Showing papers in "Journal of Children and Media in 2016"
TL;DR: In this article, a survey of 2,658 8- to 18-year-olds in the US in 2015 found that they engage in media activities such as watching TV and online videos, playing video, mobile and computer games, using social media, reading, listening to music, and using computers, tablets, and smartphones to access the...
Abstract: As the types of media activities and devices available to youth have multiplied, it has become increasingly challenging to measure the amount of time young people spend with media. But although it is difficult to do so, it is still possible, and even though the methods we have are imperfect, they still offer valuable information. Detailed measures of time spent with media can offer insights into what “screen time” consists of for young people today. The commentary offers examples from data collected for the non-profit organization Common Sense through a nationally representative, probability-based survey of 2,658 8- to 18-year-olds in the US in 2015. The data challenge several commonly held assumptions, and confirm others. The commentary includes findings concerning young people’s engagement in media activities such as watching TV and online videos, playing video, mobile and computer games, using social media, reading, listening to music, and using computers, tablets, and smartphones to access the...
104 citations
TL;DR: The authors explored the relationship between active mediation, exposure to Daniel Tiger's Neighborhood, and key indicators of preschoolers' social and emotional development and found that preschoolers who watched the program exhibited higher levels of empathy, self-efficacy, and emotion recognition when their regular TV-watching experiences are frequently accompanied by active mediation.
Abstract: This study explored the relationship between active mediation, exposure to Daniel Tiger’s Neighborhood, and key indicators of preschoolers’ social and emotional development. One hundred and twenty-seven children aged 2–6 either watched or did not watch 10 episodes of Daniel Tiger’s Neighborhood over a two-week period. Results revealed that preschoolers who watched the program exhibited higher levels of empathy, self-efficacy, and emotion recognition when their regular TV-watching experiences are frequently accompanied by active mediation. This was especially true for younger preschoolers and preschoolers from low-income families. Implications for policy-makers, parents, producers of prosocial programming, and educators are discussed.
89 citations
TL;DR: Issues related to video chat, touchscreen and motion capture technology, artificial intelligence, and electronic books and games are discussed.
Abstract: Since early in the development of children’s television, research has informed policy and practice involving young children’s media use. To increase the likelihood that new media support children’s development, research in the coming decade must stay current with advancing technology. With the advent of various forms of interactive digital media, key research questions involve social and physical interactivity. How should adults appropriately support children’s use of different kinds of media to promote children’s creativity, learning, and development? How does co-viewing (social interaction) overlap with and differ from contingency built into the medium itself? When a device interacts, does that change the kind of support required of a co-viewing adult, or eliminate the need for such support? How does the introduction of new technology impact the lives of families? Issues related to video chat, touchscreen and motion capture technology, artificial intelligence, and electronic books and games are ...
67 citations
TL;DR: The authors argue that an intersectional, asset-oriented approach to studying the lived experiences of youth and families opens exciting new avenues for research that prioritizes the rights of children and families.
Abstract: Research on children’s and adolescents’ experiences with media and technology over the past century has largely echoed the concerns of the middle-class and majority culture. We discuss scholars’ corrective efforts, particularly in recent years, in moving beyond these narrow foci to investigate how young people situated across social classes, racial and ethnic boundaries, and forms of disability engage with new media. In particular, we examine how scholars have conceptualized similarities and differences among children and families in relation to interconnected systems of oppression and privilege. We discuss how their work has challenged deficit-based approaches to cultural and social difference to understand how diverse families and young people actively negotiate media and technologies in everyday life. We argue that an intersectional, asset-oriented approach to studying the lived experiences of youth and families opens exciting new avenues for research that prioritizes the rights of children and...
62 citations
TL;DR: In this article, the authors discuss how research on parasocial relationships with media characters can influence the design of intelligent "characters" for children, including attachment, character personification, and social realism.
Abstract: Children experience emotionally tinged parasocial relationships with their favorite media characters across a constantly changing media landscape. On the frontier of this landscape are intelligent agents: digital companions that can socially interact with and educate children. We discuss how research on parasocial relationships with media characters can influence the design of intelligent “characters” for children. We discuss the components of parasocial relationships—including attachment, character personification, and social realism—and how these may play a role in developing intelligent characters as effective educational tools. We also examine the development and dissolution of parasocial relationships, and how these factors can inform intelligent character design. Educational and social implications for these technologies as teaching tools are also discussed.
