Academic outputs
Journal articles, books, book chapters, and conference proceedings.
2024
View our journal articles, books, and book chapters from 2024.
Baldry, M. K., Happa, J., Steed, A., Smith, S., and Glencross, M. (2024). From Embodied Abuse to Mass Disruption : Generative, Inter-Reality Threats in Social, Mixed-Reality Platforms. Digital Threats: Research and Practice. https://doi.org/10.1145/3696015
Beckman, K., Apps, T. & Bennett, S. (2024). Schoolfeeds: A study of principals’ governance of school social media pages and students’ data, privacy and treatment, Computers & Education Open, https://doi.org/10.1016/j.caeo.2024.100213
Berg V, Arabiat D, Morelius E, Kervin L, Zgambo M, Robinson S, Jenkins M, Whitehead L (2024), Young Children and the Creation of a Digital Identity on Social Networking Sites: Scoping Review, JMIR Pediatr Parent, DOI: 10.2196/54414
Beynon A, Hendry D, Lund Rasmussen C, Rohl AL, Eynon R, Thomas G, Stearne S, Campbell A, Harris C, Zabatiero J, et al. Measurement Method Options to Investigate Digital Screen Technology Use by Children and Adolescents: A Narrative Review. Children. 2024; 11(7):754. https://doi.org/10.3390/children11070754
Bunn, A., Dobson, M., 2024, Exploring researchers’ perspectives and experiences of digital childhoods research in schools, Computers and Education Open, Volume 6, https://doi.org/10.1016/j.caeo.2024.100186
Chu,C, Paatsch, L, Kervin, L, Edwards, S 2024, Digital play in the early years: A systematic review,
International Journal of Child-Computer Interaction, Volume 40, 100652, ISSN 2212-8689, https://doi.org/10.1016/j.ijcci.2024.100652.
Green, L., Haddon, L., Holloway, D., Livingstone, S., O’Neill, B., Stevenson, K., Holloway, D (2024). Digital media use in early childhood : birth to six (Second edition.). London,: Bloomsbury Academic.
Hendry D, Straker L, Bourne B, Coshan S, Kumwembe N, McCarthy C, et al. (2024), Parental practices and perspectives on health and digital technology use information seeking for children aged 0–36 months. Health Promot J Austral. https://doi.org/10.1002/hpja.849
Levido, A. (2024). Media literacy and the concept of ‘technologies’ in primary school classrooms: moving beyond technical skills. Learning, Media and Technology, 1–13. https://doi.org/10.1080/17439884.2024.2308609
MacKenzie, J. E., Klarkowski, M., Horton, E. M., Theobald, M., Danby, S., Kervin, L., Barrie, L., Amery, P. K., Andradi, M., Smith, S. S., Mandryk, R. L., & Johnson, D. (2024). Using Psychophysiological Data to Facilitate Reflective Conversations with Children about their Player Experiences. Proceedings of the ACM on Human-Computer Interaction, 8(CHI PLAY), 1–33. https://doi.org/10.1145/3677112
Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L. M., Kervin, L., Staton, S., Hayes, N., Machell, A., Torjinski, M., Brady, B., Thomas, G., Horwood, S., White, S., Zabatiero, J., Rivera, C., & Cliff, D. P. (2024) Early Childhood Screen use Contexts and Cognitive and Psychosocial Outcomes: A Systematic Review and Meta-analysis. JAMA Pediatrics, Article number: e20162591.
Mannell, K., Bloul, S., Sefton-Green, J., & Willcox, M. (2024). Digital media and technology use by families with infants, toddlers, and young children: A scoping review and call for forward momentum. Journal of Children and Media, 1–24. https://doi.org/10.1080/17482798.2024.2394939
Maslin, K., Murcia, K., Blackley, S. et al. (2024), ‘Sky’s the limit’: a case study in fostering young children’s creativity during STEM online learning experiences. Aust. Educ. Res. (2024). https://doi.org/10.1007/s13384-024-00739-8
Pangrazio, L., Bunn, A., 2024, Assessing the privacy of digital products in Australian schools: Protecting the digital rights of children and young people, Computers and Education Open, Volume 6, https://doi.org/10.1016/j.caeo.2024.100187.
