Laura Scholes
Biographic Data
| ID | 2747584 |
|---|---|
| NAME | Laura Scholes |
| GIVEN NAMES | Laura |
| FAMILY NAME | Scholes |
| SIGNATURE | SCHOLES L |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0002-8849-2825 |
| VERIFIED | Yes |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Reframing ‘vulnerability’ to digital harms: Adolescent boys and young men navigating responsible digital citizenship
As governments worldwide move to restrict young people's access to social media, public debate has centred on the potential harms of digital engagement and the need to shield adolescents from risky or harmful content. This article focuses on how Australian adolescent boys and young men (ABYM) understand online risks and position themselves as responsible digital citizens. Drawing from 20 interviews and 7 focus groups (N = 47) with Australian ABYM…
Critical attributes of future K-12 schooling to inform policy and practice: A scoping review
This scoping review synthesises research to answer the key question: ‘What are the key attributes of future-focused K-12 schools to serve the changing learning and education needs of students in the digital age?’ An iterative step-by-step thematic coding process and a series of analysis workshops led to the generation of four key attributes to inform policy and practice for future K-12 schools to serve the changing needs of students and communiti…
Primary school teachers’ epistemic cognition for moral education in the context of promoting social inclusion
While values education is one way primary schools can promote student social responsibility, little is understood about how teachers support children’s learning of moral values and how this changes throughout the years of primary school education. A growing body of research shows that teachers’ views about the nature of knowledge and knowing (epistemic cognition) mediate their approaches to teaching across a range of learning contexts. Using semi…
Coding and Computational Thinking Across the Curriculum: A Review of Educational Outcomes
Teaching coding and computational thinking is an emerging educational imperative, now embedded in compulsory curriculum in the United States, Finland, the UK, Germany, Belgium, the Netherlands, New Zealand, and Australia. This meta-synthesis of 49 studies critically reviews recent international research (2009–2022) of coding and computational thinking as core and integrated across the curriculum. It addresses four essential problems: (a) What are…
Social media and the medicalization of boyhood: Critical literacies to evaluate media messaging
Video gaming and digital competence among elementary school students
Engagement with video games can potentially advance student digital competence however, there is a digital skills gap by the time young people progress into adolescence. This current research explores how elementary school students’ digital self-efficacy might relate to experiences in video game environments to influence perceptions of digital competence. We examine the differential impact of sex, self-efficacy, and socioeconomic status (SES) on …
Reading for pleasure: Scrutinising the evidence base – benefits, tensions and recommendations
Compelling international evidence illustrates the potential of reading for pleasure for enhancing student reading achievement along with other learning and wellbeing outcomes. Yet profound challenges exist for nations seeking to encompass attention to students’ volitional reading. In this paper we critically review the growing research evidence in this area by drawing systematically on cognitive psychological studies of reading attainment and mot…
Boyhood in 21st Century Educative Contexts
Reading for digital futures: A lens to consider social justice issues in student literacy experiences in the digital age
Acceleration of digital communication has changed the nature of reading and young people today need to engage multimodal skills for reading success in the digital world.While historically there have been social justice issues for marginalised students in terms of reading, the digital age is creating new equity issues across the globe.This article draws on Nancy Fraser's social justice framework to explore Year 3 student (n = 318) beliefs about th…
Investigating the role of identity versatility in the discursive production of working-class boyhood, learner identities and educational engagement
Internationally, boys from working-class backgrounds are often the most likely to disengage from their formal education. Research on the educational experience of working-class boys has focused heavily on their identity barriers, often positioning these young men as either vulnerable or volatile in their formal education. Social theorists have sought to address the historical and cultural embedded (gendered) practices which influence the identity…
Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet
Sourcing information related to socio‐scientific issues requires sophisticated literacies to read and evaluate conflicting accounts often signified by disagreement among experts, multiple solutions or misinformation. Much of the previous work exploring how young people approach conflicting information has tended to focus on students in the secondary and tertiary years, often taking an epistemic approach to analysis, rather than a literacies lens.…
