Marina Wernholm Children’s learning at play in a hybrid reality1463645/... · 2020. 9. 2. ·...
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Linnaeus University Dissertations No 389/2020 Marina Wernholm Children’s learning at play in a hybrid reality linnaeus university press
Transcript of Marina Wernholm Children’s learning at play in a hybrid reality1463645/... · 2020. 9. 2. ·...
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Linnaeus University DissertationsNo 389/2020
Marina Wernholm
Children’s learning at play in a hybrid reality
linnaeus university press
Lnu.seisbn: 978-91-89081-81-9 (print), 978-91-89081-82-6 (pdf )
Children’s learning at play in a hybrid reality
Marina W
ernholm
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Children’s learning at play in a hybrid reality
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Linnaeus University Dissertations No 389/2020
CHILDREN ’S LEARNING AT PLAY IN A HYBRID REALITY
MARINA WERNHOLM
LINNAEUS UNIVERSITY PRESS
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Children’s learning at play in a hybrid reality Doctoral Dissertation, Department of Pedagogy and Learning, Linnaeus University, Kalmar, 2020 ISBN: 978-91-89081-81-9 (print), 978-91-89081-82-6 (pdf) Published by: Linnaeus University Press, 351 95 Växjö Printed by: Holmbergs, 2020
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Abstract Wernholm, Marina (2020). Children’s learning at play in a hybrid reality (Barns lärande i lek i en hybrid verklighet), Linnaeus University Dissertations No 389/2020, ISBN: 978-91-89081-81-9 (print), 978-91-89081-82-6 (pdf). This compilation thesis contributes with knowledge on children’s (8–12 years of age) out-of-school play in digital communities. The focus is on how these communities can be understood as learning practices in a hybrid reality. The thesis includes a summary chapter and four studies, and the aims and research questions are specific for each study. The overarching research question guiding the thesis is the following: How can children’s learning activities in digital communities be understood as play? The theoretical base is Lave and Wenger’s social theory of learning, chosen for its view of learning as always situated, of knowledge as socially mediated, and of learning as a process of participation in communities of practice. A number of methods, such as interviews, video-recorded play sessions and video-stimulated recall are used, all capturing the children’s own voices and activities, contributing to a nuanced understanding of children’s out-of-school play in digital communities. Main findings reveal that familiar characteristics of play take slightly different forms in children’s play in a hybrid reality. Grit emerges as a new characteristic of play. Findings indicate that children through participation in digital play-practices develop both learning and teaching strategies: strategies that appear to have an impact on other contexts when used to, for example, formulate and answer questions, and to imitate or demonstrate an action. The empirical models and conceptual frameworks generated in the thesis can be applied to and guide educational transformations if children and their play-practices are given a prominent role. The main conclusion is the hybrid character of play, resulting in an altered framing, which is perceived differently by children and adults. Another important conclusion is the more nuanced image of the playing child in comparison with previous research. There is an obvious need for schools to consider and acknowledge the whole range of experiences that children have, in order to understand and support their becoming citizens in a digitized society. The question is if society is ready for their skills. Keywords: Digital communities, Grit, Hybrid reality, Multimodality, Participation
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Acknowledgements I am a huge fan of The Lord of the Rings by J.R.R Tolkien, and remember how I in the Introductory Course sought inspiration from the movies when talking about my doctoral project. A journey that now has reached its end, and the day has come when it is time for me to finally get the Precious: The Lord of the Rings – the Doctoral Ring. However, the mission was not to destroy the ring, but rather the opposite: to achieve it. On my way, I have been extremely fortunate to have met so many amazing people who have supported me in different ways. Therefore, I do not know the exact number of members of this Fellowship of the Ring, but what I do know is that I would like to thank all of you!
First of all, I would like to express my greatest gratitude to all of you children who wanted to participate in my studies. Unfortunately, I cannot write your names although I know that many of you would have liked to have your real names in my ‘book’. You know who you are! This thesis would not have been possible without all of you contributing with your lived experiences of playing in a hybrid reality. During our meetings I realized how much I have missed talking to children, and how much there is to learn from listening to your rich and interesting stories. I am deeply grateful to all of you for your willingness to share your stories with me and for inviting me to explore your play practices.
I have been extremely lucky to have had my own Aragorn (Anette) and Legolas (Linda) by my side throughout this long journey. From the bottom of my heart, I would like to thank my brilliant and patient supervisors, Anette Emilson and Linda Reneland-Forsman. Your constant encouragement, critical and thorough reading, and thought-provoking questions have made it possible for me to reach the end of this thesis project. In a perfect mix you have presented me with challenging questions and encouraging guidance to make me do my very best – you have contributed to create a solid ground for me to grow as a scholar: for that I am most grateful. Thanks, Anette, my main supervisor for always being there, supporting me when needed. You have not only allowed me to learn from you: you have also shown me your generosity and wisdom by giving me the freedom to make my own attempts and thereby develop my own stance as a researcher. Thanks also for not letting me get away with easy solutions. Thanks, Linda Reneland-Forsman, my co-supervisor for going above and beyond a supervisor’s call of duty and for giving me guidance in times when I needed it the most. Your passionate and caring supervision has challenged – and continues to challenge – me to do my best. Thank you also for the joint trips and for all the interesting conversations we have had. Anette and Linda, we are indeed a dream team!
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I would also like to say special thanks to Lena Fritzén, Mats Anderberg, Eva Klope and Staffan Selander for their valuable comments on my manuscript at the planning-, mid- and final seminars. Staffan, I really liked your metaphor of the final seminar, comparing it with biathlon: When you think you are ready you have to take a penalty loop. Many thanks for your insightful and important contribution at the final seminar; it helped me to complete the race and cross the finish line.
As a PhD student I have gained many new colleagues and met so many amazing people over the years, people I probably would not otherwise have worked with or met. Thank you all for inspiration, suggestions, input, feedback, encouragement, or for just offering smiling eyes and cordial warmth. Not wanting to risk forgetting someone, I do not mention each and every one by name; instead I express a great collective thank you! A special thanks to my colleagues at the Department of Pedagogy and Learning and at the Department of Didactics and Teachers Practice at the Linnaeus University. Another very special thanks go to my own Merry and Pippin, that is Eva Klope and Åsa Tugetam! We have had so many interesting discussions and conversations at Ernesto during our doctoral studies, and also at Lammet & Grisen. I did not expect to meet new friends on this doctoral journey, but I did – and I am forever grateful for your friendship! I would also like to thank my oldest friends Yvonne Petersson and Royne Nilsson for your caring support and for not forgetting me when I was stuck writing at my desk. Thanks, Yvonne, for staying in touch when I went to the US and for reading the Swedish summary contributing with valuable comments from a teacher. Due to corona I will probably keep working from home…
Let me also say a special thanks to the Linnaeus University for granting me a doctoral scholarship, making it possible to go on an eight-week research visit to the US. A very special thanks goes to Mimi Ito for letting me visit the Connected Learning Lab at the University of California. I really appreciated our
interesting discussions and being able to attend the Connected Learning Summit 2019, where I presented my doctoral project. Thanks also to Katie Salen-Tekinbas for being inspirational and supportive in our discussions about play. Mimi and Katie, thanks for helping me feel that what I do actually matters from an international perspective as well! My warmest thanks go to Karina Genaro and Giovanna Genaro for making my stay in Irvine such a wonderful time! I miss our Taco Tuesdays, our shopping trips to Costcos, our talks, our nice excursions and our good cries when watching movies. I miss you!
