Marina Wernholm Children’s learning at play in a hybrid ...1463645/FULLTEXT01.pdf · Linnaeus...

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 )


Marina W

ernholm

Linnaeus University Dissertations No 389/2020

CHILDREN ’S LEARNING AT PLAY IN A

HYBRID REALITY

MARINA WERNHOLM

LINNAEUS UNIVERSITY PRESS

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

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

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!

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

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

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,

.

•

•

•

•

•

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’.

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).

the diversified field of literacies (traditional literacies, digital literacies, multimodal literacies)

As a result, children

These findings appear to be relevant also for children producing multimodal representations in social media communities.

These learning experiences appear to affect children’s understanding of their own life-worlds.

user

producer desig

ner

peripheral position

central position

••

••••••••••

ParPaParti

The world

The virtual world

Multimodal participatory literacies

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

•••

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

Interactio

n order/the so

cial

groupings: communitie

s/

particip

atory cu

ltures

Social action

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






Data Data Data






Data Data Data

characteristics appear to be of significance when designing for learning in schools.

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.

•••

ParPaParti

The world

The virtual world

Multimodal participatory literacies

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

y

The

conc

ept o

f too

l m

edia

tion

from

so

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)

Edw

ards

, S.,

& B

ird, J

. (20

17).

Obs

ervi

ng a

nd a

sses

sing

youn

g ch

ildre

n’s d

igita

l pla

y in

the

early

yea

rs: U

sing

the

digi

tal P

lay

fram

ewor

k. J

ourn

al o

f ear

ly c

hild

hood

rese

arch

, 15

(2)

co

llabo

ratin

g an

d sh

arin

g, p

uttin

g re

flect

ive

skill

s in

to p

lay,

lear

ning

to u

se te

chno

logi

es (t

ools

that

ch

ildre

n le

arn

to m

aste

r), p

artic

ipat

ing

in ‘t

rue’

pla

y,

ludi

c pl

ay (w

here

tech

nolo

gies

are

use

d in

sym

bolic

w

ays a

nd to

inno

vate

chi

ldre

n’s p

lay)

, dev

elop

ing

digi

tal m

edia

lite

raci

es, u

nder

taki

ng d

igita

l mak

ing,

w

illin

g to

lear

n fro

m o

ther

s, he

lpin

g ot

hers

The

Vyg

otsk

ian

fram

ewor

k (B

ird &

Ed

war

ds, 2

015)

was

ad

apte

d in

the

Gre

ek

lang

uage

and

soci

o-cu

ltura

l con

text

Hat

zigi

anni

, M.,

Gre

goria

dis,

A.,

Kar

agio

rgou

, I.,

&

Chat

zige

orgi

adou

, S. (

2018

). U

sing

tabl

ets i

n fre

e pl

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he

impl

emen

tatio

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the

digi

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lay

fram

ewor

k in

Gre

ece.

Br

itish

Jour

nal o

f Edu

catio

nal T

echn

olog

y, 4

9(5)

, 928

-942

H

ybrid

pla

ying

, lea

rnin

g to

use

tech

nolo

gies

(too

ls th

at c

hild

ren

lear

n to

mas

ter),

par

ticip

atin

g in

‘tru

e’

play

, lud

ic p

lay

(whe

re te

chno

logi

es a

re u

sed

in

sym

bolic

way

s and

to in

nova

te c

hild

ren’

s pla

y),

crea

ting

mov

ies,

deve

lopi

ng p

uppe

t sho

ws

The

conc

ept o

f too

l m

edia

tion

from

so

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)

Bird

, J.,

& E

dwar

ds, S

. (20

15).

Child

ren

lear

ning

to u

se

tech

nolo

gies

thro

ugh

play

: A d

igita

l Pla

y Fr

amew

ork.