Rodriguez, A., & Zhao, X. (2024). Pushing against the panic: Considering the positives of TikTok and children. International Journal of Cultural Studies, 13678779241276011. https://doi.org/10.1177/13678779241276011
Shay, M., Sarra, G., Lampert, J., Jeong, D., Thomson, A. & Miller, J. (2024) Codesign in Indigenous education policy and practice—A systematic literature review. Australian Journal of Social Issues, 00, 1–20. Available from: https://doi.org/10.1002/ajs4.320
Whitehead L, Robinson S, Arabiat D, Jenkins M, Morelius E (2024) The Report of Access and Engagement With Digital Health Interventions Among Children and Young People: Systematic Review, JMIR Pediatr Parent DOI: 10.2196/44199
Willett, R., & Zhao, X. (Eds.). (2024). Children, Media, and Pandemic Parenting: Family Life in Uncertain Times (1st ed.). Routledge. https://doi.org/10.4324/9781003458074
Zhao, X. (2024). Overseas Chinese parent wanghong on Douyin: Discursive constructions of diasporic parenthood. Global Media and China, 0(0). https://doi.org/10.1177/20594364241278090
Zhao, X., Ng, R., Zomer, C., Duffy, G., & Sefton-Green, J. (2024). Database as method: Exposing ‘data’ about educational technology through a design intervention. Computers and Education Open, 6, 100188-. https://doi.org/10.1016/j.caeo.2024.100188
2023
View our journal articles, books, and book chapters from 2023.
Arabiat, D., Al Jabery, M., Robinson, S., Whitehead, L., & Mörelius, E. (2023). Interactive technology use and child development: A systematic review. Child: Care, Health and Development, 49(4), 679–715.
Archer, C and Williams, D, 2023, #Parentlife: Key issues, benefits and advice for new parents using social media and mobile technology,Vol 10 Issue 4
Cooke, E., Coles, L., Thorpe, K., Houen, S., 2023, Crystallising The Everyday Emotional Work of Women Working in Childcare During Covid-19, in Mackinlay and Madden (Eds), Departing Radically in Academic Writing: Alternative Approaches to Writing and Methods in Qualitative Research, 1st Edition, Routledge: London, 10.4324/9781003360766-2
Delahunty, J., Jones, P., Verenkina, I., 2023, Collaborative knowledge building: The dynamic life of ideas in online discussion forums in Thwait, A., Simpson, A., Jones, P., (Eds), Dialogic Pedagogy, 1st Edition, Routledge: London, 10.4324/9781003296744-20
Fielding, K., Maslin, K., & Murcia, K. (2023). ‘I can’t draw, sing or dance to save my life!’: Educator and parent implicit theories of creativity. Australasian Journal of Early Childhood, 0(0). https://doi.org/10.1177/18369391231159670
Frommel, Julian and Freeman, Guo and MacKenzie, Janelle E. and Johnson, Daniel and Mandryk, Regan L., 2023, Workshop on Understanding and Combating the Problematic Side of Play, CHI PLAY Companion ’23: Companion Proceedings of the Annual Symposium on Computer-Human Interaction in PlayOctober 2023Pages 348–349, https://doi.org/10.1145/3573382.3616025
Gadam, S., Pattinson, C. L., Rossa, K. R., Soleimanloo, S. S., Moore, J., Begum, T., Srinivasan, A. G., & Smith, S. S. (2023). Interventions to increase sleep duration in young people: A systematic review. Sleep Medicine Reviews, 70, 101807–101807. https://doi.org/10.1016/j.smrv.2023.101807
