Academic outputs

Journal articles, books, book chapters, and conference proceedings.


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).

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,

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.

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.

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.

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.

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).

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.

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). (Original work published April 25, 2023)

Kay, L., Green, L., & Leaver, T. (2023). Blocks. M/C Journal, 26(3).

Kervin, L., Howard, S, Jones, R., McKnight, A., (2023), Research for Educators, Third edition. Cengage

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.

Leaver, T., & Srdarov, S. . (2023). ChatGPT Isn’t Magic : The Hype and Hypocrisy of Generative Artificial Intelligence (AI) Rhetoric. M/C Journal, 26(5).

Leaver, T., Green, L., & Kay, L. (2023). It’s All about the Toys!. M/C Journal, 26(2). (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.

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.

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-.

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.

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.

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,

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).

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).

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.

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.

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.

Rodriguez, A., & Levido, A. (2023). “My Little Influencer”: A Toy Ringlight as Proxy to Media Practices and Technopanics. M/C Journal, 26(2).

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.

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.

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.

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.

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).

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.

Torjinski, M., Horwood, S. Associations between nature exposure, screen use, and parent–child relations: a scoping review protocol. Syst Rev 12, 217 (2023).

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.

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.

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-.

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.

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.

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.


Our researchers published across a range of disciplines in 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

Zhao, X. (Andy). (2022). Digital Experiences of International Students: Challenging Assumptions and Rethinking Engagement, Shanton Chang and Catherine Gomes (eds) (2021). In Transitions: Journal of Transient Migration (Vol. 6, Issue 1, pp. 126–128). Intellect. DOI: 10.1386/tjtm_00048_5



Mörelius E, Robinson S, Arabiat D, Whitehead L,
Digital Interventions to Improve Health Literacy Among Parents of Children Aged 0 to 12 Years With a Health Condition: Systematic Review, Journal of Medical Internet Research 2021;23(12):e31665, 10.2196/31665\