DigiLitEY publications

Bus, A G, Hoel, T, Marin, C A, Jernes, M, Korat, O, Mifsud, C L and van Collie, J. Availability and quality of storybook apps across five less widely used languages. In Handbook and 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, 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, C and Margallo, A M (2017) Children’s responses to the interactivity of e-storybooks in family shared reading events involving the iPad. Literacy, 51: 44-52.

Aliagas, C and Margallo, A M (2015) iPads, emergent readers and families, in Manresa, M and Real, N (eds.) Digital literature for children: texts,rReaders 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, pp. 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 (PDF, 972KB)

Aliagas, C and Multi, T (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: https://doi.org/10.1007/978-3-030-13472-3_47

Hasdemir, T A and Uyar, M (2019) The representation of the new in the traditional: new media, children’s magazines and digital literacy, in Jaunzems, K, Holloway, D, Green, L and Stevenson, K (eds.) Digitising Early Childhood. 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 and 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.

Babiarz, M, Jaros, I, Koziej, S and Wileczek, A (2019) Poland, in Kontovourki, S and Tafa, E (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, Y and Elias, N (Accepted) Learning from screen media in early childhood: a double-edged sword, in Brito, R and Dias, P (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.

Bento, M, Lencastre, J A and Pereira, Í S P (2016) The use of mobile devices in the development of reading comprehension skills, in Pereira, I, Ramos, A and Marsh, J (eds.) 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, 6–8 June, 2016 (24-34). Braga: Centro de Investigação em Educação (CIEd).

Bento, M, Lencastre, J A and Pereira, Í S P (2017) Projeto SUPERTABi: inovação da pedagogia da leitura utilizando dispositivos móveis, in de Carvalho, G S and Dionísio, M L (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 and 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 and Zagalo, N (orgs.) In atas do encontro sobre jogos e mobile learning (pp. 620-625). Coimbra: Universidade de Coimbra, FPCE, LabTE.

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

Blum-Ross, A and Livingstone, S (2017) ‘Sharenting,’ parent blogging and the boundaries of the digital self. Popular Communication, 15(2): pp. 110-125.

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. Gothenburg: Nordicom, pp.179-187.

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 and 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.

Sarı, B, Başal, H A, Takacs, Z K and Bus, A G (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, pp. 212-226.

Bus, A G, Hoel, T, Aliagas Marin, C, Jernes, M, Korat, O, Mifsud, C L and van Coillie, J (2019) Availability and quality of storybook apps across five less widely used languages, to appear in: Erstad, O, Flewitt, R, Kümmerling-Meibauer, B and Pereira, Í S P, The Routledge handbook of digital literacies in early childhood.

Bus, A, Hoel, T, Aliagas, C, Jernes, M, Korat, O, Mifsud, C and van Coillie, J (2019) Young children reading on screen across European countries, in Erstad, O, Flewitt, R, B Kόmerling-Meibauer, B, Pereira, I (eds.) The Routledge handbook of digital literacies in early childhood.

Bus, A G Sari, B and Takacs, Z K (2019) The promise of multimedia enhancement in children’s storybooks, in Hassinger-Das, B and Kim, J E (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, 22. Springer, Singapore. doi: 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: https://doi.org/10.2788/05383

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

Costa, J A and Flores, P (2017) Ou isto e aquilo: recursos físicos e digitais nos caminhos iniciais da leitura, in Leopoldina, F et al. (org.) 2LESE – Jornadas internacionais de leitura, escrita e sucesso escolar. Braga: Instituto de Educação da Universidade do Minho, p. 77.

Correro, C, Real, N (2017) Disruptive or imitative? Literary apps for young children, in Ramos, A, Cortez, T and Mourao, S (eds.) Children’s literature: fractures and disruptions. Cambridge: Cambridge Scholars Publishing, pp. 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, pp. 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, p. 70. doi: https://doi.org/10.3390/mti2040070

Cremin, T, Flewitt, R, Mardell, B and Swann, J (eds.) (2017) Storytelling in early childhood: language, literacy, and culture. London and New York: Routledge. Winner of UKLA Academic Book Award 2018.

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

Dias, P, Brito, R, Ribbens, W, Daniela, L, Rubene, Z, Dreier, M, Gemo, M, Di Gioia, R and S 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, 6(4), pp. 414–427, Sage. doi: https://doi.org/10.1177/2043610616676024

Donkin, A, Holloway, D J and Green, L (2016) Towards a participatory netnography: collaborating with children in virtual worlds research. Platform: Journal of Media and Communication 7, pp. 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 (2019) Ethics and researching young children’s digital literacy practices, in Erstad, O, Flewitt, R S, Kümmerling-Meibauer, B and Pereira, I (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), pp. 372-386.