Last, but always first, my deepest thanks go to my family who have stood by me through everything. My dear parents, Irene and Kjell, without your endless love
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and support I would not have come this far. To my beloved father Kjell, it breaks my heart that you had to leave us too early. I wish you could have seen my doctoral thesis and participated in my defense. To my beloved children, Felix and Alex, whose digital gaming arouse my curiosity and inspired me to write this thesis – how I love you! Thanks, Felix, for shouting “MAMMAAAA!!!”, reminding me that I am not only a researcher, I am also a mother. Thank you so very much, Alex, for designing that elegant cover in Minecraft as a most illustrative example of what play in a hybrid reality might result in. The person closest to me is of course my husband, Patrik – my love, my security. I am forever grateful for how you always supported me in pursing my own path and for believing in me. Thank you for all your love and for putting up with all my crazy ideas!
Öland, August, 2020
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For children like Alice to emerge as experienced subjects in schools, appears to depend on whether and how teachers will take up her beginnings, which in this thesis is understood as Alice’s lived experience of learning at play in digital communities. What appears to be a fruitful way to approach the future of education, is to invite all children to as whole selves,
.
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Findings from the Digital Youth Project assert that young adults6 are involved in interest-driven learning and are motivated by a desire to participate in these cultures.
(cf. Chik, 2014; Marlatt, 2019) how children seek help both from other members within their community and turn to participants in participatory cultures, who are taking on roles as ‘advisers and language teachers’.
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children participate in a variety of Minecraft worlds that offer very different kinds of gameplay (Dezuanni, 2018; Mavoa et al., 2017).
activities such as designing and creating new worlds. As a result, gaming literacy is becoming more complex when the ‘textual’ literacy of ‘reading’ (or playing) and of ‘writing’ (or producing) is combined in multimodal forms (Apperley & Beavis, 2013; Kress, 2011). This illustrates how the field of digital gaming overlaps with the diversified field of literacies. No matter how children play, findings reveal that there are multiple competencies at play across a variety of Minecraft contexts. Being good at the game can mean something completely different besides the ‘mining and crafting’ still associated with the game (Dezuanni, 2018; Schneier & Taylor, 2018).
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the diversified field of literacies (traditional literacies, digital literacies, multimodal literacies)
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As a result, children
These findings appear to be relevant also for children producing multimodal representations in social media communities.
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These learning experiences appear to affect children’s understanding of their own life-worlds.
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user
producer desig
ner
peripheral position
central position
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••
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••••••••••
ParPaParti
The world
The virtual world
Multimodal participatory literacies
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Number Paper one 2016/2017 Paper two 2017 Paper three 2018 1 Amelia 12 (Max sister/village)
41 min Erika 10 (no siblings) city 67 min
Amelia 13 (older sister) village Group interview 53 min
2 Max 9 (Amelia’s brother/village) 39 min
Alice 8 (Ester's sister) city 37 min
Anna 12 (no siblings) village Group interview 53 min
3 Henry 12 år (younger brother/village) 76 min
Ester 11 (Alice’s sister) city 33 min
Sabina (younger sister) town Group interview 55 min Playsession 43 min + 52 min Stimulated recall 44 min
4 Jack 9 (Jenny’s brother) town 57 min
Jack 10 (Jenny’s brother) town 15 min
Nellie (no siblings) town Group interview 55 min Playsession 52 min Stimulated recall 49 min
5 Jenny 10 (Jack’s sister) town 70 min
Jenny 11(Jack’s sister) town 58 min
Stina (older sister) town Group interview 55 min Playsession 52 min Stimulated recall 40 min 6 Tom 8 (no siblings) town
37 min Linda 11 (older sister) city 42 min
7 John 9 (older brother) town 59 min
Nina 9 (Lisa’s sister) village 56 min
8 Måns 11 (younger brother) village 59 m n
Lisa 6 (Nina’ sister village 24 min
9 Anna 8 (no siblings) village 62 min
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•••
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Discourses in place/at the time of action:
foreground/background
His
toric
al b
odie
s/in
divi
dual
so
cial
act
ors:
frien
ds, p
eers
, m
aste
rs, a
udie
nce
Interac
tion ord
er/the
social
groupi
ngs: co
mmuni
ties/
partici
patory
cultur
es
Social action
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[]
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Learning trajectory of representing self
Participation as presence Reification of self Reflection on self as reified
Studying the shared repertoire
Putting the shared repertoire into play
Reflecting experience leading to change
Data Data Data
Learning trajectory of representing self
Participation as presence Reification of self Reflection on self as reified
Studying the shared repertoire
Putting the shared repertoire into play
Reflecting experience leading to change
Data Data Data
Learning trajectory of representing self
Participation as presence Reification of self Reflection on self as reified
Studying the shared repertoire
Putting the shared repertoire into play
Reflecting experience leading to change
Data Data Data
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characteristics appear to be of significance when designing for learning in schools.
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more children than ever before choose to not attend school for different reasons
. One of these reasons could be that schools fail to acknowledge children’s learning trajectories and put these into play, which eventually in the worst-case scenario might lead to that children choosing to drop out.
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•••
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ParPaParti
The world
The virtual world
Multimodal participatory literacies
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•
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App
endi
x 1
A th
emat
ic o
verv
iew
of t
he in
clud
ed st
udie
s Th
eme
Mea
ning
mak
ing
activ
ities
Th
eory
R
efer
ence
s D
igita
l pla
y fr
amew
orks
le
arni
ng to
use
tech
nolo
gies
(too
ls th
at c
hild
ren
lear
n to
mas
ter),
und
erta
king
dig
ital m
akin
g, b
eing
cr
eativ
e, w
illin
g to
lear
n fro
m o
ther
s, he
lpin
g ot
hers
, pa
rtici
patin
g in
pre
tend
pla
y, u
sing
digi
tal g
ames
as
toys
to p
lay
with
and
cre
atin
g ne
w fo
rms o
f pla
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The
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edia
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from
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cioc
ultu
ral t
heor
y (V
ygot
sky)
Th
e ev
olut
ion
of
epist
emic
act
ivity
into
lu
dic
activ
ity (H
utt)
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, S.,
& B
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to p
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w
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so
cioc
ultu
ral t
heor
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sky)
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e ev
olut
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utt)
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ital o
bjec
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inar
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unic
atio
n (p
artic
ipat
ory
liter
acie
s), t
akin
g up
iden
titie
s, ta
king
up
ent
repr
eneu
rial d
ispos
ition
s and
skill
s, be
com
ing
You
Tube
rs, p
layi
ng o
ut b
lend
ed a
ctiv
ities
, bot
h si
mul
ated
and
real
Med
iate
d di
scou
rse
theo
ry
Woh
lwen
d, K
. E. (
2017
). M
onste
r Hig
h as
a v
irtua
l do
llhou
se: T
rack
ing
play
pra
ctic
es a
cros
s con
verg
ing
trans
med
ia a
nd so
cial
med
ia. T
each
er C
olle
ge R
ecor
d,
119(
11).
us
ing
digi
tal t
echn
olog
ies a
s a m
eans
, und
erta
king
di
gita
l mak
ing,
par
ticip
atin
g in
pre
tend
pla
y,
dem
onst
ratin
g sk
ills,
read
ing
is a
mea
ning
-mak
ing
activ
ity, c
onstr
uctin
g fu
nds o
f kno
wle
dge,
dep
artin
g fro
m fa
mili
ar st
oryl
ines
whe
n cr
eatin
g ne
w
stor
ylin
es, c
omm
unic
atin
g th
roug
h bo
th d
igita
l and
no
n-di
gita
l exp
erie
nces
, gai
ning
new
exp
erie
nces
an
d im
prov
e sk
ills,
unde
rsta
ndin
g w
ith in
crea
sing
com
plex
ity
Theo
retic
al fr
amew
ork:
pl
ay, p
eer c
ultu
res a
nd
popu
lar m
edia
Woh
lwen
d, K
. E. (
2017
). W
ho g
ets t
o pl
ay?