49 citations
TL;DR: In this article, the authors call upon children and media researchers to consider more thoughtful research agendas that begin to assess the larger impact of media on children's learning and developmental trajectories.
Abstract: This article urges children and media scholars to consider the broader consequences of the ubiquitous media environment in which children live today. We consider, within a broader sociocultural context, the ways in which media and interactive technology serve as more knowledgeable others, scaffolding children's learning and development. Given this context, it is imperative for researchers to consider the consequences of living in the digital age and how broader developmental trajectories may be influenced. We call upon children and media researchers to contemplate more thoughtful research agendas that begin to assess the larger impact of media on children’s learning and developmental trajectories.
49 citations
TL;DR: In this article, the authors compare the intellectual and political choices researchers make when they frame their work in terms of effects (often risk-focused) or rights (drawing on the UN Convention on the Rights of the Child).
Abstract: As research on children and the internet grows, this article debates the intellectual and political choices researchers make when they frame their work in terms of effects (often risk-focused) or rights (drawing on the UN Convention on the Rights of the Child). I contrast these frameworks in their guiding assumptions, methodology, conception of children and of media, and stance towards evidence-based policy. The case for media effects research, as well as its critique, is well known among researchers of children and media, but the case for a rights-based approach—and its accompanying critique—appears less familiar and so I examine it here in more depth. I conclude with an endorsement of research on—but not necessarily advocacy for—children’s rights in the digital age in a way that encompasses the insights both of effects research and of qualitative and participatory research with children.
47 citations
TL;DR: In this article, a brief theoretical overview of the "child-effect hypothesis" and its challenges and opportunities for future research of the relationship between parents and children in media and communication research are discussed.
Abstract: Most studies on the uses and effects of media and communication by parents and children have focused on how parents influence their children. Socialization theory generally describes how children internalize the rules and norms from their parents, teachers, siblings, media, and others. Socialization is, however, a bidirectional process in which children socialize their parents as well. This “child-effect” is a perspective that has been largely ignored in the social science literature in general, and in media research, in particular. Given recent changes in the media landscape (such as the introduction of smartphones and tablets), we argue that this needs to be investigated now more than ever. In this paper, we aim (1) to give a brief theoretical overview of the “child-effect hypothesis” and (2) to discuss its challenges and opportunities for future research of the relationship between parents and children in media and communication research.
41 citations
TL;DR: This article investigated how perceived child characteristics influence parents' motives for allowing their children to consume screen media and found that a child's energetic temperament predicted parental media use motives beyond that of parental media beliefs in ways consistent with expected relational management goals.
Abstract: Extant research on parents’ choices for child media consumption focuses exclusively on parental beliefs and motives along with demographic variables. However, given parental choices are made within the context of the parent–child relationship, this study investigates how perceived child characteristics influence parents’ motives for allowing their children to consume screen media. One hundred and fifty-one parents of children between 6 months and 6 years of age were surveyed regarding their beliefs and motives for using screen media for their child as well as their perceptions of their child’s temperaments as energetic or detached. Results revealed a child’s energetic temperament predicted parental media use motives beyond that of parental media beliefs in ways consistent with expected relational management goals. These results extend the uses and gratifications perspective by supporting the idea that media choices made within a relational context are best understood by considering both members wi...
39 citations
TL;DR: This paper examined the relation between children's perceptions of character social realism, identification with characters, trust of characters as knowledgeable informants, and learning from media characters and found that character trust was the strongest indicator of learning from the character.
Abstract: The current study examined the relations between children’s perceptions of character social realism, identification with characters, trust of characters as knowledgeable informants, and learning from media characters. Thirty-six 3½- to 6-year-old children watched a short clip of an animated educational television program about a preschool-aged boy who enjoys learning about science. Participants provided ratings of the character’s social realism, their identification with the character, and their trust in the character as a knowledgeable informant. Participants were asked to solve problems based on information in the video clip. Findings revealed character trust was the strongest indicator of learning from the character. Results are discussed in the context of the different factors that influence learning from curriculum-based media for young children.