Flores, P, Eça, L, Rodrigues, S and Quintas, C (2015) A cidadania e as TIC: Projeto no 1º CEB, in Flores, A et al. (org.) Colóquio desafios curriculares e pedagógicos na formação de professores. Braga: Universidade do Minho, pp. 170-177, ISBN: 978-972-8952-33-4-177. http://coloquiodesafioscurriculares2015.tk

Frau-Meigs, D, O’Neill, B, Soriani, A and 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), pp. 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 (eds.) Information Literacy: Key to an Inclusive Society. Fourth 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, E, Pervolaraki, I-E, Siatri, R, Zafeiriou, G and Virkus, S (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, 19-22 October 2015. Proceedings (339−349). Heidelberg, New York, Dordrecht, London: Springer. Communications in Computer and Information Science Series.

Garoufallou, E, Pervolaraki, I-E, Siatri, R, Zafeiriou, G, Virkus, S (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, 19-22 October 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. DigiLitEY ISCH COST Action IS1410 working group 1: digital literacy in homes and communities. Full report (PDF, 759KB)

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. UK: Cambridge Scholars Publishing, pp. 1-15.

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

Green, L, Haddon, L, Holloway, D, Livingstone, S, O’Neill, B and Stevenson, K (forthcoming 2020, accepted 4 February 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. UK: Cambridge Scholars Publishing, pp. 366-372.

Green, L and Holloway, D H (2019) Special themed issue introduction: problematising 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 and Leaver, T (eds.) (accepted 22 August 2017) The Routledge companion to digital media and children.

Green, L, Holloway, D, Stevenson, K and 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. UK: Cambridge Scholars Publishing, pp. 226-251.

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

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

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

Holloway, D J and Green, L (eds.) (forthcoming May 2019) Controlling Children’s Data, Media International Australia, 170.

Holloway, D J, Haddon, L, Green, L and Stevenson, K J (2019) The parent-child-app learning assemblage: scaffolding early childhood learning through app use in the family home, in Kucirkova, N, Rowsell, J, and Falloon, G (eds.) The Routledge international handbook of learning with technology in early childhood.

Holloway, D and 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 and Bakir, E (2019) YouTube and young children: research, concerns and new directions, in Brito, R and Dias, P (eds.) Children, family and technology: what challenges? What paths? 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. UK: Cambridge Scholars Publishing, pp. 16-27.

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 Gajek, E (ed.) Technologie mobilne w kształceniu językowym. Warszawa: Texter, pp. 136-159.

Jaros, I and Koziej, S (2016) Technologie mobilne we wczesnej edukacji, in: Babiarz, M 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, L (2018) Noogames: játékkultúra és civilizációs horizont. Információs Társadalom, pp. 49-65. Noogames: game culture and civilization horizon.

Kontovourki, S and Tafa, E (eds.) (2019) Early years’ and primary teachers’ digital literacies in personal lives and professional practice: cross-country report. DigiLitEY: WG2 digital literacy in early years settings, schools and informal learning spaces. Full report (PDF, 2MB)

Kontovourki, S, Garoufallou, E, Ivarsson, L, Klein, M, Korkeamaki, R-L, Koutsomiha, D, Marci-Boehncke, G, Tafa, E, 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. 1−74.

Koziej, S (2018) Kształtowanie kompetencji medialnych dzieci w młodszym wieku szkolnym, in Asmakovets, E 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. doi: https://doi.org/10.1177/1468798418824364

Kucirkova, N (2019) Book review of Wolf, M: Reader, come home. Journal of Children and Media. doi: https://doi.org/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), pp. 1168-1185.

Kucirkova, N and 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, 9 April 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 (PDF, 1.6MB)

Kucirkova, N, Fails, J, Pera, S and Huibers, T (2018) Algorithms for children: what parents and educators need to know. Full report (PDF, 133KB)

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 (PDF, 529KB)

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 (PDF, 664KB)

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

Livingstone, S (2017) Foreword, in Gee, E, Takeuchi, L M and Wartella, E (eds.) Children and families in the digital age. New York: Routledge, pp. x-xi.

Livingstone, S (2019) 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. Third edition. London: Routledge, pp. 54-70.

Livingstone, S and 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 Papacharissi, Z (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. Gothenburg: Nordicom, pp. 19-30.

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), pp. 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: https://doi.org/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.

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, 163(1), pp. 67-76.

Livingstone, S and Ólafsson, K (2018) When do parents think their child is ready to use the internet independently? Parenting for a digital future: survey report 2. London: LSE.

Livingstone, S and Third, A (2017) Guest editor for special issue – Children and young people’s rights in the digital age. New Media & Society, 19(5).

Livingstone, S and Third, A (2017) Children and young people’s rights in the digital age: an emerging agenda. New Media & Society, 19(5), pp. 657–670.

