como creadores de contenidos digitales. Marco teórico. Se han seleccionado todas aquellas que aportan una definición terminológica para describir su comportamiento en Internet. Conclusiones y discusión. Podemos afirmar que nos encontramos con numerosas etiquetas para denominar de forma distinta su presencia y participación en la red y que los expertos proponen establecer con ellas la existencia de nuevas generaciones de jóvenes, entre las que apenas transcurre el tiempo ni se produce un cambio sustancial en la manera de consumir o producir contenidos: generación WhatsApp, Twitter, selfie o Snapchat. Por ello nos preguntamos qué determina realmente que haya una nueva generación de jóvenes creadores de contenidos digitales y proponemos, frente al excesivo etiquetado, hablar de perfiles de usuarios, para lo que hacemos una recopilación de sus características en función del uso de la tecnología.
The article is devoted to the peculiarities of preschoolers’ play within the Information Society. It studies the types of technologies used by preschoolers in the process of play (video games, educational apps, smart and digital toys). It also provides an overview of the existing empirical research, proving that contemporary play represents a specific type of play activity, where physical and digital objects interact in real time. The article discusses different approaches to the analysis of digital play in the context of Cultural-Historical Theory (M. Fleer, N.N. Veresov, N.E. Veraksa). It also focuses on the key differences between technical behaviors and digital play activity. The authors stress the need of transition transition from contrasting traditional play and play, mediated by technologies, to the analysis of digital play as a complex system of child-child and child-adult communities that construct the socio-cultural context of the child’s everyday life.
The article provides an overview of contemporary foreign research on the problem of digital toys and their role in children’s everyday life. Key research directions are indicated: the influence of digital toys on play, communication, analysis of the opportunities of using digital media in education as well as risks of interaction with technologies. Particular attention is paid to contemporary concepts of play (Kawai et al., March, Mizuko It, Giddings) which focus on the intersection of online and offline spaces in play. This requires new research methods for the assessment of opportunities and risks in the process of child-toy interaction. The results show that teaching children using modern technologies provides great opportunities, but when it comes to young children, the number of risks increases significantly. The same applies to the development of communication. The issue of the role of the adult in the organization of children’s interaction with digital toys requires special attention in order to maximize the use of opportunities and minimize the risks for the development of the child. Classification of digital toys based on their specifics is regarded as one of important research directions.
Tο μουσικό παιχνίδι που παίζουν τα παιδιά σε μέρη που συγκεντρώνονται και εκφράζονται ελεύθερα αποτελεί ένα πολύ πρόσφατο ερευνητικό πεδίο (Harwood, 1998 ̇ Marsh, 2008 ̇ Harrop-Allin, 2010 ̇ Bishop, 2014). Ωστόσο, στην Ελλάδα, διαπιστώθηκε ερευνητικό κενό σχετικά με το μουσικό παιχνίδι της ζώσας πραγματικότητας. Σε αυτή τη βάση προβληματισμού, πραγματοποιήθηκε εθνογραφική έρευνα σε διάστημα έξι μηνών στις αυλές εννιά ελληνικών δημοτικών σχολείων. Στην παρούσα εργασία παρουσιάζονται τα αποτελέσματα που προέκυψαν μετά από ανάλυση δεδομένων που συλλέχτηκαν με το εργαλείο της συνέντευξης με 53 μαθητές. Τα ζητήματα που αναδείχθηκαν σχετικά με το μουσικό παιχνίδι περιλαμβάνουν το πλαίσιο, τη σύσταση και τη δυναμική της ομάδας, τις προτιμήσεις των παιδιών, τη διάδοση από ανθρώπινες και τεχνολογικές πηγές, τις εκφάνσεις δημιουργικότητας, τις πρακτικές διδασκαλίας και μάθησης και το φύλο. Η εις βάθος μελέτη του μουσικού παιχνιδιού θα επιτρέψει στους μουσικοπαιδαγωγούς να επικαιροποιήσουν την εικόνα που έχουν για αυτό, να το αναγνωρίσουν ως σημαντική πτυχή στη ζωή των παιδιών και να το αξιοποιήσουν στο μάθημα της μουσικής.
Résumé
Les médias numériques font partie du quotidien des enfants et des adolescents. Ils comportent des bienfaits potentiels et des risques pour leur apprentissage, leur santé mentale et physique et leur vie sociale. Le présent document de principes aborde les effets cognitifs, psychosociaux et physiques de ces médias sur les enfants d’âge scolaire et les adolescents, notamment sur les habitudes, le contexte et les activités de la famille. Les conseils fondés sur des données probantes destinés aux cliniciens et aux familles reposent sur quatre principes : une gestion saine, une utilisation constructive, un exemple positif et une surveillance équilibrée et éclairée du temps d’écran et des comportements s’y rapportant.
