J Marsh
Biographic Data
| ID | 16803 |
|---|---|
| NAME | J Marsh |
| GIVEN NAMES | J |
| FAMILY NAME | Marsh |
| SIGNATURE | MARSH J |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0001-6192-6198 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 93 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 7 |
An ecological perspective on children's play with digital technologies in South Africa and the United Kingdom
This paper reports a mixed-methods study of the play of children (3-11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers i…
Addressing the 'Whys' of UK Children's YouTube Use: A Purposes Approach
Despite the widespread use of YouTube by children, there has been limited research undertaken on the 'why' questions of their use. Past theoretical approaches have framed these questions in terms of broader individual needs and their relation to media use, though this work has mainly focused on adults and adolescents. This article presents relevant findings from a mixed methods study of children's (aged 0-16) uses of social media in the United Ki…
Under threes’ play with tablets
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth t…
Makerspaces in early childhood education: Principles of pedagogy and practice
The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years (“Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity” or MakEY), we identify three key principles that are integral to …
Childhood in the Digital Age
Digital play: A new classification
This paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most p…
Unboxing' videos: Co-Construction of the Child as Cyberflâneur
This paper draws on data from a study of a four-year-old child, Gareth, in his first year of formal schooling in England. The aim of the study was to identify the nature of Gareth's literacy practices across home and school spaces. The focus for this paper is an analysis of one aspect of Gareth's home digital literacy practices: his repeated viewings at home of ‘unboxing’ videos on YouTube. These include videos that feature the unpacking of comme…
Young children’s initiation into family literacy practices in the digital age
This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and 4 years, were the focus for study. Parents were co-researchers in the study in that they made written…
Media, Popular Culture and Play
From the wild frontier ofDavy Crockettto the wintery fiords ofFrozen: Changes in Media Consumption, Play and Literacy From the 1950s to the 2010s
In this paper, a comparison is made between the media consumption, play and literacy practices of children made in response to the films Davy Crockett: King of the Wild Frontier (Disney, 1955) and Frozen (Disney, 2013) in order to identify the continuities and discontinuities in these practices over time. The paper draws on a range of secondary sources, including the work of Iona and Peter Opie [(1959). The lore and language of schoolchildren. Ox…
We're playingJeremy Kyle'! Television talk shows in the playground
This paper focuses on an episode of play in a primary school playground in England, which featured a group of children re-enacting elements of the television talk show The Jeremy Kyle Show. The episode is analysed in the light of work that has identified the key elements of the talk show genre and the children's play is examined in relation to conceptualisations of talk shows as cruelty-verité, carnivalesque spectacle and vehicles of social class…
Rewind and replay? Television and play in the 1950s/1960s and 2010s
In this paper, we consider the way in which television's impact on children's play has changed over the past 60 years. The UK has unique collections of children's playground games and rhymes. The folklorists Iona and Peter Opie collected children's playground games and rhymes in the 1950s–1980s and their collection is deposited at the Bodleian Library. A recent study funded by the Arts and Humanities Research Council as part of the Beyond Text pr…
Children as knowledge brokers of playground games and rhymes in the new media age
This article draws on data from a project on children's playground games and rhymes in the new media age. One objective of the project was to examine the relationship between traditional playground games and children's media cultures. As part of the project, two ethnographic studies of primary playgrounds took place in two schools, one in the north and one in the south of England, over a two-year period. Children in both schools were active parti…
Young Children's Literacy Practices in a Virtual World: Establishing an Online Interaction Order
This study examined the literacy practices of children ages 5–11 as they engaged in out‐of‐school use of virtual worlds. The purpose of the study was to explore the nature, purpose, and role of literacy in children's use of a virtual world. In this article, I reflect on how children's use of literacy practices in the virtual world constructed and maintained an online social order. One hundred seventy‐five children in an English primary school com…
Ritual, performance and identity construction: Young children’s engagement with popular cultural and media texts
Young Children’s Play in Online Virtual Worlds
Virtual worlds for children are becoming increasingly popular, and yet there are few accounts of children’s use of these worlds. Young children are spending increasing amounts of time online as technology continues to create significant changes in social and cultural practices in the 21st century. Some of children's online interactions can be categorized as playful in nature; however, play and technology are frequently positioned as oppositional.…
New literacies and old pedagogies: Recontextualizing rules and practices