Mascheroni, G and Holloway, D (eds.) (2017) The Internet of Toys: a report on media and social discourses around young children and IoToys. DigiLitEY. Full report (PDF, 5.4MB)

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 (PDF, 2.1MB).

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 (PDF, 3.6MB). COST Action IS1410.

Medeiros, M A, Pereira, Í S P and Coutinho, C (2016) Narrativa Digital: experimentar, explorar e reinventar a narrativa na geração Web2.0, in Azevedo, F and Sardinha, G (eds.) Leitura e Educação Literária. Lisboa: Pactor, pp. 59-73.

Mangen, A, Hoel, T, Jernes, M and Moser, T (forthcoming) Shared, dialogue-based reading with books vs tablets in early childhood education and care (ECEC): protocol for a mixed-methods intervention study.

Mangen, A, Hoel, T, Moser, T (2019) Technologies, affordances, children and embodied reading: a case for interdisciplinarity, in The Routledge international handbook of learning with technology in early childhood. Routledge. ISBN 9781138308169. s. 235-247.

Marsh, J (in press) Researching the digital literacy and multimodal practices of young children: a European agenda for change, in Erstad, O, Flewitt, R, Kummerling-Meibauer, B and Pereira, I P (eds.) The Routledge handbook of digital literacies in early childhood. London: Taylor & Francis.

Marsh. J (in press) Makerspaces in the early years: enhancing digital literacy and creativity, in Donohue, C (ed.) Key Issues in Technology and Early Childhood. New York: Routledge.

Marsh, J (2019) The uncanny valley revisited: play with the internet of toys, in Mascheroni, G and Holloway, D (eds.) The internet of toys – practices, affordances and the political economy of children’s smart play. Springer.

Marsh, J (2019) Researching young children’s play in the post-digital age: questions of method, in Falloon, G, Kucirkova, N and Rowsell, J (eds.) Routledge International Handbook of Learning with Technology in Early Childhood. London: Taylor & Francis.

Marsh, J (2017) The internet of toys: a posthuman and multimodal analysis of connected play. Teachers College Record, 119. Published online November 2017: http://www.tcrecord.org/Content.asp?ContentID=22073

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

Mascheroni, G (2018) Datafied childhoods: Contextualising datafication in everyday life. Current Sociology. doi: https://doi.org/10.1177%2F0011392118807534

Mascheroni, G (2018) Researching datafied children as data citizens. Journal of Children and Media, 12(4), pp. 517-523. doi: https://doi.org/10.1080/17482798.2018.1521677

Mascheroni, G and Holloway, D (2019) The quantified child: Discourses and practices of dataveillance in different life stages, in Erstad, O, Flewitt, R, Kummerling-Meibauer, B, Pires, P and Iris, S (eds.) Routledge handbook of digital literacies in early childhood. London: Routledge (Taylor & Francis Group).

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): pp. 261-280.

Matsumoto, M, Aliagas, C, Morgade, M, Correro, C, Galera, N, Roncero, C and 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.

Matsumoto, M, Aliagas, C, Morgade, M and Poveda, D (2019) National report of Spain: a day in the digital lives of 0-3 year olds. Papers infancia_c, 22, pp. 1-35.

Milosevic, T, Dias, P, Mifsud, C and Trueltzsch-Wijnen, C (2019) Media representation of children’s privacy in the context of the use of ‘smart toys’ and commercial data collection. Medijske studije/Media Studies, 9(18), pp. 6–25.

Morgade, M, Aliagas, C and Poveda, D (2019) Reconceptualizing the home of digital childhood, in Erstad, O, Flewitt, R, Kümmerling-Meibauer, B and Pereira, I (eds.) The Routledge handbook of digital literacies in early childhood. Londres: Routledge.

Nouwen M, Zaman B (2018) Redefining the role of parents in young children’s online interactions. A value-sensitive design case study. International Journal of Child-Computer Interaction, 18, pp. 22-26. doi: https://doi.org/10.1016/j.ijcci.2018.06.001

Olafsson, K, Green, L and Staksrud, E (2018) Is big brother more at risk than little sister? The sibling factor in online risk and opportunity. New Media & Society, 20(4), pp. 1360-1379. doi: https://doi.org/10.1177%2F1461444817691531

Pabian, S, Erreygers, S, Vandebosch, H, Van Royen, K, Dare, J, Costello, L, Green, L, Hawk, D and Cross, D (2018) Arguments online, but in school we always act normal: the embeddedness of early adolescent negative peer interactions within the whole of their offline and online peer interactions. Children and Youth Services Review, 86, pp. 1-13. doi: https://doi.org/10.1016/j.childyouth.2018.01.007/

Pereira, Í S P, Ramos, A and Marsh, J (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, 6–8 June 2016. Braga: Centro de Investigação em Educação (CIEd).

Pereira, Í S P and Ramos, A (2016) Introduction, in Pereira, I, Ramos, A and Marsh, J (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, 6–8 June 2016 (8-12). Braga: Centro de Investigação em Educação (CIEd).