What do secondary teachers think about digital games for learning: Stupid fixation or the future of education
Digital games can support learning across many levels and fields of education. This article shares findings from a study of Australian high school English teachers designed with a mixed response questionnaire about using digital games in the classroom. The findings identified polarised teacher perspectives on the role of gaming in formal curriculum, tension in teachers’ ideal and enacted use of digital games, and a need for in-practice profession…
Boys, science and literacy: Place-based masculinities, reading practices and the ‘science literate boy’
The fields of science and literacy education continue to be shaped by pervasive gender inequality. Previous research has documented how the formation of a ‘science identity’ is contingent on access to science capital while research in literacy education continues to highlight how boys struggle in their literacy acquisition. Despite a robust scholarship on gendered literacy practices and gender in STEM subjects, to date, there has been little inve…
Boys’ gaming identities and opportunities for learning
This article addresses a gap in research about primary school boys’ identification as ‘gamers.’ Drawing on a survey of 318 Year 3 (7–8 years old) students, the research identified boys’ self-reported enjoyment for gaming, their frequency using digital devices, and their self-rated digital skills. Interviews with four boys from the survey also explored the lifeworlds of self-professed ‘gamers.’ Findings point to the salience of games for many boys…
Virtual Reality and Embodiment in Multimodal Meaning Making
Immersive virtual reality (VR) technology is becoming widespread in education, yet research of VR technologies for students’ multimodal communication is an emerging area of research in writing and literacies scholarship. Likewise, the significance of new ways of embodied meaning making in VR environments is undertheorized—a gap that requires attention given the potential for broadened use of the sensorium in multimodal language and literacy learn…
Scoping review of conceptions of literacy in middle school science
Literacy skills are essential if students are to access knowledge and achieve academic success in middle school science. A key difficulty with interpreting literacy practices in any discipline is the problem of conceptualising what constitutes literacy. Our study contributes new understandings to the discipline of science where there are ongoing debates concerning the meaning of literacy and confusion regarding what constitutes essential literaci…
Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that t…
Year 3 student career choices: Exploring societal changes in constructions of masculinity and femininity in career choice justifications
This article reports on a survey of 332 Year 3 students from 14 Australian schools. We are interested in exploring Year 3 primary school student aspirations and what this data shows us about any societal changes, or not. This study is timely as it reports on contemporary data within an Australian educational context marked by significant investment in improving equitable gendered participation, particularly for girls entering STEM. Drawing on con…
Literacy for Digital Futures: Mind, Body, Text
How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations
Few studies in science education have examined how place-based experiences influence students’ STEM career aspirations. Rural school students’ lived experiences of place and non-traditional STEM career aspirations such as farming are scarcely considered in dominant narratives around science aspirations and career pathways. Adopting a critical relational perspective that considers place as a lived experience we ask How do rural Australian students…
Children’s perspectives on why and when teachers listen to their ideas: Exploring opportunities for participation in the early years of school
Middle school students’ science epistemic beliefs – Implications for measurement
‘We don’t read in science’: Student perceptions of literacy and learning science in middle school
Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on what sort of reading participation was valued in their classroom and what they thought characterised a …
Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities
International studies have established that reading for enjoyment is linked to higher reading outcomes however there are local variations of the relationship and nuances associated with gender and economic contours. The aim of this study was to examine 318 Australian Year 3 (7 to 8-year-olds) boys’ and girls’ self-reported enjoyment for reading, reading frequency, and achievement on national reading tests. Findings showed that students who indica…
The making of male reader identities across generations: Assemblages of rural places in shaping life as a male reader in Australia and Sweden
Drawing on interviews we explore the centrality of belonging to rural places, embedded within time, in shaping life as a male reader, regardless of country of origin, or generation. Place theory explored the assemblages of spaces important for 6 boys (10–11 year-olds) from Australia and 6 men (25 year-olds and 60 year-olds) from Sweden in their reader identities. Findings illustrate how assemblages of geography, resourcing, relationships with the…