Despite a growing awareness of the implications of the changing nature of literacy due to the impact of technological innovations, literacy pedagogies in educational institutions across the world continue to be predicated on a performative model, in which emphasis is placed on transmitting narrow concepts of literacy that privilege the alphabetic principle. However, an examination of recent developments in England indicate that there is, increasi…
Extended Review
Popular culture in the literacy curriculum: A Bourdieuan analysis
S This article discusses data arising from a longitudinal study of the attitudes, beliefs, and experiences of preservice teachers regarding the use of popular culture in the primary literacy curriculum in England. Eighteen students took part in a series of interviews throughout their three-year initial teacher education course. Data were inductively coded. The responses of three students are analyzed using a number of the theoretical concepts dev…
Digital Childhood and Youth: New texts, new literacies
This journal has long engaged with the cultural politics of education, interrogating the intersections between cultural forms and movements and the hegemonic frameworks and institutions of educatio
The Techno-Literacy Practices of Young Children
This article discusses findings from a survey undertaken in a working-class community in the north of England which aimed to identify the ‘emergent techno-literacy’ practices of a group of 44 children aged between two and a half and four years of age. It is argued that the multimodal textual competencies and semiotic choices of these ‘toddler netizens’ (Luke, 1999) should be more widely acknowledged within current curriculum frameworks for the ea…
One‐way Traffic? Connections between Literacy Practices at Home and in the Nursery
This article reports on a small‐scale study which examined the home literacy practices of a group of 3 and 4 year‐old children in a working‐class community in the north of England and explored how far these practices were reflected in the curriculum of the nursery the children attended. The data illustrate that there was a dissonance between out‐of‐school and schooled literacy practices and that there was more evidence of nursery literacy practic…
But I want to fly too: Girls and superhero play in the infant classroom
This article describes a study which was conducted in an inner-city school in the north of England, in a base which contained 57 children aged 6 and 7 years old. The purpose of the study was to explore the potential role of popular culture in the literacy curriculum. During the project, a socio-dramatic role-play area which was related to a popular superhero icon was set up in the classroom. Children's play in the area was recorded using a variet…
The common agricultural policy
Young children’s initiation into family literacy practices in the digital age
This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and 4 years, were the focus for study. Parents were co-researchers in the study in that they made written…
But I want to fly too: Girls and superhero play in the infant classroom
This article describes a study which was conducted in an inner-city school in the north of England, in a base which contained 57 children aged 6 and 7 years old. The purpose of the study was to explore the potential role of popular culture in the literacy curriculum. During the project, a socio-dramatic role-play area which was related to a popular superhero icon was set up in the classroom. Children's play in the area was recorded using a variet…
The Techno-Literacy Practices of Young Children
This article discusses findings from a survey undertaken in a working-class community in the north of England which aimed to identify the ‘emergent techno-literacy’ practices of a group of 44 children aged between two and a half and four years of age. It is argued that the multimodal textual competencies and semiotic choices of these ‘toddler netizens’ (Luke, 1999) should be more widely acknowledged within current curriculum frameworks for the ea…
Unboxing' videos: Co-Construction of the Child as Cyberflâneur
This paper draws on data from a study of a four-year-old child, Gareth, in his first year of formal schooling in England. The aim of the study was to identify the nature of Gareth's literacy practices across home and school spaces. The focus for this paper is an analysis of one aspect of Gareth's home digital literacy practices: his repeated viewings at home of ‘unboxing’ videos on YouTube. These include videos that feature the unpacking of comme…
Popular culture in the literacy curriculum: A Bourdieuan analysis
S This article discusses data arising from a longitudinal study of the attitudes, beliefs, and experiences of preservice teachers regarding the use of popular culture in the primary literacy curriculum in England. Eighteen students took part in a series of interviews throughout their three-year initial teacher education course. Data were inductively coded. The responses of three students are analyzed using a number of the theoretical concepts dev…
Children as knowledge brokers of playground games and rhymes in the new media age
This article draws on data from a project on children's playground games and rhymes in the new media age. One objective of the project was to examine the relationship between traditional playground games and children's media cultures. As part of the project, two ethnographic studies of primary playgrounds took place in two schools, one in the north and one in the south of England, over a two-year period. Children in both schools were active parti…
Young Children’s Play in Online Virtual Worlds
Virtual worlds for children are becoming increasingly popular, and yet there are few accounts of children’s use of these worlds. Young children are spending increasing amounts of time online as technology continues to create significant changes in social and cultural practices in the 21st century. Some of children's online interactions can be categorized as playful in nature; however, play and technology are frequently positioned as oppositional.…