35 citations
TL;DR: In this article, the authors explain how the growing prevalence of mobile media and cloud computing has different implications at each stage of young people's development and argue that the advent of pervasive, ubiquitous media has engendered the practice of transcendent parenting, which goes beyond traditional, physical concepts of parenting, to incorporate virtual and online parenting and how these all intersect.
Abstract: In many urban societies, mobile media and cloud computing that offer always-on, always-available information and communication services are increasingly pervasive. These services shape the communication practices and media consumption habits of families, influencing how parents guide children’s media use, and how parents and children connect with one another. In this paper, I explain how the growing prevalence of mobile media and cloud computing has different implications at each stage of young people’s development. I then argue that the advent of pervasive, ubiquitous media has engendered the practice of “transcendent parenting” which goes beyond traditional, physical concepts of parenting, to incorporate virtual and online parenting and how these all intersect. In this emergent form of parenting, parents must transcend every media consumption environment that the child may enter, their children’s offline and online social interaction milieu and “timeless time” as experienced in the apparent ceas...
TL;DR: This paper used self-determination theory and a needs-oriented approach to better understand what makes someone media literate, as well as how media literacy influences social development, and examined the social process of mediating media literacy.
Abstract: Media literacy has become one of the key qualifications for taking part in society. As media technology becomes more intuitive, and media and other social practices intertwine more and more, the present study uses self-determination theory and a needs-oriented approach to media literacy to better understand what makes someone media literate, as well as how media literacy influences social development. The aims of our study were, therefore, (1) to look at the social process of media literacy and its role in the overall social development of children and (2) to examine the social process of mediating media literacy.
TL;DR: The field of children, adolescents, and media has predominantly focused on harmful media effects, for instance, concerning the potential harm of media violence as mentioned in this paper. Although we recognize the relevance of that research, the balance in the field should be restored with research that also considers the beneficial effects of media exposure.
Abstract: The field of children, adolescents, and media has predominantly focused on harmful media effects, for instance, concerning the potential harm of media violence. Although we recognize the relevance of that research, we propose that the balance in the field should be restored with research that also considers the beneficial effects of media exposure. In this essay we introduce positive media psychology to the arena of children, adolescents, and media. By incorporating insights from the field of positive psychology and pioneering work on meaningful media entertainment among adults, we provide a theoretical backdrop for future research to examine how media can help children and adolescents to thrive and flourish.
TL;DR: For instance, while reading this book and writing this review, my landscapes largely consisted of airplanes and cars as mentioned in this paper, and this was the case for many of the people who read this book.
Abstract: If you are reading this in public, look up for a moment and survey your current landscape. For me, while reading this book and writing this review, my landscapes largely consisted of airplanes and ...
TL;DR: This article investigated the short-term effect of a popular teenage movie on early adolescent girls' beliefs about romantic relationships, with particular attention to the moderating role of parasocial interaction with media characters and age.
Abstract: The current experimental study (N = 88) investigated the short-term effect of a popular teenage movie on early adolescent girls’ beliefs about romantic relationships, with particular attention to the moderating role of parasocial interaction with media characters and age. The results indicated that 11–14-year-old girls with higher levels of parasocial interaction were more inclined to endorse idealistic romantic beliefs after watching High School Musical. In addition, the effect of watching a romantic movie decreased with increasing age. The present study provides further insight into the causal order of the relationship between romantic media use and romantic beliefs and warrants attention to girls’ consumption of unrealistic romantic media contents.
TL;DR: In this paper, a textual analysis was conducted to examine the representation of the two current leading, minority female characters in children's animated cartoons: Doc McStuffins and Dora the Explorer.
