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  • 1.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Young Boys Playing Digital Games: From console to the playground2010In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 4, no 1, p. 38-55Article in journal (Refereed)
    Abstract [en]

    This article studies how digital games are part of the everyday lives of Swedish 6 to 7-year-old boys. The data consist of video recordings from two schools, two after-school centres and four homes. The focus is on how children engage in, organize and use digital games in face-to-face interaction. It is argued that digital game competence matters not only in front of the screen, but also in the playground. In addition, it is argued that what counts as game competence is negotiated in the peer group.

  • 2.
    Hernwall, Patrik
    et al.
    Södertörn Högskola.
    Tingstad, Vebjörg
    Norges Teknisk Naturvitenskaplig Universitet.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Introduction special issue2010In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 4, no 1, p. 2-6Article, book review (Other academic)
  • 3.
    Petersen, Petra
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    "That's how much I can do!": Children's agency in digital tablet activities in a Swedish preschool environment2015In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 10, no 03, p. 145-169Article in journal (Refereed)
    Abstract [en]

    This study explores children’s agency in respect to the relations constituted between the participants’ interaction and the design affordances of digital tablets.The findings underscore the importance of taking into account how the participants’ interaction interplays with the affordances of the touch screen, the portability of the tablet, and the use of pictorial modes within applications, that in turn contributed to children’s agency within the digital tablet activities. The findings highlight both children’s agentive use of multimodally organized resources and how an understanding of children’s agency may be expanded, through the use of multimodal approaches including the Design for Learning framework.

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