Young Children's Literacy Practices in a Virtual World: Establishing an Online Interaction Order
This study examined the literacy practices of children ages 5–11 as they engaged in out‐of‐school use of virtual worlds. The purpose of the study was to explore the nature, purpose, and role of literacy in children's use of a virtual world. In this article, I reflect on how children's use of literacy practices in the virtual world constructed and maintained an online social order. One hundred seventy‐five children in an English primary school com…
One‐way Traffic? Connections between Literacy Practices at Home and in the Nursery
This article reports on a small‐scale study which examined the home literacy practices of a group of 3 and 4 year‐old children in a working‐class community in the north of England and explored how far these practices were reflected in the curriculum of the nursery the children attended. The data illustrate that there was a dissonance between out‐of‐school and schooled literacy practices and that there was more evidence of nursery literacy practic…
An ecological perspective on children's play with digital technologies in South Africa and the United Kingdom
This paper reports a mixed-methods study of the play of children (3-11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers i…
Under threes’ play with tablets
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth t…
We're playingJeremy Kyle'! Television talk shows in the playground
This paper focuses on an episode of play in a primary school playground in England, which featured a group of children re-enacting elements of the television talk show The Jeremy Kyle Show. The episode is analysed in the light of work that has identified the key elements of the talk show genre and the children's play is examined in relation to conceptualisations of talk shows as cruelty-verité, carnivalesque spectacle and vehicles of social class…
New literacies and old pedagogies: Recontextualizing rules and practices
Despite a growing awareness of the implications of the changing nature of literacy due to the impact of technological innovations, literacy pedagogies in educational institutions across the world continue to be predicated on a performative model, in which emphasis is placed on transmitting narrow concepts of literacy that privilege the alphabetic principle. However, an examination of recent developments in England indicate that there is, increasi…
Rewind and replay? Television and play in the 1950s/1960s and 2010s
In this paper, we consider the way in which television's impact on children's play has changed over the past 60 years. The UK has unique collections of children's playground games and rhymes. The folklorists Iona and Peter Opie collected children's playground games and rhymes in the 1950s–1980s and their collection is deposited at the Bodleian Library. A recent study funded by the Arts and Humanities Research Council as part of the Beyond Text pr…
The common agricultural policy
The common agricultural policy
But I want to fly too: Girls and superhero play in the infant classroom
This article describes a study which was conducted in an inner-city school in the north of England, in a base which contained 57 children aged 6 and 7 years old. The purpose of the study was to explore the potential role of popular culture in the literacy curriculum. During the project, a socio-dramatic role-play area which was related to a popular superhero icon was set up in the classroom. Children's play in the area was recorded using a variet…
One‐way Traffic? Connections between Literacy Practices at Home and in the Nursery
This article reports on a small‐scale study which examined the home literacy practices of a group of 3 and 4 year‐old children in a working‐class community in the north of England and explored how far these practices were reflected in the curriculum of the nursery the children attended. The data illustrate that there was a dissonance between out‐of‐school and schooled literacy practices and that there was more evidence of nursery literacy practic…
The Techno-Literacy Practices of Young Children
This article discusses findings from a survey undertaken in a working-class community in the north of England which aimed to identify the ‘emergent techno-literacy’ practices of a group of 44 children aged between two and a half and four years of age. It is argued that the multimodal textual competencies and semiotic choices of these ‘toddler netizens’ (Luke, 1999) should be more widely acknowledged within current curriculum frameworks for the ea…
Digital Childhood and Youth: New texts, new literacies
This journal has long engaged with the cultural politics of education, interrogating the intersections between cultural forms and movements and the hegemonic frameworks and institutions of educatio
Popular culture in the literacy curriculum: A Bourdieuan analysis
S This article discusses data arising from a longitudinal study of the attitudes, beliefs, and experiences of preservice teachers regarding the use of popular culture in the primary literacy curriculum in England. Eighteen students took part in a series of interviews throughout their three-year initial teacher education course. Data were inductively coded. The responses of three students are analyzed using a number of the theoretical concepts dev…
New literacies and old pedagogies: Recontextualizing rules and practices
Despite a growing awareness of the implications of the changing nature of literacy due to the impact of technological innovations, literacy pedagogies in educational institutions across the world continue to be predicated on a performative model, in which emphasis is placed on transmitting narrow concepts of literacy that privilege the alphabetic principle. However, an examination of recent developments in England indicate that there is, increasi…