Acc
ess,
popu
lar
med
ia a
nd p
artic
ipat
ory
liter
acie
s Ear
ly Y
ears
, 37(
1), 6
2–76
.
-
Chi
ldre
n’s
digi
tal g
ame
play
mak
ing
mea
ning
of t
he w
orld
, usi
ng d
igita
l gam
es a
s a
mea
ns o
f par
ticip
atin
g in
mod
ern
spac
es –
ne
gotia
ting
with
pub
lic re
latio
ns a
nd c
onstr
aint
s, cr
eatin
g pl
ayfu
l exp
erie
nces
with
in p
ublic
spac
es,
mak
ing
mea
ning
acr
oss n
umer
ous d
imen
sions
Criti
cal t
heor
ies
Jung
Huh
, Y. (
2017
). R
ethi
nkin
g yo
ung
child
ren’
s dig
ital
gam
e pl
ay o
utsid
e of
the
hom
e as
a m
eans
of c
opin
g w
ith
mod
ern
life.
Ear
ly C
hild
Dev
elop
men
t and
Car
e, 1
87(5
-6),
1042
-105
4. d
oi:1
0108
0/03
0044
30.2
016.
1237
512
m
akin
g m
eani
ng o
f the
wor
ld, u
sing
dig
ital g
ames
as
a m
eans
of p
artic
ipat
ing
in m
oder
n sp
aces
–
nego
tiatin
g w
ith p
ublic
rela
tions
and
con
strai
nts,
gain
ing
soci
al e
xper
ienc
es, d
evel
opin
g di
gita
l med
ia
liter
acie
s, en
hanc
ing
lang
uage
skill
s, en
gagi
ng in
the
crea
tion
and
nego
tiatio
n of
rule
s, an
d ab
idin
g th
ese,
pa
rtici
patin
g in
pre
tend
pla
y,
Soci
ocul
tura
l un
ders
tand
ing
of v
ideo
ga
min
g an
d le
arni
ng.
Gee
, E.,
Siya
hhan
, S.,
& M
onta
na C
irell,
A. (
2017
). V
ideo
ga
min
g as
dig
ital m
edia
, pla
y, a
nd fa
mily
rout
ine:
im
plic
atio
ns fo
r und
ersta
ndin
g vi
deo
gam
ing
and
lear
ning
in
fam
ily c
onte
xts.
Lear
ning
, Med
ia a
nd T
echn
olog
y, 4
2(4)
, 46
8-48
2.
pl
ayin
g ou
t ble
nded
act
iviti
es, b
oth
simul
ated
and
re
al, t
he ‘r
eal w
orld
’ and
the
‘virt
ual w
orld
’ are
not
al
tern
ativ
es, b
ut ra
ther
are
enm
eshe
d an
d se
amle
ss,
expl
orin
g an
d na
viga
ting
virtu
al sp
aces
for p
lay,
en
actin
g un
mor
al b
ehav
iors
, usi
ng d
igita
l gam
es a
s to
ys to
pla
y w
ith a
nd c
reat
ing
new
form
s of p
lay
Hui
zing
as ‘m
agic
ci
rcle
’, Ca
illoi
s’
char
acte
ristic
s of p
lay
(pai
dea
and
ludu
s),
Sutto
n-Sm
ith’s
di
scou
rse
of p
lay
Jung
Huh
, Y. (
2017
). U
ncov
erin
g yo
ung
child
ren’
s tra
nsfo
rmat
ive
digi
tal g
ame
play
thro
ugh
the
expl
orat
ion
of
thre
e-ye
ar-o
ld c
hild
ren’
s cas
es. C
onte
mpo
rary
Issu
es in
Ea
rly C
hild
hood
, 18(
2), 1
79-1
95.
en
gagi
ng w
ith m
ultip
le si
tes o
f eng
agem
ent,
ente
ring
and
parti
cipa
ting
in m
ultip
le st
oryl
ines
, con
tribu
ting
to th
e em
ergi
ng st
ory
in m
any
diffe
rent
way
s, dr
awin
g on
dom
ain-
spec
ific
know
ledg
e, ro
le-
play
ing,
cus
tom
izin
g av
atar
s, de
mon
strat
ing
skill
s, en
actin
g un
mor
al b
ehav
iors
, im
agin
ing
Mea
ning
-mak
ing
Mer
tala
, P.,
& M
erilä
inen
, M. (
2019
). Th
e be
st g
ame
in th
e w
orld
: Exp
lorin
g yo
ung
child
ren’
s dig
ital g
ame-
rela
ted
mea
ning
-mak
ing
via
desig
n ac
tivity
.
m
akin
g m
eani
ng o
f the
wor
ld, p
artic
ipat
ing
in
parti
cipa
tory
cul
ture
s, un
iting
chi
ldre
n fro
m d
iffer
ent
corn
ers o
f the
glo
be, e
xper
ienc
ing
a st
reng
th
orie
ntat
ion
to d
iver
sitie
s, us
ing
mul
tilite
raci
es,
enac
ting
parti
cipa
tory
iden
titie
s, di
spla
ying
ac
hiev
emen
t and
stat
us, c
o-co
nstru
ctin
g kn
owle
dge
Com
mun
ity o
f pra
ctic
e W
enge
r M
arla
tt, R
. (20
19).
Cap
italiz
ing
on th
e C
raze
of F
ortn
ite:
Tow
ard
a C
once
ptua
l Fra
mew
ork
for U
nder
stand
ing
How
G
amer
s Con
struc
t Com
mun
ities
of P
ract
ice.
Jou
rnal
of
Educ
atio
n, 1
-9. d
oi:1
0.11
77/0
0220
5741
9864
531
Chi
ldre
n’s
digi
tal m
akin
g us
ing
digi
tal t
echn
olog
ies a
s a m
eans
, ena
ctin
g pa
rtici
pato
ry id
entit
ies,
unde
rtaki
ng d
igita
l mak
ing,
be
ing
a de
signe
r, ha
ving
an
audi
ence
in m
ind,
co-
cons
truct
ing
know
ledg
e
Rose
’s (2
007)
visu
al
mat
eria
l con
cept
ual
fram
ewor
k
Eckh
off,
A. (
2017
). Im
ages
of P
lay
Expe
rienc
es T
hrou
gh a
Ch
ild’s
Len
s: A
n Ex
plor
atio
n of
Pla
y an
d D
igita
l Med
ia w
ith
You
ng C
hild
ren.
