YOUNG CHILDREN, TOUCHSCREENS AND LITERACY PRACTICES Piermarco Aroldi, Giovanna Mascheroni V-VIII PDF DOI: https://doi.org/10.36253/me-8756
BAMBINI E TECNOLOGIE DIGITALI: OPPORTUNITÀ, RISCHI E PROSPETTIVE DI RICERCA – CHILDREN AND DIGITAL TECHNOLOGIES: OPPORTUNITIES AND RESEARCH PERSPECTIVES Donata Ripamonti 143-157 PDF DOI: https://doi.org/10.36253/me-8757
BAMBINI E LETTURA DIGITALE: SERVE ANCORA IL SUPPORTO DELL’ADULTO? Andrea Nardi 158-177 PDF DOI: https://doi.org/10.36253/me-8758
THE DIGITAL LITERACY SKILLS AND COMPETENCES OF CHILDREN OF PRE-SCHOOL AGE Jackie Marsh 178-195 PDF DOI: https://doi.org/10.36253/me-8759
DEVELOPING DIGITAL CITIZENSHIP IN CHILDREN AGED FROM 3 TO 9 – A PILOT PROJECT IN THE PORTUGUESE REGION OF ODIVELAS Vitor Tomé, Belinha de Abreu 196-214 PDF DOI: https://doi.org/10.36253/me-8760
ICT E LIVELLI DI APPRENDIMENTO NELLA SCUOLA PRIMARIA: UN’ANALISI SULL’IMPATTO DELLA LIM IN CLASSE Gianluca Argentin, Tiziano Gerosa 215-241 PDF DOI: https://doi.org/10.36253/me-8761
LEARNING VERSUS PLAY OR LEARNING THROUGH PLAY? HOW PARENTS’ IMAGINARIES, DISCOURSES AND PRACTICES AROUND ICTS SHAPE CHILDREN’S (DIGITAL) LITERACY PRACTICES Giovanna Mascheroni, Sonia Livingstone, Michael Dreier, Stephane Chaudron 242-261 PDF DOI: https://doi.org/10.36253/me-8762
«WHO TAUGHT YOU HOW TO PLAY?», «I DID!»: DIGITAL PRACTICES AND SKILLS OF CHILDREN UNDER 6 Rita Brito 262-283 PDF DOI: https://doi.org/10.36253/me-8763
THE PLACE OF DIGITAL DEVICES IN THE HOME AND FAMILY ROUTINES OF YOUNG CHILDREN (3-7) IN MADRID Nieves Galera, Mitsuko Matsumoto, David Poveda 284-300 PDF DOI: https://doi.org/10.36253/me-8764
MEDIATION PRACTICES OF PARENTS AND OLDER SIBLINGS IN GUIDING TODDLERS’ TOUCHSCREEN TECHNOLOGY USE: AN ETHNOGRAPHIC CASE STUDY Elyna Nevski, Andra Siibak 301-321 PDF DOI: https://doi.org/10.36253/me-8765
CRAWLING, WALKING, SWIPING – GERMAN PRESCHOOL CHILDREN’S MOBILE TOUCHSCREEN USE Claudia Lampert 322-338 PDF DOI: https://doi.org/10.36253/me-8766
YOUNG PEOPLE, MEDIA LITERACIES AND MOBILE DEVICES: AN ETHNOGRAPHIC STUDY María Ruth García-Pernía, Pilar Lacasa, Laura Méndez 339-359 PDF DOI: https://doi.org/10.36253/me-8768