Extended Review
Ritual, performance and identity construction: Young children’s engagement with popular cultural and media texts
Young Children’s Play in Online Virtual Worlds
Virtual worlds for children are becoming increasingly popular, and yet there are few accounts of children’s use of these worlds. Young children are spending increasing amounts of time online as technology continues to create significant changes in social and cultural practices in the 21st century. Some of children's online interactions can be categorized as playful in nature; however, play and technology are frequently positioned as oppositional.…
Young Children's Literacy Practices in a Virtual World: Establishing an Online Interaction Order
This study examined the literacy practices of children ages 5–11 as they engaged in out‐of‐school use of virtual worlds. The purpose of the study was to explore the nature, purpose, and role of literacy in children's use of a virtual world. In this article, I reflect on how children's use of literacy practices in the virtual world constructed and maintained an online social order. One hundred seventy‐five children in an English primary school com…
Rewind and replay? Television and play in the 1950s/1960s and 2010s
In this paper, we consider the way in which television's impact on children's play has changed over the past 60 years. The UK has unique collections of children's playground games and rhymes. The folklorists Iona and Peter Opie collected children's playground games and rhymes in the 1950s–1980s and their collection is deposited at the Bodleian Library. A recent study funded by the Arts and Humanities Research Council as part of the Beyond Text pr…
Children as knowledge brokers of playground games and rhymes in the new media age
This article draws on data from a project on children's playground games and rhymes in the new media age. One objective of the project was to examine the relationship between traditional playground games and children's media cultures. As part of the project, two ethnographic studies of primary playgrounds took place in two schools, one in the north and one in the south of England, over a two-year period. Children in both schools were active parti…
Media, Popular Culture and Play
From the wild frontier ofDavy Crockettto the wintery fiords ofFrozen: Changes in Media Consumption, Play and Literacy From the 1950s to the 2010s
In this paper, a comparison is made between the media consumption, play and literacy practices of children made in response to the films Davy Crockett: King of the Wild Frontier (Disney, 1955) and Frozen (Disney, 2013) in order to identify the continuities and discontinuities in these practices over time. The paper draws on a range of secondary sources, including the work of Iona and Peter Opie [(1959). The lore and language of schoolchildren. Ox…
We're playingJeremy Kyle'! Television talk shows in the playground
This paper focuses on an episode of play in a primary school playground in England, which featured a group of children re-enacting elements of the television talk show The Jeremy Kyle Show. The episode is analysed in the light of work that has identified the key elements of the talk show genre and the children's play is examined in relation to conceptualisations of talk shows as cruelty-verité, carnivalesque spectacle and vehicles of social class…
Young children’s initiation into family literacy practices in the digital age
This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and 4 years, were the focus for study. Parents were co-researchers in the study in that they made written…
Digital play: A new classification
This paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most p…
Unboxing' videos: Co-Construction of the Child as Cyberflâneur
This paper draws on data from a study of a four-year-old child, Gareth, in his first year of formal schooling in England. The aim of the study was to identify the nature of Gareth's literacy practices across home and school spaces. The focus for this paper is an analysis of one aspect of Gareth's home digital literacy practices: his repeated viewings at home of ‘unboxing’ videos on YouTube. These include videos that feature the unpacking of comme…
Childhood in the Digital Age
Makerspaces in early childhood education: Principles of pedagogy and practice
The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years (“Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity” or MakEY), we identify three key principles that are integral to …
Under threes’ play with tablets
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth t…
An ecological perspective on children's play with digital technologies in South Africa and the United Kingdom
This paper reports a mixed-methods study of the play of children (3-11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers i…
Addressing the 'Whys' of UK Children's YouTube Use: A Purposes Approach
Despite the widespread use of YouTube by children, there has been limited research undertaken on the 'why' questions of their use. Past theoretical approaches have framed these questions in terms of broader individual needs and their relation to media use, though this work has mainly focused on adults and adolescents. This article presents relevant findings from a mixed methods study of children's (aged 0-16) uses of social media in the United Ki…
Sociology (19 works) · Child Development and Digital Technology (16 works) · Literacy, Media, and Education (13 works) · Pedagogy (12 works) · Psychology (12 works) · Digital Games and Media (8 works) · Literacy (8 works) · Impact of Technology on Adolescents (7 works) · Media studies (7 works) · Political science (7 works)