Inte
rnat
iona
l Jou
rnal
of E
arly
Chi
ldho
od,
49, 1
13-1
29.
em
ploy
ing
new
thin
king
, pro
mot
ing
self-
regu
latio
n an
d ot
her-r
egul
atio
n, e
nter
ing
and
parti
cipa
ting
in
mul
tiple
stor
ylin
es, u
sing
digi
tal t
echn
olog
ies a
s a
mea
ns, d
emon
strat
ing
skill
s, he
lpin
g ot
hers
, pa
rtici
patin
g in
pre
tend
pla
y
A c
ultu
ral h
istor
ical
co
ncep
tion
of p
lay,
V
ygot
sky
Flee
r, M
. (20
18).
Dig
ital a
nim
atio
n: N
ew c
ondi
tions
for
child
ren’
s dev
elop
men
t in
play
-bas
ed se
tting
. Bri
tish
Jour
nal
of E
duca
tiona
l Tec
hnol
ogy,
49(
5)
-
ha
ving
a c
ompu
ter,
havi
ng a
n av
aila
ble
Inte
rnet
co
nnec
tion,
follo
win
g ru
les,
parti
cipa
ting
in
cons
truct
ion-
rela
ted
play
Gam
e ba
sed
lear
ning
Ta
tli, Z
. (20
18).
Trad
ition
al a
nd D
igita
l Gam
e Pr
efer
ence
s of
Child
ren:
A C
HA
ID A
naly
sis o
n M
iddl
e Sc
hool
Stu
dent
s. Co
ntem
pora
ry E
duca
tiona
l Tec
hnol
ogy,
9(1
), 90
-110
.
parti
cipa
ting
in e
xplo
ratio
n- re
late
d pl
ay, u
sing
digi
tal t
echn
olog
ies a
s a m
eans
, dev
elop
ing
digi
tal
med
ia li
tera
cies
, disp
layi
ng a
chie
vem
ent a
nd st
atus
, un
derta
king
dig
ital m
akin
g, b
eing
a d
esig
ner,
custo
miz
ing
avat
ars,
havi
ng a
n au
dien
ce in
min
d
Soci
omat
eria
l and
pe
rform
ativ
e lit
erac
y th
eorie
s
Dez
uann
i, M
. (20
18).
Min
ecra
ft an
d ch
ildre
n’s d
igita
l m
akin
g: im
plic
atio
ns fo
r med
ia li
tera
cy e
duca
tion.
Lea
rnin
g,
Med
ia a
nd T
echn
olog
y.
Chi
ldre
n de
velo
ping
lit
erac
ies
thro
ugh
play
disa
gree
ing
and
nego
tiatin
g, c
ontri
butin
g to
the
emer
ging
stor
y in
man
y di
ffere
nt w
ays
Pl
ay a
s lite
racy
W
ohlw
end,
K. E
. (20
15).
One
scre
en, m
any
finge
rs: Y
oung
ch
ildre
n’s c
olla
bora
tive
liter
acy
play
with
dig
ital p
uppe
try
apps
and
touc
hscr
een
tech
nolo
gies
. Dig
ital m
edia
and
lit
erac
ies s
peci
al is
sue.
The
ory
Into
Pra
ctic
e, 5
4, 1
54-1
62.
un
derta
king
dig
ital m
akin
g, b
eing
a d
esig
ner,
colla
bora
ting
and
shar
ing,
par
ticip
atin
g in
m
ultim
odal
com
mun
icat
ion
and
repr
esen
tatio
n,
bein
g cr
eativ
e, e
xpre
ssin
g th
emse
lves
, usin
g di
gita
l te
chno
logi
es a
s a m
eans
,
An
ideo
logi
cal
appr
oach
to li
tera
cy
(Stre
et,1
984)
Row
sell,
J., &
Woh
lwen
d, K
. E. (
2016
). Fr
ee P
lay
or T
ight
Sp
aces
? M
appi
ng P
artic
ipat
ory
Lite
raci
es in
App
s. Th
e Re
adin
g Te
ache
r, 70
(2)
re
adin
g an
d w
ritin
g bo
th d
igita
l and
non
-dig
ital
text
s, co
mm
unic
atin
g th
roug
h bo
th d
igita
l and
non
-di
gita
l exp
erie
nces
, dev
elop
ing
digi
tal m
edia
lit
erac
ies
A so
cioc
ultu
ral
pers
pect
ive
Neu
man
n, M
. M.,
Fing
er, &
Neu
man
n, D
. L. (
2017
). A
Co
ncep
tual
Fra
mew
ork
for E
mer
gent
Dig
ital L
itera
cy. E
arly
Ch
ildho
od E
duca
tion
Jour
nal,
45, 4
71-4
79.
dr
awin
g on
thei
r sch
emat
ic u
nder
stan
ding
s of
narra
tives
, dra
win
g on
dom
ain-
spec
ific
know
ledg
e,
mak
ing
mea
ning
acr
oss n
umer
ous d
imen
sions
,
A so
cioc
ultu
ral
appr
oach
M
aine
, F. (
2017
). Th
e bo
ther
som
e cr
ow p
eopl
e an
d th
e sil
ent
prin
cess
: exl
oprin
g th
e or
ient
atio
ns o
f chi
ldre
n as
they
pla
y a
digi
tal n
arra
tive
gam
e.
ex
perie
ncin
g a
stren
gth
orie
ntat
ion
to d
iver
sitie
s, re
adin
g an
d pr
oduc
ing
actio
ns te
xts,
deve
lopi
ng
parti
cipa
tory
lite
raci
es
A st
reng
th o
rient
atio
n W
ohlw
end,
K. E
. (20
18).
Play
ing
to O
ur S
treng
ths:
Find
ing
Inno
vatio
n in
Chi
ldre
n’s a
nd T
each
er’s
Imag
inat
ive
Expe
rtise
. Lan
guag
e Ar
ts, 9
5(3)
. C
hild
ren
cons
titut
ing
iden
titie
s in
play
expe
rimen
ting
with
rela
tions
hips
and
exp
lorin
g at
tach
men
t pro
cess
es, p
erfo
rmin
g as
or b
ecom
ing
the
avat
ar?,
taki
ng u
p id
entit
ies,
enac
ting
parti
cipa
tory
id
entit
ies
The
atta
chm
ent
beha
vior
al sy
stem
(B
owlb
y)
Coul
son,
M.,
Osk
is, A
., &
Gou
ld, R
. L. (
2017
). A
void
ance
of
the
real
and
anx
iety
abo
ut th
e un
real
: Atta
chm
ent s
tyle
an
d vi
deo-
gam
ing.
Con
tem
pora
ry Is
sues
in E
arly
Chi
ldho
od,
18(2
), 24
0-24
9.
co
mm
unic
atin
g th
roug
h bo
th d
igita
l and
non
-dig
ital
expe
rienc
es, b
eing
cre
ativ
e, im
agin
ing,
dev
elop
ing
and
appl
ying
affe
ctiv
e re
latio
nshi
ps in
‘oth
er’
wor
lds,
criti
cal t
hink
ing
skill
s
The
laye
red
liter
acie
s fra
mew
ork
Scha
mro
th A
bram
s, S.