Pereira, Í S P (2016) Reading to learn on screens. Challenges for research, in Pereira, I, Ramos, A and Marsh, J (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, 6–8 June 2016 (225-237). Braga: Centro de Investigação em Educação (CIEd).

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 (ed.) Information literacy: key to an inclusive society. Fourth European Conference, ECIL 2016 Prague, Czech Republic, 10–13 October, revised selected papers (449−459). Heidelberg, New York, Dordrecht, London: Springer. Communications in Computer and Information Science Series, 676.

Poveda, D (2019) Researching digital literacy practices in early childhood: challenges, complexities and imperatives, in Erstad, O, Flewitt, R, Kümmerling-Meibauer, B and Pereira, I (eds.) The Routledge handbook of digital literacies in early childhood. Londres: Routledge.

Poveda, D, Matsumoto, M, Morgade, M and Alonso, E (2018) Photographs as a research tool in child studies: some analytical metaphors and choices. Qualitative Research in Education, 7(2), pp. 170-196.

Poveda, D, Morgade, M, Aliagas, C (2019) Digital homes and young children, in Erstad, O, Flewitt, R, Kόmerling-Meibauer, B and Pereira, I (eds.) The Routledge handbook of digital literacies in early childhood.

Quadros-Flores, P (2018) Impact of digital technologies on pedagogical practice in primary education, in Isman, A and Eskicumali, A (eds.) INTE – ITICAM – IDEC 2018 International conference on new horizons in education, pp. 838–852. Paris, France. ISSN 2146-7358.

Quadros-Flores, P, Marta, M and Sá, S (2018) Criatividade com avatares na prática educativa supervisionada. Revista Practicum, 3(2), pp. 60-76, ISSN: 2530-4550.

Quadros-Flores, P, Sá, S and Marta, M (2018) Recursos tecnológicos digitais na educação pré-escolar e primeiro ciclo do ensino básico, in Lopes, R P, Pires, M V, Castanheira, L, Silva, E M, Santos, G, Mesquita, C and Vaz, P (eds.) III Encontro internacional de formação na docência (INCTE): livro de resumos. Bragança, Portugal: Instituto Politécnico de Bragança. ISBN: 978-972-745-241-5.

Quadros-Flores, P, Marta, M and Sá, S (2018) Aprender a aprender com tecnologia digital em ambiente formal e informal. III Colóquio internacional de ciências sociais da educação, pp. 97-98. Braga: Universidade do Minho, Instituto de Educação.

Quadros-Flores, P, Flores, A and Ramos, A (2018) Potentialities of augmented reality in the school manuals of primary education, in Isman, A, Willis, J, Donaldson, J A and Dabaj, F (eds.) Turkish Online Journal of Educational Technology Special, 2, pp. 331-338. Issue for INTE – ITICAM – IDEC 2018. TOJET, 1 November 2018. ISSN 2146-7242. Indexed by the Education Resources Information Center – ERIC SCOPUS – ELSEVIER. http://www.tojet.net/special/2018_12_3.pdf (PDF, 83.3MB)

Quadros-Flores, P, Flores, A and Ramos, A (2018) Impact of digital technologies on pedagogical practice in primary education, in Isman, A, Willis, J, Donaldson, J A and Dabaj, F (eds.) Turkish Online Journal of Educational Technology Special 1, pp. 672-681. Issue for INTE – ITICAM – IDEC 2018. TOJET 1 November 2018. ISSN 2146-7242. Indexed by the Education Resources Information Center – ERIC SCOPUS – http://www.tojet.net/special/2018_12_2.pdf (PDF, 77.9MB)

Quadros-Flores, P and Raposo Ribas, M (2017). A inclusão de tecnologias digitais na educação: (re)construção da identidade profissional docente na prática. Revista Prácticum, 2(2), pp. 2-17. ISSN 2530-4550.

Ramos, A, Quadros-Flores, P and Flores, A (2018) Tecnologia educativa na formação inicial de professores: um caminho para a inclusão social e digital?, in Sixth International Sciences and Development. Setúbal. ISBN:978-84-09-02091-1.

Real, N, Correro, C (2015) Digital literature in early childhood. Reading experiences in family and school contexts, in Manresa, M, Real, N (eds.) Digital Literature for children: texts, readers and educational practices. Bruxelles: Peter Lang, pp. 173-190. ISBN: 978-2-87574-272-8. SCI general 6, ICEE 25027; SCI Educació 10, ICEE 1061.

Real, N, Correro, C (2018) Valorar la literatura infantil digital: propuesta pràctica para los mediadores. Revista Textura ULBRA (Brasil), 20(42), pp. 8-33, January/April 2018. ISSN: 2358- 0801.