Br

itish

Jou

rnal

of E

duca

tiona

l Psy

chol

ogy,

46(

6), 1

149-

1160

Cla

ssifi

catio

ns

of d

igita

l pla

y G

ivin

g a

new

sens

e to

dig

ital o

bjec

ts an

d ac

tions

in

imag

inar

y di

gita

l situ

atio

ns, l

earn

ing

to u

se

tech

nolo

gies

(too

ls th

at c

hild

ren

lear

n to

mas

ter)

, en

gagi

ng in

dig

ital t

alk

in im

agin

ary

digi

tal

situ

atio

ns, p

artic

ipat

ing

in im

agin

ary

digi

tal

situ

atio

ns, p

layi

ng o

ut b

lend

ed a

ctiv

ities

(bot

h si

mul

ated

and

real

), in

tegr

atin

g ex

perie

nces

from

the

real

wor

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nd th

e vi

rtual

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cul

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erna

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Ear

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Child

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Edu

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75-9

0.

m

akin

g m

eani

ng o

f the

wor

ld, c

onne

ctin

g di

gita

l and

no

ndig

ital d

omai

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onne

ctin

g ch

ildre

n’s

expe

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es, p

artic

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in e

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n- re

late

d pl

ay, u

sing

digi

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echn

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s a m

eans

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con

tem

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omm

unic

atio

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eing

a

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bein

g cr

eativ

e, p

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rmin

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Hug

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taxo

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002)

M

arsh

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ital p

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ew c

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ifica

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6(3)

beco

min

g th

e av

atar

?, p

artic

ipat

ing

in c

onstr

uctio

n-

rela

ted

play

, eng

agin

g in

the

crea

tion

and

nego

tiatio

n of

rule

s, an

d ab

idin

g th

ese,

imag

inin

g, p

artic

ipat

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in p

rete

nd p

lay

New

con

cept

s of

play

sh

arin

g th

eir c

omm

on k

now

ledg

e, w

eb m

appi

ng,

crea

ting

soci

al le

arni

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etw

orks

lead

ing

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reat

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stro

nger

soci

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etw

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Vyg

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abo

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once

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e pr

oble

m

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ital m

edia

and

pop

ular

-cul

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inte

grat

ion

with

pla

y-ba

sed

lear

ning

in e

arly

chi

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duca

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Te

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m

akin

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cros

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erou

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ensio

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parti

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ting

in p

eer c

ultu

res,

conn

ectin

g di

gita

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no

ndig

ital d

omai

ns –

parti

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ting

in c

onne

cted

pla

y,

conn

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g ch

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n’s e

xper

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es, e

ngag

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with

m

ultip

le si

tes o

f eng

agem

ent,

usin

g di

gita

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chno

logi

es a

s a m

eans

, com

mun

icat

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thro

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both

dig

ital a

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on-d

igita

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Theo

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nnec

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ultim

odal

Ana

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onne

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Pla

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each

er C

olle

ge

Reco

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pl

ayin

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t ble

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act

iviti

es, b

oth

simul

ated

and

re

al, c

onne

ctin

g ch

ildre

n’s e

xper

ienc

es, p

artic

ipat

ing

in p

rete

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‘The

reth

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s of p

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(S

utto

n-Sm

ith)

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is, P

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e er

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C

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es

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soci

al e

xper

ienc

es, c

onne

ctin

g ch

ildre

n’s

expe

rienc

es, u

sing

digi

tal t

echn

olog

ies a

s a m

eans

, di

spla

ying

ach

ieve

men

t and

stat

us, d

emon

strat

ing

skill

s, le

arni

ng v

alue

s, to

be

hone

st an

d fa

ir, e

nact

ing

unm

oral

beh

avio

rs, h

elpi

ng o

ther

s

Bron

fenb

renn

er’s

ec

olog

ical

syste

m

theo

ry

Arn

ott,

L. (2

016)

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ecol

ogic

al e

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ratio

n of

you

ng

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ital p

lay:

fram

ing

child

ren’

s soc

ial e

xper

ienc

es

with

tech

nolo

gies

in e

arly

chi

ldho

od. E

arly

Yea

rs, 3

6(3)

.

ex

plor

ing

and

navi

gatin

g vi

rtual

spac

es fo

r pla

y,

enga

ging

with

mul

tiple

site

s of e

ngag

emen

t, en

gagi

ng in

con

tem

pora

ry c

omm

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

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Med

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d di

scou

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theo

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lwen

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llhou

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cros

s con

verg

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trans

med

ia a

nd so

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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

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

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

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


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


Data base: Taylor & Francis


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


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

Marina Wernholm Children’s learning at play in a hybrid ...1463645/FULLTEXT01.pdf · Linnaeus...

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