(201
6). E
mot
iona
lly C
rafte
d Ex
perie
nces
: Lay
erin
g Li
tera
tcie
s in
Min
ecra
ft. T
he R
eadi
ng
Teac
her,
70(4
), 50
1-50
6.
pa
rtici
patin
g in
pre
tend
pla
y, c
rafti
ng fu
nds o
f id
entit
y, e
nter
ing
and
parti
cipa
ting
in m
ultip
le
A fu
nds o
f ide
ntity
ap
proa
ch
Mill
er M
arsh
, M.,
& Z
hula
man
ova,
I. (2
017)
. Fol
low
the
lead
er: a
ttend
ing
the
curri
culu
m m
akin
g po
tent
ial o
f
-
stor
ylin
es, d
epar
ting
from
fam
iliar
stor
ylin
es, w
hen
crea
ting
new
stor
ylin
es
pres
choo
lers
. Ear
ly C
hild
Dev
elop
men
t and
Car
e, 1
87(5
-6),
1004
-101
4.
pa
rtici
patin
g in
par
ticip
ator
y cu
lture
s, co
llabo
ratin
g an
d sh
arin
g, p
uttin
g re
flect
ive
skill
s int
o pl
ay,
draw
ing
on d
omai
n-sp
ecifi
c kn
owle
dge,
usin
g di
gita
l te
chno
logi
es a
s a m
eans
, rea
ding
and
writ
ing
both
di
gita
l and
non
-dig
ital t
exts,
cho
osin
g vi
sual
mod
es
for r
epre
sent
atio
ns c
ultiv
ates
a se
nse
of a
genc
y,
com
mun
icat
ing
to th
eir a
udie
nces
, disp
layi
ng
achi
evem
ent a
nd st
atus
, und
erta
king
dig
ital m
akin
g,
bein
g a
desig
ner,
bein
g cr
eativ
e, se
ekin
g to
be
ackn
owle
dged
by
othe
rs, e
xpre
ssin
g th
emse
lves
, en
actin
g m
oral
beh
avio
rs
The
theo
retic
al
foun
datio
n in
form
ing
the
study
is
Wen
ger's
theo
ry o
n le
arni
ng a
s soc
ial
parti
cipa
tion.
Aut
hor.
(201
9).
Chi
ldre
n’s
pers
pect
ive
of
play
usin
g di
gita
l tec
hnol
ogie
s as a
mea
ns, u
nder
taki
ng
digi
tal m
akin
g, p
artic
ipat
ing
in p
rete
nd p
lay
Child
ren’
s per
spec
tive
of p
lay
Izum
i-Tay
lor,
S., R
o, Y
., H
an, J
., &
Ito,
Y. (
2017
). Ja
pane
se
and
Kor
ean
Kin
derg
artn
ers’
Per
spec
tives
of P
lay
Usin
g Ph
otos
. Int
erna
tiona
l Jou
rnal
of E
duca
tiona
l Psy
chol
ogy,
6(
1), 4
5-66
.
lear
ning
to u
se te
chno
logi
es (t
ools
that
chi
ldre
n le
arn
to m
aste
r), re
adin
g an
d w
ritin
g bo
th d
igita
l and
non
-di
gita
l tex
ts
A c
ultu
ral-h
istor
ical
pe
rspe
ctiv
e of
mot
ive
and
play
Sula
yman
i, O
., Fl
eer,
M.,
& C
hapm
an, D
. (20
18).
Und
ersta
ndin
g ch
ildre
n’s m
otiv
es w
hen
usin
g iP
ads i
n Sa
udi
clas
sroo
ms:
is it
for p
lay
or fo
r lea
rnin
g? In
tern
atio
nal
Jour
nal o
f Ear
ly Y
ears
Edu
catio
n, 2
6(4)
parti
cipa
ting
in p
artic
ipat
ory
cultu
res,
colla
bora
ting
and
shar
ing,
disa
gree
ing
and
nego
tiatin
g, d
arin
g to
ta
ke ri
sks (
trial
& e
rror)
, dra
win
g on
dom
ain-
spec
ific
know
ledg
e, le
arni
ng to
use
tech
nolo
gies
(too
ls th
at
child
ren
lear
n to
mas
ter),
ena
ctin
g pa
rtici
pato
ry
iden
titie
s, un
derta
king
dig
ital m
akin
g, d
ispla
ying
ac
hiev
emen
t and
stat
us, d
emon
strat
ing
skill
s, en
actin
g m
oral
beh
avio
rs, h
elpi
ng o
ther
s, al
low
ing
chea
ting
Lave
and
Wen
ger’s
th
eory
abo
ut
com
mun
ities
of
prac
tice,
and
thei
r no
tion
of le
gitim
ate
perip
hera
l par
ticip
atio
n
Aut
hor.
(201
8).
Chi
ldre
n le
arni
ng
thro
ugh
play
Tryi
ng d
iffer
ent s
ocia
l rol
es, t
akin
g up
iden
titie
s, le
arni
ng v
alue
s suc
h as
hon
esty
and
fairn
ess,
enac
ting
mor
al b
ehav
iors
, im
agin
ing,
lear
ning
thin
gs
they
can
not d
o in
real
life
, hel
ping
oth
ers,
enga
ging
in
the
crea
tion
and
nego
tiatio
n of
rule
s, an
d ab
idin
g th
ese
Play
s and
toys
mak
e a
sign
ifica
nt c
ontri
butio
n to
the
valu
e an
d m
oral
s ed
ucat
ion
Önd
er, M
. (20
18).
Cont
ribut
ion
of P
lays
and
Toy
s to
Child
ren’
s Val
ue E
duca
tion.
Asia
n Jo
urna
l of E
duca
tion
and
Trai
ning
, 4(2
), 14
6-14
9.
doi:1
0.20
448/
jour
nal.5
22.2
018.
42.1
46.1
49
cr
eativ
ely
utili
zing
reso
urce
s aro
und
them
, gai
ning
so
cial
exp
erie
nces
, dar
ing
to ta
ke ri
sks (
trial
&
erro
r), re
adin
g an
d w
ritin
g bo
th d
igita
l and
non
-
Conc
eptu
al fr
amew
ork:
pl
ay-b
ased
lear
ning
H
oney
ford
, M. A
., &
Boy
d, K
. (20
15).
Lear
ning
Thr
ough
Pl
ay. J
ourn
al o
f Ado
lesc
ent &
Adu
lt Li
tera
cy, 5
9(1)
, 63-
73.
-
digi
tal t
exts,
cho
osin
g vi
sual
mod
es fo
r re
pres
enta
tions
cul
tivat
es a
sens
e of
age
ncy,
co
mm
unic
atin
g to
thei
r aud
ienc
es
da
ring
to ta
ke ri
sks (
trial
& e
rror)
, dev
elop
ing
digi
tal
med
ia li
tera
cies
, di
spla
ying
ach
ieve
men
t and
stat
us,
unde
rtaki
ng d
igita
l mak
ing,
bei
ng a
des
igne
r, de
mon
stra
ting
skill
s, ha
ving
an
audi
ence
in m
ind,
be
ing
crea
tive,
seek
ing
to b
e ac
know
ledg
ed b
y ot
hers
, exp
ress
ing
them
selv
es, w
illin
g to
lear
n fro
m
othe
rs, h
elpi
ng o
ther
s, al
low
ing
chea
ting,
resp
ect f
or
othe
r’s a
chie
vem
ents
and
poss
essio
ns, l
earn
ing
mot
ivat
ion,
lear
ning
from
mul
timed
ia m
edia
ted
instr
uctio
nal m
ater
ial
Pe
i Hw
a, S
. (20
18).