Abstract: Children are exposed to animated cartoons at an early age, and the gender, class, and race-related messages are likely to be influential in the development of children’s beliefs and attitudes about gender roles, class, and racial groups. Although representations of females and minority children in animated cartoons have improved over the years, stereotypical and racially biased portrayals of females and racial minority groups remain. Using an intersectionality theoretical lens, a textual analysis was conducted to examine the representation of the two current leading, minority female characters in children’s animated cartoons: Doc McStuffins and Dora the Explorer. Character portrayals, stereotypes, challenges to traditional stereotypes, and the intersecting role of race, gender, and class on the representations of the characters are explored in this analysis.
TL;DR: This article examined parent perceptions of their young children's one-sided, emotionally tinged relationships with media characters, also known as parasocial relationships (PSR), and found that both parent and child reports accounted for approximately 60% of the variance in children's PSR.
Abstract: This study examines parent perceptions of their young children’s one-sided, emotionally tinged relationships with media characters, also known as parasocial relationships (PSR). Prior research has collected data on young children’s PSR by surveying parents, while other studies have relied directly on child interview. The current study is the first to compare children’s answers to those of their parents. Factor analyses revealed that parents and children both reported three components of children’s PSR: social realism, attachment and character personification (parents) or attachment and friendship (for their children), and humanlike needs. Both parent and child reports accounted for approximately 60% of the variance in children’s PSR. Nonetheless, only approximately one-third of parents and children reported on the same favorite character. The implications for research on children’s PSR using both parent and child reports are discussed.
TL;DR: The authors argue that each utterance of media should be seen as in dialogue with each other utterance, and that children, being the phenomenological hub to their lived media experience, should be recognised as engaging with media holistically.
Abstract: This paper argues that each utterance of media should be seen as in dialogue with each other utterance, and that children, being the phenomenological hub to their lived media experience, should be recognised as engaging with media holistically. Argument draws upon two recent qualitative studies with children between six and eleven years of age. These studies, although separate, shared certain phenomenology orientated conceptual underpinnings and arrived at relatable findings. Notably that participating children tended to address media in a platform agnostic manner and offered little sense that they saw the media platform itself as being of overriding significance to their holistic media engagement. Ultimately, if children’s lived media engagement is dialogic and holistic, then focusing on only one discreet media utterance (like television for example) can be said to become deeply problematic to those within children’s media practice, education and research.
TL;DR: The authors developed a learning analytics platform (LAP) to analyze back-end data from children's interactions with PBS KIDS transmedia content, and provide custom reports to parents that enable them to better identify and support their child's individual learning needs.
Abstract: A 2010–2015 Ready to Learn grant from the US Department of Education supported the research, development, and dissemination of PBS KIDS math and literacy content for kids aged 2–8, and new ways to measure and report on children’s learning. PBS KIDS, in collaboration with UCLA CRESST, developed a prototype learning analytics platform (LAP) to analyze back-end data from children’s interactions with PBS KIDS transmedia content, and provide custom reports to parents that enable them to better identify and support their child’s individual learning needs. Evidence suggests that the PBS KIDS prototype LAP demonstrates potential for assessment and prediction of mathematics performance, including on the TEMA-3 standardized assessment for early mathematics. Similarly, early research findings suggest that the reporting applications developed to provide LAP information are viewed favorably by parents and promote interest in learning more about, monitoring, and engaging with their kids around learning. Implica...
TL;DR: There can be few greater fears for a parent than their child being contacted by a stranger, indoctrinated with an extreme ideology, and encouraged to join a violent movement, all while accessing th...
Abstract: There can be few greater fears for a parent than their child being contacted by a stranger, indoctrinated with an extreme ideology, and encouraged to join a violent movement, all while accessing th...
TL;DR: The authors discusses some of the challenges and dilemmas social researchers face when they investigate children's media practices in present and future Western societies, drawing on ethnography and ethnomethodology's experience of using video recordings as primary data and their commitment to prioritising the participants' perspective(s).
Abstract: The commentary discusses some of the challenges and dilemmas social researchers face when they investigate children’s media practices in present and future Western societies. The paper draws on ethnography’s and ethnomethodology’s experience of using video recordings as primary data and their commitment to prioritising the participants’ perspective(s). First, it is argued that one of the main challenges for social researchers is to obtain data that make it possible to broaden our understanding of media practices that are both trans-local and multimodal. Second, it is argued that new media interfaces make it particularly important to understand visual data and describe children’s media practices. Third, this means that researchers will face new challenges and dilemmas with respect to choosing images, and deciding when and how to use them and what one wants to illustrate. Even more important, this will most likely increase the importance of research ethics when the quality of research as a professio...