Healy, S.; Coleman, K.,; Rodriguez, Aleesha; Ng, Rebecca; Belton, Amanda; Williams, Jessica; et al. (2023). Dreams for Digital Spaces Symposium Paper: What Shapes the Worlds of Children, Educators and Researchers?. The University of Melbourne. Journal contribution. https://doi.org/10.26188/22566979.v1
Hendry, D.; Rohl, A.L.; Rasmussen, C.L.; Zabatiero, J.; Cliff, D.P.; Smith, S.S.; Mackenzie, J.; Pattinson, C.L.; Straker, L.; Campbell, A. Objective Measurement of Posture and Movement in Young Children Using Wearable Sensors and Customised Mathematical Approaches: A Systematic Review. Sensors 2023, 23, 9661. https://doi.org/10.3390/s23249661
Hesketh, K. D., Booth, V., Cleland, V., Gomersall, S. R., Olds, T., Reece, L., Ridgers, N. D., Straker, L., Stylianou, M., Tomkinson, G. R., & Lubans, D. (2023). Results from the Australian 2022 Report Card on physical activity for children and young people. Journal of Exercise Science and Fitness, 21(1), 83–87. https://doi.org/10.1016/j.jesf.2022.10.006
Hood R, Zabatiero J, Zubrick S, Silva D, Straker L. (2023) ‘It helps and it doesn’t help’: maternal perspectives on how the use of smartphones and tablet computers influences parent-infant attachment. Ergonomics. DOI: 10.1080/00140139.2023.2212148
Jaunzems, K., Jacques, C., Green, L., & Brandsen, S. (2023). “The Internet of Life” : Enhancing the Everyday through Children’s Use of Digital Devices. M/C Journal, 26(2). https://doi.org/10.5204/mcj.2954
Jefferson, S., Lowe, G. M., Gray, C. & Prout, P. (2023) The search for marigolds: Positive veteran teachers and why social support matters, Teachers and Teaching, 29:2, 150-163, DOI: 10.1080/13540602.2022.2151430
Jeong, D., & Hardy, I. (2023). Imagining educational futures? SDG4 enactment for ethnic minorities in Laos. Compare, 1–19. https://doi.org/10.1080/03057925.2023.2292522
Kay, L., Brandsen, S., Jacques, C., Stocco, F. ., & Zaffaroni, L. G. (2023). Children’s Digital and Non-Digital Play Practices with Cozmo, the Toy Robot. M/C Journal, 26(2). https://doi.org/10.5204/mcj.2943 (Original work published April 25, 2023)
Kay, L., Green, L., & Leaver, T. (2023). Blocks. M/C Journal, 26(3). https://doi.org/10.5204/mcj.2984
Kervin, L., Howard, S, Jones, R., McKnight, A., (2023), Research for Educators, Third edition. Cengage https://au.cengage.com/c/isbn/9780170460446/?filterBy=Higher-Education#meet-the-author
Kervin.L, Mantei.J, Riveria.M.C,S & Neilsen-Hewett.C, (2023). Establishing a Digital Technology Play Space for Children. Journal of Museum Education, 1–13. https://doi.org/10.1080/10598650.2023.2241948
Leaver, T., & Srdarov, S. . (2023). ChatGPT Isn’t Magic : The Hype and Hypocrisy of Generative Artificial Intelligence (AI) Rhetoric. M/C Journal, 26(5). https://doi.org/10.5204/mcj.3004
Leaver, T., Green, L., & Kay, L. (2023). It’s All about the Toys!. M/C Journal, 26(2). https://doi.org/10.5204/mcj.2974 (Original work published April 25, 2023)
Levido, A. (2023) Exploring the Key Concept of Technologies in Media Literacy Education. British Educational Research Association Conference – Birmingham, England 12-14 September 2023.