Peda
gogi
cal C
hang
e in
Mat
hem
atic
s Le
arni
ng: H
arne
ssin
g th
e Po
wer
of D
igita
l Gam
e Ba
sed
Lear
ning
. Edu
catio
nal T
echn
olog
y &
Soc
iety
, 21(
4), 2
59-
276.
pa
rtici
patin
g in
exp
lora
tion-
rela
ted
play
, pa
rtici
patin
g in
pra
ctic
e-ta
sk re
late
d pl
ay,
parti
cipa
ting
in c
onstr
uctio
n- re
late
d pl
ay,
parti
cipa
ting
in p
rete
nd p
lay
A c
onstr
uctiv
ist
grou
nded
theo
ry
appr
oach
Law
renc
e, S
. M. (
2018
). Pr
esch
ool C
hild
ren
and
iPad
s:
Obs
erva
tions
of S
ocia
l Int
erac
tions
Dur
ing
Dig
ital P
lay.
Ea
rly E
duca
tion
and
Dev
elop
men
t, 29
(2),
m
akin
g m
eani
ng o
f the
wor
ld, p
artic
ipat
ing
in p
eer
cultu
res,
colla
bora
ting
and
shar
ing,
cre
ativ
ely
utili
zing
reso
urce
s aro
und
them
, disa
gree
ing
and
nego
tiatin
g, p
layi
ng o
ut b
lend
ed a
ctiv
ities
(bot
h si
mul
ated
and
real
), pa
rtici
patin
g in
con
nect
ed p
lay,
ga
inin
g ne
w e
xper
ienc
es a
nd im
prov
e sk
ills,
unde
rsta
ndin
g w
ith in
crea
sing
com
plex
ity, d
raw
ing
on d
omai
n-sp
ecifi
c kn
owle
dge,
dar
ing
to ta
ke ri
sks
(tria
l & e
rror),
com
mun
icat
ing
thro
ugh
both
dig
ital
and
non-
digi
tal e
xper
ienc
es, e
nact
ing
parti
cipa
tory
id
entit
ies,
disp
layi
ng a
chie
vem
ent a
nd st
atus
, un
derta
king
dig
ital m
akin
g, d
emon
strat
ing
skill
s, w
illin
g to
lear
n fro
m o
ther
s, pa
rtici
patin
g in
co
nstru
ctio
n- re
late
d pl
ay, h
elpi
ng o
ther
s
Wen
ger’s
soci
al th
eory
of
lear
ning
A
utho
r. (s
ubm
itted
).
Chi
ldre
n’s
imag
inat
ive
play
parti
cipa
ting
in p
eer c
ultu
res,
expe
rienc
ing
a str
engt
h or
ient
atio
n to
div
ersit
ies,
parti
cipa
ting
in
expl
orat
ion-
rela
ted
play
, pla
ying
side
-by-
side
with
pe
ers
Theo
retic
al
unde
rsta
ndin
g of
the
impo
rtanc
e of
im
agin
ativ
e pl
ay in
ch
ildre
n’s d
evel
opm
ent
Ver
enik
ina,
I., K
ervi
n, L
., Ri
vera
, M. C
., &
Lid
bette
r, A
. (2
016)
. Dig
ital P
lay:
Exp
lorin
g yo
ung
child
ren’
s pe
rspe
ctiv
es o
n ap
plic
atio
ns d
esig
ned
for p
resc
hool
ers.
Glo
bal S
tudi
es o
f Chi
ldho
od, 6
(4),
388-
399.
st
imul
atin
g so
cio-
dram
atic
pla
y, re
adin
g is
a m
eani
ng-m
akin
g ac
tivity
, con
struc
ting
and
co-
cons
truct
ing
thei
r mea
ning
s, tra
nsfe
rring
the
read
ing
Med
iate
d le
arni
ng
theo
ry: t
heor
etic
al le
ns
Neh
a, M
., &
Rul
e, P
. N. (
2018
). Im
agin
ativ
e pl
ay a
nd
read
ing
deve
lopm
ent a
mon
g G
rade
R le
arne
rs in
Kw
aZul
u-
-
expe
rienc
e to
a d
iffer
ent,
rem
embe
red
or in
vent
ed
cont
ext
Feue
rste
in’s
med
iate
d le
arni
ng e
xper
ienc
e N
atal
: An
ethn
ogra
phic
h ca
se st
udy.
Sou
th A
frica
n Jo
urna
l of
Chi
ldho
od E
duca
tion,
8(1
), 1-
8.
Chi
ldre
n as
di
gita
l citi
zens
pl
ayin
g ou
t ble
nded
act
iviti
es, b
oth
simul
ated
and
re
al, p
artic
ipat
ing
in c
onte
mpo
rary
pla
y - a
s a w
ay o
f co
nnec
ting
with
con
tem
pora
ry li
fe, t
he d
igita
l-co
nsum
erist
con
text
, stim
ulat
ing
soci
o-dr
amat
ic
play
, ena
ctin
g pa
rtici
pato
ry id
entit
ies,
role
-pla
ying
, pa
rtici
patin
g in
pre
tend
pla
y, b
ecom
ing
pote
ntia
l ad
ult c
onsu
mer
s
Soci
ocul
tura
l the
ory
Edw
ards
, S. (
2014
). To
war
ds c
onte
mpo
rary
pla
y:
Soci
ocul
tura
l the
ory
and
the
digi
tal-
cons
umer
ist c
onte
xt.
Jour
nal o
f ear
ly c
hild
hood
rese
arch
, 12(
3).
doi:1
0.11
77/1
4767
18X
1453
8596
be
ing
a di
gita
l citi
zen,
em
ploy
ing
new
thin
king
, pa
rtici
patin
g in
exp
lora
tion-
rela
ted
play
, lea
rnin
g to
us
e te
chno
logi
es –
tool
s tha
t chi
ldre
n le
arn
to m
aste
r, be
com
ing
a di
gita
l citi
zen
A so
cioc
ultu
ral
fram
ewor
k, R
ogof
f’s
(199
5)
John
ston
, K.,
Hig
hfie
ld, K
., &
Had
ley,
F. (
2018
). Su
ppor
ting
youn
g ch
ildre
n as
dig
ital c
itize
ns: T
he im
porta
nce
of sh
ared
un
ders
tand
ings
of t
echn
olog
y to
supp
ort i
nteg
ratio
n in
pla
y-ba
sed
lear
ning
. Bri
tish
Jour
nal o
f Edu
catio
nal T
echn
olog
y,
49(5
).