Rohlfing, K and Müller-Brauers, C (in press) International perspectives on digital media and early literacy: the impact of digital devices on learning, language acquisition and social interaction.

Rubene, Z (2018) Digital childhood: some reflections from the point of view of philosophy of education. References: pp. 75-77, Innovations, technologies and research in education, Daniela, L (ed.) Newcastle upon Tyne, NE6. Cambridge Scholars Publishing, pp. 64-77. ISBN 9781527506220.

Rubene, Z (2018) Integration approaches of digital media in the teaching/learning process, Hrsg. Daniela, L, Mitiadis, L and Hershey, D, PA, IGI Global, chapter two, pp. 16-24. doi: https://doi.org/10.4018/978-1-5225-5430-1.ch002

URL: https://www.igi-global.com/chapter/integration-approaches-of-digital-media-in-the-teachinglearning-process/207941. ISBN 9781522554318.

Rubene, Z (2018) The portret of a contemporary child and youngster in the global education space. International Journal of Smart Education and Urban Society, 9(3), pp. 17-26. doi: https://doi.org/10.4018/IJSEUS.2018070102
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Sandberg, H, Sjöberg, U and Sundin, E (2019) Negotiating and resisting digital media in young children’s everyday life. An ethnographic study, in Carlsson, U (ed.) Media and information literacy in the digital age. Policy, practice and knowledge (prel title). Nordicom: Göteborg.

Sandberg, H (2018) The youngest citizens’ digital lives (De minsta medborgarnas digitala vardag), in Carlsson, U (ed.) Media and information literacy in the digital age – a question of democracy. Reviews, analysis, reflections (Medie-och informationskunnighet (MIK) i den digitala tidsåldern – en demokratifråga. Kartläggning, analyser, reflektioner), pp. 73-77. Gothenburg: Nordicom.

Santos, N, Silva, F and Quadros-Flores, P (2017) School media libraries in the digital age: what are the challenges? 9(4), pp. 147-160. Indagatio Didactica – CIDTFF – UA. ISSN: 1647-3582.

Sari, B, Takacs, Z K and Bus, A G (2017) What are we downloading for our children? Best-selling children’s apps in four European countries. Journal of Early Childhood Literacy, 17, pp. 1–18. doi: https://doi.org/10.1177/1468798417744057

Schepers S, Dreessen K, Zaman B (2018) Rethinking children’s roles in participatory design: the child as a process designer. International Journal of Child-Computer Interaction, 16, pp. 47-54. doi: https://doi.org/10.1016/j.ijcci.2017.12.001

Schoch, P, Waller, G, Domdey, P, Süss, D (2018) ADELE – Activités – Digitales – Education – Loisirs – Enfants. Digitale Medien im Kontext von Familien mit Kindern im Alter von 4 bis 7 Jahren. Zürich: Zürcher Hochschule für Angewandte Wissenschaften.

Shahaeian, A, Wang, C, Tucker-Drob, E, Geiger, V, Bus, A G and Harrison, L J (2018) Early shared reading, socioeconomic status, and children’s cognitive and school competencies: six years of longitudinal evidence. Scientific Studies of Reading, 22(6), pp. 485-502. doi: https://doi.org/10.1080/10888438.2018.1482901

Stevenson, K J, Green, L, Holloway, D J, Jaunzems, K (2019) Like mother, like daughter? Unboxing an Etsy childhood: at home with digital media, in Green, L, Holloway, D J, Stevenson, K J, Jaunzems, K (eds.) Digitising early childhood. UK: Cambridge Scholars Publishing, pp. 212-225.

Stevenson, K J, Jaunzems, K, Green, L, Holloway, D J (2019) Accounting for siblings in family-based research, in Green, L, Holloway, D J, Stevenson, K J, Jaunzems, K (eds.) Digitising early childhood. UK: Cambridge Scholars Publishing, pp. 267-287.

Sylla, C, Pereira, Í S P (accepted) Designing manipulative tools for creative multi and cross-cultural storytelling. Proceedings of the International Conference on Creativity and Cognition 2019.

Sylla, C, Pereira, I S P, Zagalo, N and Brooks, E (2018) t-books – a block interface for young children’s narrative construction. International Journal of Child-Computer Interaction, 18, November, pp. 59-66.

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 (PDF, 607KB).

Takacs, Z K and Bus, A G (2018) How pictures in picture storybooks support young children’s story comprehension: an eye-tracking experiment. Journal of Experimental Child Psychology, 178, pp. 1-12. doi: https://doi.org/10.1016/j.jecp.2018.04.013

Tomé, V (2016) Cidadania na era digital: um projeto-piloto de formação de crianças dos 3 aos 9 anos em contexto formal e informal de aprendizagem. Revista Educação e Cultura Contemporânea, 13, 31, pp. 372-403. Available at: http://revistaadmmade.estacio.br/index.php/reeduc/article/viewArticle/2310

Tomé, V (2019) Usos de tecnologias analógicas e digitais na formação de cidadãos ativos: um percurso com crianças dos 3 aos 9 anos, seus professores, pais e comunidade local. Revista Educação e Cultura Contemporânea, 16, 42, pp. 439-468.