Locke, K., & Leaver, T. (2023). Pokémon Go and Urban Accessibility. In K. Ellis, T. Leaver, & M. Kent (Eds.), Gaming Disability: Disability Perspectives on Contemporary Video Games (pp. 210–221). Routledge. https://doi.org/10.4324/9780367357153-20
Mannell, K., Fordyce, R., & Jethani, S. (2023). Oaths and the ethics of automated data: limits to porting the Hippocratic oath from medicine to data science. Cultural Studies (London, England), 37(1), 168–189. https://doi.org/10.1080/09502386.2022.2042577
Maslin, K., Murcia, K., Blackley, S., & Lowe, G. (2023). Fostering young children’s creativity in online learning environments: A systematic literature review. Thinking Skills and Creativity, 47, 101249-. https://doi.org/10.1016/j.tsc.2023.101249
Neag, A., & Healy, S. (2023). ‘Daddy should search for help on Google instead of swearing … ’: escaping the boundaries of technologically mediated learning. Journal of Educational Media : The Journal of the Educational Television Association, 48(4), 649–665. https://doi.org/10.1080/17439884.2023.2249812
Nicholas, M., & Paatsch, L. (2023). The shared reading of digital storybooks with young children: Parents’ perspectives. Research Papers in Education, ahead-of-print(ahead-of-print), 1–18. https://doi.org/10.1080/02671522.2023.2205411
Om, C., Brereton, M., Vella, K., Ploderer, B., Dema, T., Dobson, M., Murcia, K. (in press) Rethinking the development of computational thinking skills in young children through nature play. Proceedings of the 35th Australian Conference on Computer-Human Interaction (OzCHI’23)
Ouyang, L., 2023, Designing Interactive Speakers to Support Pre-schoolers for Music Education, IDC ’23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference June 2023 Pages 764–765, https://doi.org/10.1145/3585088.3593924
Paatsch, L., Casey, S., Green, A., Stagnitti, K. (2023), Learning through play in the primary school : the why and the how for teachers and school leaders, Routledge: London and New York, SBN 9781032284217.
Pangrazio, L., & Mavoa, J. (2023). Studying the datafication of Australian childhoods: learning from a survey of digital technologies in homes with young children. Media International Australia, 0(0). https://doi.org/10.1177/1329878X231162386
Pangrazio, L., & Sefton-Green, J. (2023). Digital literacies as a “soft power” of educational governance. In World Yearbook of Education 2024: Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence (pp. 196–211). https://doi.org/10.4324/9781003359722-15
Pattinson, C. L., Edmed, S. L., Smith, S. S., & Douglas, P. S. (2023). Questioning the effectiveness of behavioral sleep interventions for infants. The Journal of Pediatrics, 261, 113335–113335. https://doi.org/10.1016/j.jpeds.2023.01.012
Perrotta, C., & Pangrazio, L. (2023). The Critical Study of Digital Platforms and Infrastructures: Current Issues and New Agendas for Education Technology Research. Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7952
Poyntz, S. R., Sefton-Green, J., Fitzsimmons Frey, H., (2023) Youthsites: Histories of Creativity, Care, and Learning in the City, Oxford University Press: London, UK
Price AMH, White N, Burley J, et al Price, A. M. H., White, N., Burley, J., Zhu, A., Contreras-Suarez, D., Wang, S., Stone, M., Trotter, K., Mrad, M., Caldwell, J., Bishop, R., Chota, S., Bui, L., Sanger, D., Roles, R., Watts, A., Samir, N., Grace, R., Raman, S., … Goldfeld, S. (2023). Feasibility of linking universal child and family healthcare and financial counselling: findings from the Australian Healthier Wealthier Families (HWF) mixed-methods study. BMJ Open, 13(11), e075651–e075651. https://doi.org/10.1136/bmjopen-2023-075651
Rodriguez, A., & Levido, A. (2023). “My Little Influencer”: A Toy Ringlight as Proxy to Media Practices and Technopanics. M/C Journal, 26(2). https://doi.org/10.5204/mcj.2948