-
Appendix 2
Till barn och vårdnadshavare- Information och förfrågan om deltagande i intervjustudie kring digital lek Jag heter Marina Wernholm och är doktorand i pedagogik vid Linnéuniversitetet. Mitt forskningsområde handlar om barns (8-12 år) digitala lek. I samband med mitt avhandlingsprojekt vill jag studera barns tal om digital lek. Digital lek innebär lek med digitala verktyg som t.ex. dator, iPad/surfplatta, iPhone/smartphone, olika typer av spelkonsoler (Wii, X-box, Playstation). Med hjälp av digitala verktyg kan barn spela olika spel (Minecraft, Angry birds, Pokemon), titta på och publicera YouTube klipp, leka med olika typer av appar (Turf, Geocaching, iMovie) m.fl. Eftersom digital lek är relativt nytt finns det begränsat med forskning inom området. Samtidigt ägnar sig alltfler barn i olika åldrar åt digital lek. Det är därför av vikt att försöka förstå vad den innefattar utifrån barns perspektiv. Ett antagande är att de erfarenheter som barn tillägnar sig genom att delta i digital lek är av betydelse för verksamma pedagoger eftersom undervisningen ska ta sin utgångspunkt i elevernas bakgrund, tidigare erfarenheter, språk och kunskaper. I mitt forskningsprojekt är jag mån om att låta barnens röster höras. Jag vill därför genomföra en intervjustudie med förhoppningen att resultatet i studien kan leda till ökad kunskap om digital lek utifrån barns egna berättelser. För att kunna använda intervjuerna i forskningssyfte behöver jag vårdnadshavares samtycke. Intervjuerna kommer att genomföras på en avskild plats som Ni väljer. Intervjuerna beräknas ta ca 1 timme och kommer att spelas in med ljudupptagning. Materialet från intervjuerna kommer att hanteras och behandlas konfidentiellt samt förvaras inlåst i dokumentskåp och därmed vara otillgängligt för obehöriga. Ljudupptagningen kommer att omvandlas till text och därmed också avidentifieras. Det analyserade materialet kommer att användas till föreläsningar, forskningsartiklar, böcker och konferensmaterial. Studien följer Vetenskapsrådets forskningsetiska principer. Dessa innebär i korthet att barnets deltagande är helt frivilligt och barnet och/eller vårdnadshavare kan välja att avbryta när som helst. Barnen och deras berättelser kommer inte att kunna identifieras av några utomstående. Hör gärna av Er om det är något som är oklart eller som Ni vill veta mer om! Doktorand: Handledare: Marina Wernholm Anette Emilson, docent Tel: 0480- 446359 Mobil: 0709997353 Tel: 0480-446763 Mobil: 070-2806404 [email protected] [email protected]
-
Vårdnadshavares samtycke till medverkan i intervjustudie kring digital lek Jag har mottagit information och samtycker till att mitt barn får medverka i intervjustudie kring digital lek. Ort och datum:____________________________ Underskrift:____________________________________Mobil/tlf:___________________ Namnförtydligande:____________________________________________ Barnets namn:_________________________________
-
Appendix 3
Till barn och vårdnadshavare- Information och förfrågan om deltagande i studie av digital lek Jag heter Marina Wernholm och är doktorand i pedagogik vid Linnéuniversitetet. Min forskning handlar om barns (8-12 år) deltagande och lärande i digital lek. I mitt avhandlingsprojekt studerar jag barns digitala lek i olika sammanhang såsom att spela dator/mobilspel, använda appar som Snapchat, Musical.ly, Instagram och/eller producera videoclip på YouTube. För att få kunskap om vad som sker i digital lek, kommer jag att samtala med barn utifrån material som barnen producerar t.ex. Instagram bilder, videos i Musical.ly, YouTubeklipp m.m. Barnen förbereder sig genom att, utifrån anvisningar, välja ut vilket material de vill samtala om. Samtalet med barnen kommer att dokumenteras med hjälp av videoinspelning, vilket möjliggör för mig att kunna gå tillbaka och fråga barnen om det är något som jag inte förstår. Samtal och inspelningar kommer att ske i hemmiljö eller annan miljö enligt överenskommelse. Uppskattningsvis kommer samtalet ta ca en timme. Materialet från videoinspelningarna kommer att hanteras och behandlas konfidentiellt samt förvaras inlåst i dokumentskåp och därmed vara otillgängligt för obehöriga. De enda data som noteras på barnen är ålder och förnamn. Dessa uppgifter kommer inte att förvaras tillsammans med filmupptagningarna. Samtliga deltagare kommer att vara anonyma i all skriftlig produktion, vilket innebär att det inte kommer att gå att identifiera de personer som medverkar i projektet. Filmerna kommer att göras om till text och i och med det avidentifieras. Det avidentifierade och analyserade materialet kommer att användas till forskningsartiklar, föreläsningar, böcker och konferensmaterial. Studien följer Vetenskapsrådets forskningsetiska principer. Dessa innebär i korthet att barnets deltagande är helt frivilligt och att barnet och/eller vårdnadshavare kan välja att avbryta när som helst utan vidare förklaring. Hör gärna av Er om det är något som är oklart eller som Ni vill veta mer om! Doktorand: Handledare: Marina Wernholm Anette Emilson, docent Tel: 0480- 446359 Mobil: 0709997353 Tel: 0480-446763 Mobil: 070-2806404 [email protected] [email protected]
-
Vårdnadshavares samtycke till medverkan i studie av digital lek Jag har mottagit information och samtycker till att mitt barn får medverka i studie av digital lek Ort och datum:____________________________ Underskrift:____________________________________Mobil/tlf:___________________ Namnförtydligande:____________________________________________ Barnets namn:_________________________________ Samtycke till att foton och/eller videoklipp får brukas i undervisningssammanhang En viktig fråga för forskningen är att resultaten kan spridas på olika sätt inte minst i undervisning. Inom pedagogisk forskning är det mycket informativt att kunna visa bildmaterial för att beskriva olika exempel och situationer, i undervisning och vid forskningskonferenser. Jag önskar att ni tar ställning till om foton och/eller videoklipp där ert barn deltar, och sålunda kan identifieras, får användas i presentationer av studien. Jag har mottagit information och samtycker till att valda foton/filmsekvenser visas i undervisnings- och forskningssammanhang. Ort och datum:____________________________ Underskrift:____________________________________Mobil/tlf:___________________
-
Appendix 4
Till barn och vårdnadshavare- Information och förfrågan om deltagande i studie av digital lek Jag heter Marina Wernholm och är doktorand i pedagogik vid Linnéuniversitetet. Min forskning handlar om barns (8-12 år) deltagande och lärande i digital lek. I denna studie kommer jag att undersöka hur barn spelar Minecraft tillsammans med andra barn. För att få kunskap om vad som sker när barn spelar Minecraft, kommer jag att samtala med barn utifrån deras erfarenheter, studera när de spelar samt ta del av material som barnen producerar t.ex. inspelade spelsessioner, YouTubeklipp m.m. Samtalen med barnen kommer att dokumenteras med hjälp av videoinspelning. Jag kommer även att delta när barnen spelar Minecraft. Dessa spelsessioner kommer att dokumenteras med hjälp av video- och skärminspelning. Barnen kommer också att få spela in spelsessioner med skärminspelningsverktyg då jag inte deltar. Det kommer att bli totalt 3 träffar (ca 1 timme/träff). I den första träffen deltar samtliga barn som spelar tillsammans. Träffen kommer att ske på ett ställe som barnen får välja. De två resterande träffarna äger rum i barnens hemmiljö enligt överenskommelse. Materialet från videoinspelningarna/skärminspelningarna kommer att hanteras och behandlas konfidentiellt samt förvaras inlåsta i dokumentskåp på universitetet och därmed vara otillgängligt för obehöriga. De enda personuppgifter som noteras på barnen är ålder och förnamn. Dessa uppgifter kommer inte att förvaras tillsammans med filmupptagningarna. Filmerna kommer att göras om till text och i och med det avidentifieras. Det avidentifierade materialet kommer analyseras och resultat kommer att presenteras i vetenskapliga tidskrifter, böcker, föreläsningar och konferenser. Studien följer Vetenskapsrådets forskningsetiska principer. Dessa innebär i korthet att barnets deltagande är helt frivilligt och att barnet och/eller vårdnadshavare kan välja att avbryta när som helst utan vidare förklaring. Hör gärna av Er om det är något som är oklart eller som Ni vill veta mer om! Doktorand: Handledare: Marina Wernholm Anette Emilson, docent Tel: 0480- 446359 Mobil: 0709997353 Tel: 0480-446763 Mobil: 070-2806404 [email protected] [email protected]
-
Vårdnadshavares samtycke till medverkan i studie av digital lek Jag har mottagit information och samtycker till att mitt barn får medverka i studie av digital lek Ort och datum:____________________________ Underskrift:____________________________________Mobil/tlf:___________________ Namnförtydligande:____________________________________________ Barnets namn:_________________________________ Samtycke till att foton och/eller videoklipp får brukas i undervisningssammanhang En viktig fråga för forskningen är att resultaten kan spridas på olika sätt inte minst i undervisning. Inom pedagogisk forskning är det mycket informativt att kunna visa bildmaterial för att beskriva olika exempel och situationer, i undervisning och vid forskningskonferenser. Jag önskar att ni tar ställning till om foton och/eller videoklipp där ert barn deltar, och sålunda kan identifieras, får användas i presentationer av studien. Jag har mottagit information och samtycker till att valda foton/filmsekvenser visas i undervisnings- och forskningssammanhang. Ort och datum:____________________________ Underskrift:____________________________________Mobil/tlf:___________________
-
Appendix 5
Förutsättningar: digitala
verktyg/annan utrustning
Det enskilda barnets erfarenheter och förmågor
Regler förhandlingar
konflikter
?