Tomé, V and De Abreu, B (2016) Developing digital citizenship in children aged from 3 to 9: a pilot project in the Portuguese region of Odivelas. Special Issue of the Journal Media Education: Studi, Ricerche, Buone Pratiche, 7, 2, pp. 215-233. Available at: https://rivistedigitali.erickson.it/

Truelzsch-Wijnen, C and Aliagas, C (2017) New techs, new fears? A look at historical discourses around children and technologies, in Mascheroni, G and Holloway, D (eds.) The Internet of Toys: A report on media and social discourses around young children and IoToys. DigiLitEY, pp. 12-14.

van Coillie, J, Raedts, M (2016) Digikleuter ook boekenwurm? Onderzoek naar digitaal mediagebruik van Vlaamse kleuters en de relatie met voorlezen in het gezin, Mediawijs, KULeuven en Iedereen Leest. Available at: https://mediawijs.be/dossiers/dossier-mediawijze-bibliotheken/digikleuter-ook-boekenwurm

Vandebosch, H and Green, L (eds.) (2019) Narrative approaches in research and interventions addressing cyberbullying, Dordrecht, NL: Springer.

Vandebosch, H and Green, L (2019) Introduction, in Vandebosch, H and Green, L (eds.) Narratives in research and interventions on cyberbullying among young people. Dordrecht, NL: Springer, pp. 1-6.

Virkus, S, Koutsomiha, D, Garoufallou, E (2018) Digital literacy practices of young children in informal learning spaces. Information literacy at the workplace. Revised selected papers, Fifth European Conference, ECIL 2017 Saint Malo, France, 18–21 September 2017. Ed. Kurbanoglu, S, Boustany, J, Spiranec, S, Grassian, E, Mizrachi, D, Roy, L, Çakmak, Heidelberg, T. Communications in Computer and Information Science Series, 810. New York, Dordrecht, London: Springer International Publishing, pp. 332−339. doi: https://doi.org/10.1007/978-3-319-74334-9_35

Waller, G (2016) Einblick in die Cost Action 1410: the digital literacy and multimodal practices of young children (DigiLitEY), in Netzwerk Medienkompetenz Schweiz Information, Austausch und Vernetzung, Bern, 24 Dezember 2016. Bern: Bundesamt für Sozialversicherungen.

Zaman, B, Castro, T S and Miranda, F C (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), pp. 213-219. Doi: https://dx.doi.org/10.1590/1809-58442018312

Zaman, B, Holloway, D and Green, L (2017) The internet of toys: implications of increased connectivity and convergence of physical and digital play in young children. DigiLitEY Blog: the digital literacy and multimodal practices of young children (DigiLitEY). Available at: https://digilitey.wordpress.com/2017/01/16/the-internet-of-toys-implications-of-increased-connectivity-and-convergence-of-physical-and-digital-play-in-young-children/

Zaman, B, Holloway, D and Green, L (2017) The internet of toys: implications of increased connectivity and convergence of physical and digital play in young children. Retrieved from: https://digilitey.wordpress.com/2017/01/16/the-internet-of-toys-implications-of-increased-connectivity-and-convergence-of-physical-and-digital-play-in-young-children/

Zaman, B and Mifsud, C L (2017) Editorial: young children’s use of digital media and parental mediation. Cyberpsychology –Journal of Psychosocial Research on Cyberspace, 11(3), art. no. CP2017-3-xx. doi: https://doi.org/10.5817/CP2017-3-xx

Zaman, B, Nouwen, M, Vanattenhoven, J, De Ferrerre, E, Van Looy, J (2016) A qualitative inquiry into the contextualized parental mediation practices of young children’s digital media use at home. Journal Of Broadcasting and Electronic Media, 60(1), pp. 1-22. doi: https://doi.org/10.1080/08838151.2015.1127240

Zhang, D and Livingstone, S (2019) Inequalities in how parents support their children’s development with digital technologies: parenting for a digital future: survey report four. London: LSE.

Yamada-Rice, D and Marsh, J (2017) Working together on young children’s digital and media practices: fostering industry and academic partnerships (full report). COST Action DigiLitEY.

Working group 1

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

Bleumers, L, Mouws, K, Huyghe, J, Van Mechelen, M, Mariën, I and Zaman, B (2015) Sensitivity to parental play beliefs and mediation in young children’s hybrid play activities, in Proceedings of IDC. Boston, MA, USA. ACM Press, pp. 170–177.