TL;DR: The authors used uncertainty reduction theory to analyze how Latino adolescents perceive that mass media influence their conceptions of romantic relationships, and explore how these adolescents use social media in their romantic relationships and identify three sources of evidence that create relational uncertainty: visual, partner communication, and third-party communication.
Abstract: The present study uses uncertainty reduction theory to analyze how Latino adolescents perceive that mass media influence their conceptions of romantic relationships. In addition, we explore how these adolescents use social media in their romantic relationships. Data are from five focus groups with 44 Latino adolescents (M = 16.39 years old; 59% female) in the US Midwest. Findings indicate that Latino adolescents believe media portray unrealistic ideals of romantic relationships, yet these teens also see the portrayals as ideals to which they should aspire. When it comes to social media, the youth perceived one-to-one mediated communication (e.g. Skype) as beneficial to their romantic relationships, but evaluated one-to-many mediated communication (e.g. Facebook, Instagram) as largely negative. Our findings identify three sources of evidence in the latter context that create relational uncertainty: (1) visual, (2) partner communication, and (3) third-party communication.
TL;DR: In this article, a qualitative analysis of how sixth graders responded to varying homework prompts from a media literacy education curriculum that focused on the prevalence of media violence and gender stereotypes in media was conducted.
Abstract: The study is a qualitative analysis of how sixth graders responded to varying homework prompts from a media literacy education curriculum that focused on the prevalence of media violence and gender stereotypes in media. Textual analyses with constant comparisons suggested that students’ engagement with critical thinking differed across the prompts provided by the media literacy facilitators primarily in their responses to the question about the production and distribution of violent media. Compared to students who received the prompt that referenced both the entertainment and problematic aspects of the production/circulation of violent content, students who received the unfavorable prompt or no prompt at all were more likely to demonstrate richer thinking and go beyond mere description to discuss potential implications of media violence for audiences and/or consider the profit-seeking aspect of the media industries.
TL;DR: Without industry collaboration, the work of media scholars presents a missed opportunity to ensure that children are better protected and empowered and that their rights are taken into consideration in the development of new digital products and services.
Abstract: The body of knowledge about children’s engagement with digital technologies has steadily grown in the last decade Such rich evidence has begun to be used to inform policy-makers, (local) governments, parents, educators, awareness-raisers and even children themselves However, other relevant stakeholders such as the industry seem to be taking less advantage of this rich knowledge base Without industry collaboration, the work of media scholars presents a missed opportunity to ensure that children are better protected and empowered and that their rights are taken into consideration in the development of new digital products and services Merely informing the industry is, however, not enough Scholars must ensure that their knowledge translates into practical guidelines and concrete solutions to guarantee children`s better and safer digital experiences This can only be achieved by keeping on building new knowledge, but also by exploring new avenues for cooperation and co-creation of child-centred s
TL;DR: This article argued that the lack of attention to non-discursive aspects of children's media practices is essential in bringing new insights to the field and suggests such attention should be brought into future research agendas.
Abstract: This article argues that, although research on children and media has provided rich knowledge on the various discursive aspects pertaining to children and media insights into children’s media practices, its regulation and how the discursive links to these practical realities is still poor. The claim is based on three observations: dominance of discourse-based research, the variability and context-dependency of meaning, and lack of attention to the embodied and situated. From these critical reflections, and by drawing on some concrete examples, the article argues that giving attention to the non-discursive aspects of children’s media practices is essential in bringing new insights to the field and suggests such attention should be brought into future research agendas. Finally, theoretical and methodological approaches that can aid researches in better addressing the complexity of practice are discussed.
TL;DR: This article investigated the portrayal of children in Albanian television news and introduced the term "adult gaze" to describe the construction of news items in such a way as to reinforce the perspectives of adults on children.