Ruscoe, A., Barblett, L., & Barratt-Pugh, C. (2023). Discourses in power: Policy and curriculum demands in the first year of compulsory school. Contemporary Issues in Early Childhood, 24(3), 298–312. https://doi.org/10.1177/1463949121990905
Sanders, T., Noetel, M., Parker, P., Del Pozo Cruz, B., Biddle, S., Ronto, R., Hulteen, R., Parker, R., Thomas, G., De Cocker, K., Salmon, J., Hesketh, K., Weeks, N., Arnott, H., Devine, E., Vasconcellos, R., Pagano, R., Sherson, J., Conigrave, J., & Lonsdale, C. (2023). An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens. Nature Human Behaviour. https://doi.org/10.1038/s41562-023-01712-8
Shay, M., Sarra, G., & Woods, A. (2022). Grounded ontologies: Indigenous methodologies in qualitative cross-cultural research. In Handbook of Qualitative Cross-Cultural Research Methods (pp. 26–39). Edward Elgar Publishing. https://doi.org/10.4337/9781800376625.00011
Snow, S, Matthews, S, Chen, Y, Yang, S, and Bayley, M (2023). Designing serious games to engage children with energy saving in the home: potential learning outcomes and design considerations. Journal of Computers in Education 1-26. https://doi.org/10.1007/s40692-023-00302-x
Stevenson, K. J., Jayakumar, E., & See, H. (2023). The Toy Brick as a Communicative Device for Amplifying Children’s Voices in Research. M/C Journal, 26(3). https://doi.org/10.5204/mcj.2957
Theobald, Maryanne, Busch, Gillian, Mushin, Ilana, O’Gorman, Lyndal, Nielson, Cathy, Radanovic, Shelley, Briant, Elizabeth, Curtis, Lisa, Mirah, Erin, Rana, Louise, Moore, Tyler, and Danby, Susan (2023). Children as citizens of a global society. International perspectives on educating for democracy in early childhood. Edited by Stacy Lee DeZutter. New York, NY, United States: Routledge.297-320. https://doi.org/10.4324/9781003229568-23
Torjinski, M., Horwood, S. Associations between nature exposure, screen use, and parent–child relations: a scoping review protocol. Syst Rev 12, 217 (2023). https://doi.org/10.1186/s13643-023-02367-2
van der Nagel, E., Hutchinson, J., Abidin, C., & Kaye, B. (2023). Black summer on TikTok and ABC news: Shaping cultural identity during an Australian bushfire crisis. Convergence, 29(4), 962-979. https://doi.org/10.1177/13548565231178005
Vella, K., Dobson, M., Rodgers, S., Om, C., Bircanin, F., Dema, T., Pillai, J., Murcia, K., & Brereton, M. (2023). Wired, wild, wonderful: A scoping review of early childhood nature connections fostered by digital technologies. International Journal of Child-Computer Interaction, 38. https://doi.org/10.1016/j.ijcci.2023.100619
Westwood, E., Smith, S., Mann, D., Pattinson, C., Allan, A., & Staton, S. (2023). The effects of light in children: A systematic review. Journal of Environmental Psychology, 89, 102062-. https://doi.org/10.1016/j.jenvp.2023.102062
Williams, Kate E., Hayes, Nicole, Berthelsen, Donna, and Quach, Jon (2023). A longitudinal model of sleep problems and classroom self-regulation across elementary school. Journal of Applied Developmental Psychology 89 101596 101596. https://doi.org/10.1016/j.appdev.2023.101596
Wilson, S., Murcia, K., Cross, E., & Lowe, G. (2023). Digital technologies and the early childhood sector: are we fostering digital capabilities and agency in young children? Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00647-3
Yanes, T., Nathan, V., Wallingford, C., Faragher, R., Nankervis, K., Jacobs, C., Vassos, M., Boyle, F., Carroll, A., Smith, S., & McInerney-Leo, A. (2023). Australasian genetic counselors’ attitudes toward disability and prenatal testing: Findings from a cross-sectional survey. Journal of genetic counseling, 10.1002/jgc4.1788. Advance online publication. https://doi.org/10.1002/jgc4.1788
2022
View our journal articles, books, and book chapters from 2022.