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 and 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, 6(4), pp. 414-427. doi: https://doi.org/10.1177/204361061667602024

Available at: http://journals.sagepub.com/doi/pdf/10.1177/2043610616676024 ISSN 20436106.

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), pp. 316-336. Available at: http://hipatiapress.com/hpjournals/index.php/remie

Könitzer, B, Jeker, F and 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 and Sakr, M (2015) Child-Father creative text-making at home with crayons, iPad, collage and PC. Thinking Skills & Creativity, published online before print. doi: https://doi.org/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: https://doi.org/10.1007/s00038-015-0661-3

Livingstone, S (2015) From mass to social media? Advancing accounts of social change. Social Media and Society, 1-3. doi: https://doi.org/10.1177/2056305115578875

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

Livingstone, S and Byrne, J (2015) Challenges of parental responsibility in a global perspective, in 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), pp. 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 Burnett, C, Merchant, G, Simpson, A and Walsh, M (eds.) The case of the IPad: mobile literacies in education. Springer.

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

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

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

Matsumoto, M, Aliagas, C, Morgade, M, Correro, C, Galera, N, Roncero, C and 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 and 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.

Nouwen, M, Van Mechelen, M and Zaman, B (2015) A value sensitive design approach to parental software for young children, in the Proceedings of the IDC 2015. Boston, MA, USA. ACM Press, pp. 363–366.

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, pp. 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, pp. 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 (eds.) Information literacy: key to an inclusive society. Fourth European Conference, ECIL 2016. Prague, Czech Republic, 10–13 October 2016. Revised selected papers, Communications in Computer and Information Science Series, 676. Heidelberg, New York, Dordrecht, London: Springer, pp. 449−459.

Zaman, B and 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 and Looy, J V (2016) A qualitative inquiry into the contextualised parental mediation practices of young children’s digital media use at home. Journal of Broadcasting and Electronic Media, 60(1), pp. 1–22. doi: 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 Kümmerling-Meibauer, B, Meibauer, J K, Nachtigäller, K, Rohlfing, K (eds.) Learning from picturebooks: perspectives from child development and literacy studies. New York: Routledge, pp. 137-155.

Flewitt, R and Roberts-Holmes, G (2015) Regulatory gaze and ‘non-sense’ phonics testing in early literacy, in Hamilton, M, Heydon, R, Hibbert, K, Stooke, R (eds.) Multimodality and governmentality: negotiating spaces in literacy education. London: Bloomsbury/Continuum Books, pp. 95-113.

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), pp. 289-310.

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

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

Jernes, M, Knaben, Å D and 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), pp. 31-44.

Kotilainen, S and 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 and 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 Rangelova, E, et al. (eds) Teория и практика на психолого-педагогоцеската подготовка на специалиста б униберситета, Габрово – Bulgaria, 2, pp. 70-77, ISBN 978-954-490-477-7.

Kumpulainen, K and 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), pp. 5-23.

Kupiainen, R (2015) Classroom strategies in teaching the media. Estonian Journal of Education 3(2), pp. 104–129. doi: http://dx.doi.org/10.12697/eha.2015.3.2.04b

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

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

Kuckircova, N and Falloon, G (eds.) (2016) 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.

Lotherington, H (2017) Elementary language education in digital multimodal and multiliteracy contexts, in Thorne, S L and May, S (eds.) Language, education and technology. Encyclopedia of Language and Education, 9. Springer.

Lotherington, H and Paige, C (eds.) (2017) Teaching young learners in a super diverse world: multimodal perspectives and approaches. New York, NY: Routledge.

Lotherington, H, Fisher, S, Jenson, J and 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 Knobel, M and Kalman, J (eds.) Aprendizaje docente y nuevas prácticas del lenguaje. Posibilidades del desarrollo profesional en contextos digitales. Mexico City: Grupo SM, pp. 89-118.

Marsh, J (2016) Gareth: the reluctant writer, in Dyson, A H (ed.) Composing in childhoods: a global perspective. New York: Routledge.

Marsh, J (2016) The digital literacy skills and competences of children of preschool age. Media Education Studies and Research. 7(2), pp. 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), pp. 121-129.

Rotaru, I (2015) From blackboard to internet: possible changes of the Romanian classroom. Social Research Reports, 27, pp.111-120. ISSN: 2066-6861 (print), ISSN: 2067-5941 (electronic) available at: 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 Olah, S, Roseanu, G, Bodogai, S, Coturbas, L (eds.) Current challenges in social sciences. Editura Presa Universitara Clujeana, Cluj-Napoca, pp. 238-244.