Fysisk miljö Communities
?
Virtuell värld/kontext
Regler förhandlingar
konflikter
?
? Dokumentation av digital
lek/skapande av nytt digitalt
innehåll
Lek IRL i förhållande
till digital lek
Nya erfarenheter
och förmågor
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Appendix 6 Paper 1: Children’s shared experiences of participating in digital communities Question: What empirical research has been conducted on children’s participation on digital activities? Data base: Sociological abstract
Block 1 Block 2 Block 3 Thesaurus terms Thesaurus terms Thesaurus terms Children
Participation Interaction Performance Experience
Computer mediated communication Internet Social interaction
Free-text terms Free-text terms Free-text terms “tween*”
“participatory culture”
”digital activities” “YouTube” “digital gam*” “social media”
Inclusion criteria: - peer reviewed articles - 2008-2018 - out-of-school activities/play Exclusion criteria: - in-school activities/play
Data base: ERIC
Block 1 Block 2 Block 3 Thesaurus terms Thesaurus terms Thesaurus terms Children Youth
Participation Interaction Performance Experience
Computer mediated communication Internet Computer network Handheld devices
Free-text terms Free-text terms Free-text terms “tween*”
“participatory culture”
”digital activit*” “YouTube” “digital gam*” “social media”
Inclusion criteria: - peer reviewed articles - 2008-2018 - out-of-school activities/play Exclusion criteria: - in-school activities/play
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Paper 2: Children’s representation of self in social media communities Question: What empirical research has been conducted on children’s representation of self in social media communities? Data base: Sociological abstract
Block 1 Block 2 Block 3 Thesaurus terms Thesaurus terms Thesaurus terms Children Childhood Home environment Play Social learning Youth Youth culture
Self Self expression Conversation Creativity Interpersonal communication Nonverbal communication Self presentation Self concept
Media Massmedia Communication research Communicative action Massmedia images Popular culture
Free-text terms Free-text terms Free-text terms child* ”young people” ”youth”
”representation of self” ”presentation of self” ”mimicry” ”imitation” identit*
”social media” ”digital communities” ”Twitter” ”Instagram” ”Snapchat” ”Musical.ly”
Inclusion criteria: - peer reviewed articles - 2000-2017 - media rich learning spaces and literacy in school settings - children’s multimodal self-representation - remixing multimodal compositions Exclusion criteria: - participants older than 15 years of age
Data base: ERIC
Block 1 Block 2 Block 3 Thesaurus terms Thesaurus terms Thesaurus terms Children Play Youth Childhood interest
Self expression Interpersonal communication Creativity
Media literacy Popular culture Multiple literacies
Free-text terms Free-text terms Free-text terms Child* ”young people”
”representation of self” ”presentation of self” ”mimicry” ”imitation” identit*
”social media” ”digital communities” ”Twitter” ”Instagram” ”Snapchat” ”Musical.ly”
Inclusion criteria: - peer reviewed articles - 2000-2017 - media rich learning spaces and literacy in school settings - children’s multimodal self-representation - remixing multimodal compositions Exclusion criteria: - participants older than 15 years of age
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Paper 3: Children’s out-of-school learning in digital gaming communities Question: What empirical research has been conducted on children’s learning in digital gaming communities? Data base: ERIC
Block 1 Block 2 Block 3 Thesaurus terms Thesaurus terms Thesaurus terms Children Play Youth Childhood interest
Learning Learning experience
Play Games Recreational activities
Free-text terms Free-text terms Free-text terms ”young people” ”peer”
”learn*” “experienc*” ”participat*”
”digital gam*” ”digital communities”
Inclusion criteria: - peer reviewed articles - 2010-2018 Exclusion criteria: - in-school activities/play
Data base: Sociological Abstract
Free-text terms ”Minecraft” Inclusion criteria: - peer reviewed articles - 2010-2018 Exclusion criteria: - in-school activities/play
Data base: SAGE Journals online
Free-text terms ”Minecraft” Inclusion criteria: - peer reviewed articles - 2010-2018 Exclusion criteria: - in-school activities/play
Data base: Taylor & Francis
Free-text terms ”Minecraft” Inclusion criteria: - peer reviewed articles - 2010-2018 Exclusion criteria: - in-school activities/play
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Paper 4: A theoretical conceptual framework for understanding learning at play in a hybrid reality Question: What research has been conducted on children’s participation in digital play? Data base: ERIC
Block 1 Block 2 Block 3 Thesaurus terms Thesaurus terms Thesaurus terms Children Play Youth Childhood interest
Participation Interest Experience Interaction
Play Games Role playing Computer games
Free-text terms Free-text terms Free-text terms ”tween*” ”teenager*”
”engage*” ”social media” ”digital play”
Inclusion criteria: - peer reviewed articles - 2017-2019 + snowballing - empirical studies including younger children’s actions and doings in digital play (preschool/primary school) - studies theorizing digital play for example digital play frameworks, classifications of digital play - studies with a cultural historical conception of digital play Exclusion criteria: - empirical studies only including parents’ and teachers’ beliefs - dark play
App_papers klart2.pdf2.pdfChildren's representation of self in social media communitiesIntroductionLiterature reviewFeatures of peer based learningChildren and new media researchChildren's social media use
Theoretical framingMethodParticipantsData sources and collectionEthical considerationsMultimodal interactional analysisData analysis
ResultsLearning trajectories expressed as representation of selfInput from commentsUnderstanding the otherPreparing for a performing selfTaking actions
Participatory identities in social media communitiesThe user who exploresThe producer who presentsThe designer who contributes
DiscussionReferences
app x.pdf2.pdfChildren's representation of self in social media communitiesIntroductionLiterature reviewFeatures of peer based learningChildren and new media researchChildren's social media use
Theoretical framingMethodParticipantsData sources and collectionEthical considerationsMultimodal interactional analysisData analysis
ResultsLearning trajectories expressed as representation of selfInput from commentsUnderstanding the otherPreparing for a performing selfTaking actions
Participatory identities in social media communitiesThe user who exploresThe producer who presentsThe designer who contributes
DiscussionReferences
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