Abstract: This article investigates the portrayal of children in Albanian television news and introduces the term “adult gaze” to describe the construction of news items in such a way as to reinforce the perspectives of adults on children. Journalists choose to construct news items related to children by focusing the story around an adult figure, most often a politician, and giving his/her views on the issue being discussed, which points to unequal power relations between children and adults. A monitoring process over a period of three months was carried out for three national television channels. From a total of 4416 news items, 154 items were identified and were subject to further quantitative and qualitative content analyses. Based on our findings, news media portray children in limited roles as objects of emotional appeal, victims or performers. How news media think of and represent children can play a crucial role in shaping our perceptions of them and their positioning in society.
TL;DR: In this article, the authors differentiate between approaches that rely upon either legacy content or original intellectual properties, and identify factors that contribute to blending video and interactivity effectively to promote cross-platform learning.
Abstract: Past research on cross-platform learning indicates that combined use of multiple media can produce greater learning than a single media component. However, designing transmedia materials effectively for cross-platform learning presents challenges beyond those of traditional production within a single medium. This paper discusses several approaches to production and instructional design that were employed in Ready to Learn projects in 2010–2015, to provide insight into the inherent challenges and opportunities. We differentiate between approaches that rely upon either legacy content or original intellectual properties, present a case study of the production of UMIGO, and identify factors that contribute to blending video and interactivity effectively to promote cross-platform learning.
TL;DR: The authors in this article found viable ways to use transmedia content and help engage parents in supporting their children's school readiness and entering kindergarten on a level playing field with their peers.
Abstract: Hispanic children are the least likely of any group to attend preschool programs and, too often, many enter kindergarten without the readiness skills of their peers. Few catch up. As a federal Ready to Learn grantee, Hispanic Information & Telecommunications Network (HITN) designed and distributed transmedia learning resources to promote school readiness, but first had to understand and address five critical lessons: (1) the ethnic, economic, social, and educational diversity among Hispanics; (2) the central role of extended families and the impact of this on designing content; (3) the importance of personal relationships in engaging families; (4) variable digital access and its impact on development and distribution; and (5) the great need for physical learning resources. By addressing these, HITN found viable ways to use transmedia content and help engage parents in supporting their children’s school readiness and entering kindergarten on a level playing field with their peers.
TL;DR: A pre-summit workshop on Children's Content at the Core of Public Service Media, held at the 2014 World Summit on Media for Children, considered the lack of academic perspectives on production, before exploring with workshop participants the regulatory and funding frameworks for quality children's content, and the conditions for their successful implementation as mentioned in this paper.
Abstract: Moving away from the dominant discourse of US experience, this article looks at how the production of local content for children remains a central issue in many parts of the world, in spite of the growth of transnational media and the apparent abundance of content for children worldwide. Drawing on a pre-summit workshop on Children’s Content at the Core of Public Service Media, held at the 2014 World Summit on Media for Children, it considers the lack of academic perspectives on production, before exploring with workshop participants the regulatory and funding frameworks for quality children’s content, and the conditions for their successful implementation. There is a continuing problem about producing sustainable children’s content, and western models are not always the most appropriate at providing solutions, which need to be nuanced and tailored to different national, regional and local contexts.
TL;DR: In this paper, the authors examine how teens in Norway navigate the many options for mediated communication when interacting with parents and grandparents, and suggest that there is a digital gap in this cross-generation communication despite high Information and Communication Technology (ICT) penetration in the market.
Abstract: In this article we examine how teens in Norway navigate the many options for mediated communication when interacting with parents and grandparents. Drawing on workshop discussions with mid-adolescents, we suggest that there is a digital gap in this cross-generation communication despite high Information and Communication Technology (ICT) penetration in the market. The gap appears to be a manifestation of the social dynamic at play when reshaping the relationship between adolescents and their caregivers. This dynamic includes both centrifugal and centripetal forces. Applying the perspective of relational dialectics, we elaborate on how these forces unfold in the domestication of an increasingly complex set of communication tools referred to as polymedia. The empirical analysis suggests that teens assess the tools differently depending on if it is for interaction with parents or grandparents. This is also related to whether the mediated communication sessions are instrumentally or expressively skewed.