Rubene, Z (2016) Postmodernā bērnība: izaicinājumi pedagoģijas pētījumiem [Postmodern childhood: challenges for researchers in pedagogy]. Rubene, Z, Dinka, I, Aktualitātes audzināšanas teorijā [Topicality in theories of upbringing]. Literatūra, pp. 19-20. Pedagoģija un skolotāju izglītība [Pedagogy and teacher education]. Atbildīgās redaktores: Rubene, Z, Nīmante, D. Latvijas Universitātes raksti = Acta Universitatis Latviensis = Scientific papers University of Latvia, 811. sēj. Rīga: LU Akadēmiskais apgāds, pp. 12-21. URL: http://dspace.lu.lv/dspace/bitstream/handle/7/34346/LU_Raksti_811_Pedagogija.pdf (PDF, 3.3MB)
ISBN: 9789934181276. ISSN: 1407-2157.

Rubene, Z (2016) Digitālā bērnība [Digital childhood]. Literatūra, pp. 18-19. Tagad: zinātniski metodisks žurnāls, 1(10), pp. 9-19. ISSN: 1407-6284.

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

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

Wiseman, A, Kupiainen, R and Mäkinen, M (2015) Multimodal literacy and photography: literacy practices that support and extend classroom learning, in Kaartinen, T (ed.) Monilukutaito kaikki kaikessa. Publications by University of Tampere Teacher Training School, pp. 219-237.

Wiseman, A, Mäkinen, M and 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 and Stastna, L (2018) Parental ethnotheories in children’s digital and media lives. Digital Parenting. ISBN: 978-91-88855-00-8.

Working group 3

Aliagas, C and Margallo, A M (2015) iPads, emergent readers and families, in Manresa, M and Real, N (eds.) Digital fiction for children: texts, readers and education. Bruxelles: Peter Lang, pp. 155-172.

Bus, A G, Takacs, Z K and Kegel, C A T (2015) Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review: perspectives in behaviour and cognition, 35, pp. 79-97.

Chaudron, S, Gioia, R D, Gemo, M, Holloway, D, Marsh, J, Mascheroni, G, Jochen, P and Yamada-Rice, D (2017) Kaleidoscope on the internet of toys: safety, security, privacy and societal insights. Luxembourg: Joint Research Centre (JRC).

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. 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 and 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 and Zuckerman, B (2017) A guiding framework for considering touchscreens in children under two. International Journal of Child-Computer Interaction. doi: https://doi.org/10.1016/j.ijcci.2017.03.001

Real, N, Correro, C (2018) Valorar la literatura infantil digital: propuesta pràctica para los mediadores. Revista Textura ULBRA [Brasil], 20(42), pp. 8-33. 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], 20(42), pp. 4-7. 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 and 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), pp. 698-739.

Working group 4

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 and 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 in Latvijas Universitātes raksti [Acta Universitatis Latviensis = Scientific papers University of Latvia].

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

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, California: Elsevier.

Kulju, P, Kupiainen, R, Wiseman, A, Jyrkiäinen, A, Koskinen-Sinisalo, K-L and Mäkinen, M (2018) A review of multiliteracies pedagogy in primary classrooms. Language and Literacy, 20(2), pp. 80-101. doi: 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 Liefaard, T and Kilkelly, U (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 Brown, J (ed.) 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), pp. 4-12. 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 Parry, B, Burnett, C and Merchant, G (eds.) Literacy, media, technology: past, present and future. London: Bloomsbury, pp. 41-59.

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

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

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

Neyens, E and Smits, T (2017) Empty pledges: a content analysis of Belgian and Dutch child-targeting food websites. International Journal of Health Promotion and Education, 55(1), pp. 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): pp. 455-466.

Zaman, B, Castro, T S and Miranda, F C. (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), pp. 213-219. doi: https://dx.doi.org/10.1590/1809-58442018312

Available at: http://www.scielo.br/pdf/interc/v41n3/en_1809-5844-interc-41-3-0213.pdf (PDF, 163KB)

Working group 5

Froes, I, Tosca, S (2016) Hands between the worlds, in Hjorth, L, Horst, H, Galloway, A, Bell, G (eds.) Routledge companion to digital ethnography. London, Routledge.

Hilppö, J, Lipponen, L, Kumpulainen, K and Rajala, A (2016) Visual tools as mediational means: a methodological investigation. Journal of Early Childhood Research. Published 13 January.

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

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, 3rd edition. London: Routledge, pp. 54-70.

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

Plak, R D, Kegel, C A T and 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), pp. 69-79.

Ramasubramanian, S and Yadlin-Segal, A (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), pp. 216-224 doi: https://doi.org/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), pp. 116-117.

Messer, D and Kucirkova, N (2016) Digital and new technologies: research tools and questions, in Prior, J and Van Herwegen, J (eds.) Practical research with children. Abingdon: Routledge, pp. 264–284.

Takacs, Z K and 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, pp. 1-12.

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

DigiLitEY publications

Working group 1

Working group 2

Working group 3

Working group 4

Working group 5

DigiLitEY publications

DigiLitEY reports

Information for children’s media industry

Information for parents

Information for policy makers

Information for teachers