Les médias numériques font partie du quotidien des enfants et des adolescents. Ils comportent des bienfaits potentiels et des risques pour leur apprentissage, leur santé mentale et physique et leur vie sociale. Le présent document de principes aborde les effets cognitifs, psychosociaux et physiques de ces médias sur les enfants d’âge scolaire et les adolescents, notamment sur les habitudes, le contexte et les activités de la famille. Les conseils fondés sur des données probantes destinés aux cliniciens et aux familles reposent sur quatre principes : une gestion saine, une utilisation constructive, un exemple positif et une surveillance équilibrée et éclairée du temps d’écran et des comportements s’y rapportant.
Fragment książki "Socjologia internetu", stanowiącej wprowadzenie do cyfrowych metod badań społecznych, zarówno ilościowych (Big Data, SNA - analiza sieci, kwestionariusze, kulturomika), jak i jakościowych (etnografia, wywiad, storytelling, narracje) i kulturowych (analiza wizualna i treści) z dodatkiem na temat etyki badawczej w badaniach internetu.
Aunque las nuevas generaciones utilizan las redes sociales como un medio de comunicación habitual, en el ámbito educativo aún no se han utilizado de manera generalizada por los docentes como recurso didáctico. Conocer las gratificaciones que encuentran las nuevas generaciones al usar las redes sociales, permitirá al profesorado hacer un uso estimulante de estos medios en la educación secundaria y universitaria. El objetivo de este trabajo es conocer cuáles son las gratificaciones que encuentran los estudiantes de educación secundaria y universitaria al utilizar intensamente las redes sociales Facebook, Instagram y YouTube. Utilizando la teoría de Usos y Gratificaciones, se recogen datos a través de un cuestionario de estudiantes españoles de educación secundaria (N=260) y universitarios (N=315). Los resultados muestran que los estudiantes de secundaria buscan una mayor presencia social y velan por su propia imagen, mientras que los estudiantes universitarios buscan entretenimiento. Finalmente, se discuten los resultados y las implicaciones para un uso estimulante y didáctico de las redes sociales en contexto de enseñanza-aprendizaje.
Aunque las nuevas generaciones utilizan las redes sociales como un medio de comunicación habitual, en el ámbito educativo aún no se han utilizado de manera generalizada por los docentes como recurso didáctico. Conocer las gratificaciones que encuentran las nuevas generaciones al usar las redes sociales, permitirá al profesorado hacer un uso estimulante de estos medios en la educación secundaria y universitaria. El objetivo de este trabajo es conocer cuáles son las gratificaciones que encuentran los estudiantes de educación secundaria y universitaria al utilizar intensamente las redes sociales Facebook, Instagram y YouTube. Utilizando la teoría de Usos y Gratificaciones, se recogen datos a través de un cuestionario de estudiantes españoles de educación secundaria (N=260) y universitarios (N=315). Los resultados muestran que los estudiantes de secundaria buscan una mayor presencia social y velan por su propia imagen, mientras que los estudiantes universitarios buscan entretenimiento. Finalmente, se discuten los resultados y las implicaciones para un uso estimulante y didáctico de las redes sociales en contexto de enseñanza-aprendizaje.
This paper proposes combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning. Within such contexts, children of primary school age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms, as well as writers constructing and producing their own adaptations of archetypes in varying forms. Our suggestions are that ‘revisiting’ and ‘remaking’ existing texts and practices in the multimodal primary classroom can be a route to a deeper and more sophisticated learning experience, and one which challenges current definitions of reading, writing and literacy.
This paper argues that each utterance of media should be seen as in dialogue with each other utterance, and that children, being the phenomenological hub to their lived media experience, should be recognised as engaging with media holistically. Argument draws upon two recent qualitative studies with children between six and eleven years of age. These studies, although separate, shared certain phenomenology orientated conceptual underpinnings and arrived at relatable findings. Notably that participating children tended to address media in a platform agnostic manner and offered little sense that they saw the media platform itself as being of overriding significance to their holistic media engagement. Ultimately, if children’s lived media engagement is dialogic and holistic, then focusing on only one discreet media utterance (like television for example) can be said to become deeply problematic to those within children’s media practice, education and research.
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