Arabiat, D., Al Jabery, M., Robinson, S., Whitehead, L., & Mörelius, E. (2022). Interactive technology use and child development: A systematic review. In Child: Care, Health and Development. Wiley, DOI: 10.1111/cch.13082
Barblett, L., & Barratt-Pugh, C. (2022). Shifting the balance of power for families through a strengths-based book gifting program. In Relationships with Families in Early Childhood Education and Care (pp. 113–121). Routledge. DOI: 10.4324/9780367816100-14
Burley, J., Samir, N., Price, A., Parker, A., Zhu, A., Eapen, V., Contreras-Suarez, D., Schreurs, N., Lawson, K., Lingam, R., Grace, R., Raman, S., Kemp, L., Bishop, R., Goldfeld, S., & Woolfenden, S. (2022). Connecting Healthcare with Income Maximisation Services: A Systematic Review on the Health, Wellbeing and Financial Impacts for Families with Young Children. In International Journal of Environmental Research and Public Health (Vol. 19, Issue 11, p. 6425). MDPI AG. DOI: 10.3390/ijerph19116425
Busch, G., Theobald, M., & Danby, S. (2022). The Stories We Tell: Stories Within Family Mealtimes. In Storytelling Practices in Home and Educational Contexts (pp. 73–92). Springer Nature Singapore. DOI: 10.1007/978-981-16-9955-9_5
K. J. Murcia, C. Campbell, M. M. Joubert, & S. Wilson (Eds.), (2022), Children’s Creative Inquiry in STEM. Sociocultural Explorations of Science Education. Springer International Publishing. DOI: 10.1007/978-3-030-94724-8
Church, A., Bateman, A., & Danby, S. (2022). Conversation Analysis for Early Childhood Teachers. In Talking with Children (pp. 21–37). Cambridge University Press. DOI: 10.1017/9781108979764.002
Corser, K., Dezuanni, M., & Notley, T. (2022) How news media literacy is taught in Australian classrooms. Australian Educational Researcher, 49(4), pp. 761-777. DOI: 10.1007/s13384-021-00457-5
Cross, E. F., Dobson, M. R., Walker, R. M., Lowe, G. M., (2022), Leading for quality in Western Australian early childhood services: An emerging framework, Issues in Educational Research, DOI: 10.3316/informit.806224365341712
Dezuanni, M. (2022) Nordic childhoods and entertainment ‘supersystems’ in the digital age. In Kumpulainen, Kristiina, Kajamaa, Anu, Erstad, Ola, Mäkitalo, Åsa, Drotner, Kirsten, & Jakobsdóttir, Sólveig (Eds.) Nordic Childhoods in the Digital Age : Insights into Contemporary Research on Communication, Learning and Education. Routledge, Abingdon, Oxon, pp. 201-206. DOI: 10.4324/9781003145257-22
Dezuanni, M. & Notley, T. (2022) Media literacy for primary-aged students in the age of digital media and augmented reality. PETAA Paper, 225, pp. 1-8, 2022.
Foster-Thorpe, F., Bennett, S., (2022), Digital lifetime of a child born today, Journal and Proceedings of the Royal Society of New South Wales, DOI: 10.3316/informit.576666159906350
Green, L., & Le, V. T. (2022). Holding the Line: Responsibility, Digital Citizenship and the Platforms. In Palgrave Global Media Policy and Business (pp. 85–109). Springer International Publishing. DOI: 10.1007/978-3-030-95220-4_5
Green, L., Dudek, D., Lynne, C., Ólafsson, K., Staksrud, E., Jacques, C. L., & Jaunzems, K. (2022). Tox and Detox. In M/C Journal (Vol. 25, Issue 2). Queensland University of Technology. DOI: 10.5204/mcj.2888
Hood, R., Zabatiero, J., Silva, D., R. Zubrick, S., & Straker, L. (2022). ‘There’s good and bad’: parent perspectives on the influence of mobile touch screen device use on prenatal attachment. In Ergonomics (Vol. 65, Issue 12, pp. 1593–1608). Informa UK Limited. DOI: 10.1080/00140139.2022.2041734
Houen, S., & Danby, S. (2022). Digital Technologies.In Talking with Children (pp. 204–226). Cambridge University Press. DOI: /10.1017/9781108979764.011
Houen, S., Thorpe, K., van Os, D., Westwood, E., Toon, D., & Staton, S. (2022). Eliciting and responding to young children’s talk: A systematic review of educators’ interactional strategies that promote rich conversations with children aged 2–5 years. In Educational Research Review (Vol. 37, p. 100473). Elsevier BV. DOI: 10.1016/j.edurev.2022.100473
Jefferson, S., Lowe, G. M., Gray, C., & Prout, P. (2022). The search for marigolds: Positive veteran teachers and why social support matters. In Teachers and Teaching (pp. 1–14). Informa UK Limited. DOI: 10.1080/13540602.2022.2151430
Johnston, K., Kervin, L., & Wyeth, P. (2022). STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review. In Sustainability (Vol. 14, Issue 20, p. 13533). MDPI AG. DOI: 10.3390/su142013533
Low, D. E., Kervin, L. K., Pandya, J. Z., (2022)., Foreword in Multimodal Literacies in Young Emergent Bilinguals: Beyond Print-Centric Practices, Brown, S. and Hao, L. (Eds), DOI: 10.21832/9781800412361
Mannell, K., & Smith, E. T. (2022). Alternative Social Media and the Complexities of a More Participatory Culture: A View From Scuttlebutt. In Social Media + Society (Vol. 8, Issue 3, p. 205630512211224). SAGE Publications. DOI: 10.1177/20563051221122448
Matamoros-Fernández, A., Rodriguez, A., & Wikström, P. (2022). Humor That Harms? Examining Racist Audio-Visual Memetic Media on TikTok During Covid-19. In Media and Communication (Vol. 10, Issue 2, pp. 180–191). Cogitatio. DOI: 10.17645/mac.v10i2.5154
Murcia, K., (2022), Children’s Creativity and STEM Inquiry Projects, Asian Research Network Journal of Education
Murcia, K., & Cross, E. (2022). Empowering Early Childhood Teachers to Develop Digital Technology Pedagogies: An Australian Action Research Case Study. In STEM, Robotics, Mobile Apps in Early Childhood and Primary Education (pp. 33–53). Springer Nature Singapore. DOI: 10.1007/978-981-19-0568-1_3
Murcia, K., & Oblak, C. (2022). Exploring an Engineering Design Process and Young Children’s Creativity. In Children’s Creative Inquiry in STEM (pp. 207–223). Springer International Publishing. DOI: 10.1007/978-3-030-94724-8_12
Pangrazio, L., & Sefton-Green, J. (2022). Learning to Live with Datafication. Routledge. DOI: 10.4324/9781003136842
PlayTank Collective, Healy, S., Mayes, E., Flynn, A., Edwards, A., (2022), Entering into Sympogogies, Cultural and Pedagogical Inquiry, DOI: 10.18733/cpi29658
Sefton-Green, J. (2022). Is there a ‘theory of learning’ for cultural studies and is it (still) relevant in an era of surveillance capitalism? In Continuum (pp. 1–13). Informa UK Limited. DOI: 10.1080/10304312.2022.2049211
Stocco, F., & Green, L. (2022). Children and the Internet of Toys. In The Routledge International Handbook of Children, Adolescents, and Media (pp. 162–170). Routledge. DOI: 10.4324/9781003118824-21
Straker, L., Booth, V., Cleland, V., Gomersall, S., Lubans, D., Olds, T., Reece, L., Ridgers, N., Stylianou, M., Tomkinson, G., & Hesketh, K. (2022). Reimagining physical activity for children following the systemic disruptions from the COVID-19 pandemic in Australia. In British Journal of Sports Medicine (Vol. 56, Issue 16, pp. 899–900). BMJ. DOI: 10.1136/bjsports-2021-105277
Theobald, M., Busch, G., Mushin, I., O’Gorman, L., Nielson, C., Watts, J., & Danby, S. (2022). Making Culture Visible: Telling Small Stories in Busy Classrooms. In Storytelling Practices in Home and Educational Contexts (pp. 123–148). Springer Nature Singapore. DOI: 10.1007/978-981-16-9955-9_8
Webster, L., Leaver, T., & Sandry, E. (2022). Transmedia storytelling during the COVID-19 pandemic: Marvel’s WandaVision and Zack Snyder’s Justice League. In First Monday. University of Illinois Libraries. DOI: 10.5210/fm.v27i7.11784
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