Investigating the role of identity versatility in the discursive production of working-class boyhood, learner identities and educational engagement
Internationally, boys from working-class backgrounds are often the most likely to disengage from their formal education. Research on the educational experience of working-class boys has focused heavily on their identity barriers, often positioning these young men as either vulnerable or volatile in their formal education. Social theorists have sought to address the historical and cultural embedded (gendered) practices which influence the identity…
Disrupting the 'boys don't read' discourse: Primary school boys who love reading fiction
This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews ( n = 30) with Year 4 (8 to 9‐year‐old) boys at six schools, we consider t…
Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists
Low participation rates of students studying science at the secondary level are of international concern. One of the under-researched factors influencing low participation rates in the sciences in Australia is primary school student stereotypes concerning science and scientists. We explore how Year 4 (9–10-year-olds) students perceive science, scientists, and a career in science. Data sources included 45 students (m = 29; f = 16) attending six pr…
Recognition of boys as readers through a social justice lens
This paper considers whether societal changes are making space for some working-class boys to go against the grain and foster positive reader identities. Drawing on interviews with 30 Australian boys about their experiences at school, Nancy Fraser’s social justice framework is used to explore their parity of participation as readers. Responses raise questions about the need for recognition of boys as readers across demographics and more equitable…
Year 3 student career choices: Exploring societal changes in constructions of masculinity and femininity in career choice justifications
This article reports on a survey of 332 Year 3 students from 14 Australian schools. We are interested in exploring Year 3 primary school student aspirations and what this data shows us about any societal changes, or not. This study is timely as it reports on contemporary data within an Australian educational context marked by significant investment in improving equitable gendered participation, particularly for girls entering STEM. Drawing on con…
Popular girls aren’t into reading: Reading as a site for working-class girls’ gender and class identity work
A seminal body of work emerged in the 1980s recognising reading as a site for gender and class identity work. However, understandings around working-class girls’ reading identities are invisible in the current Australian education policy space where gender equalities with respect to curriculum subjects have disappeared. This paper draws on a broader study of the reading experiences of 615 boys and girls attending elementary schools in Australia t…
Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading
Drawing on interviews with 15 boys attending schools in low socioeconomic communities in Australia, this paper examines the multiplicity of contextual influences on boys’ everyday reading experiences. Implementing an ecological metaphor, boys’ narratives about (i) their attitudes towards reading at school (microsystem); (ii) parental beliefs about reading (mesosystem); (iii) masculinities within low socioeconomic communities (exosystem), and; (iv…
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female = 85, male = 87), between the ages of six and seven and 15…
Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship
Clandestine Readers: Boys and girls going ‘undercover’ in school spaces
Exploring the diverse nature of students’ interpretations of their reading experiences, this study moves beyond broad generalizations about boys and girls to consider complexities inherent in the social processes that influence students’ engagement in reading. While the study aimed to develop understandings about the ways notions of masculinity are constructed among different groups of boys and the influence of these differences on educational ex…
Engaging the creative arts to meet the needs of twenty-first-century boys
As we navigate through a new form of economic era where science, technology, knowledge and services will replace consumer goods as drivers of growth, and the workplace will increasingly value creative abilities, there appears a need for an educational paradigm shift. However, within an Australian context of increasing school accountability, a great deal of emphasis is placed on standards vis-à-vis improving literacy and numeracy skills for studen…
Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet
Sourcing information related to socio‐scientific issues requires sophisticated literacies to read and evaluate conflicting accounts often signified by disagreement among experts, multiple solutions or misinformation. Much of the previous work exploring how young people approach conflicting information has tended to focus on students in the secondary and tertiary years, often taking an epistemic approach to analysis, rather than a literacies lens.…
Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that t…
Young children's moral evaluations of inclusion and exclusion in play in ethnic and aggressive stereotypic peer contexts
Previous research has emphasised the importance of active citizenship in the early years for the development of tolerant and cohesive societies. This paper reports data from 174 children, aged 6–7 years, who were interviewed in the first year of a longitudinal study. Children were presented with two scenarios about inclusion of others in play. One scenario focussed on a peer from a different ethnic background and the other scenario was about a pe…
Serious games for learning: Games-based child sexual abuse prevention in schools
In spite of research demonstrating conceptual weakness in many child sexual abuse (CSA) prevention programmes and outdated modes of delivery, students continue to participate in a diversity of initiatives. Referring to the development of a games-based approach to CSA prevention in Australia, this paper examines empirically based attributes of effective CSA prevention programmes for schools including contemporary pedagogies for learning. The paper…
Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes
The homogenizing and binary categorization of boys and girls inpopular and political rhetoric continues in educational contexts. To explore differences in boys’ experience atschool a recent study examined the influence of disadvantage and relatednotions of masculinity on literacy outcomes.Specifically, this exploration included 297 surveys and 36 interviews withprimary aged students from a range of socioeconomic backgrounds. While therewas an ove…
Engaging the creative arts to meet the needs of twenty-first-century boys
As we navigate through a new form of economic era where science, technology, knowledge and services will replace consumer goods as drivers of growth, and the workplace will increasingly value creative abilities, there appears a need for an educational paradigm shift. However, within an Australian context of increasing school accountability, a great deal of emphasis is placed on standards vis-à-vis improving literacy and numeracy skills for studen…
Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes
The homogenizing and binary categorization of boys and girls inpopular and political rhetoric continues in educational contexts. To explore differences in boys’ experience atschool a recent study examined the influence of disadvantage and relatednotions of masculinity on literacy outcomes.Specifically, this exploration included 297 surveys and 36 interviews withprimary aged students from a range of socioeconomic backgrounds. While therewas an ove…
Serious games for learning: Games-based child sexual abuse prevention in schools
In spite of research demonstrating conceptual weakness in many child sexual abuse (CSA) prevention programmes and outdated modes of delivery, students continue to participate in a diversity of initiatives. Referring to the development of a games-based approach to CSA prevention in Australia, this paper examines empirically based attributes of effective CSA prevention programmes for schools including contemporary pedagogies for learning. The paper…
Clandestine Readers: Boys and girls going ‘undercover’ in school spaces
Exploring the diverse nature of students’ interpretations of their reading experiences, this study moves beyond broad generalizations about boys and girls to consider complexities inherent in the social processes that influence students’ engagement in reading. While the study aimed to develop understandings about the ways notions of masculinity are constructed among different groups of boys and the influence of these differences on educational ex…
Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female = 85, male = 87), between the ages of six and seven and 15…
Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading
Drawing on interviews with 15 boys attending schools in low socioeconomic communities in Australia, this paper examines the multiplicity of contextual influences on boys’ everyday reading experiences. Implementing an ecological metaphor, boys’ narratives about (i) their attitudes towards reading at school (microsystem); (ii) parental beliefs about reading (mesosystem); (iii) masculinities within low socioeconomic communities (exosystem), and; (iv…
Popular girls aren’t into reading: Reading as a site for working-class girls’ gender and class identity work
A seminal body of work emerged in the 1980s recognising reading as a site for gender and class identity work. However, understandings around working-class girls’ reading identities are invisible in the current Australian education policy space where gender equalities with respect to curriculum subjects have disappeared. This paper draws on a broader study of the reading experiences of 615 boys and girls attending elementary schools in Australia t…
Young children's moral evaluations of inclusion and exclusion in play in ethnic and aggressive stereotypic peer contexts
Previous research has emphasised the importance of active citizenship in the early years for the development of tolerant and cohesive societies. This paper reports data from 174 children, aged 6–7 years, who were interviewed in the first year of a longitudinal study. Children were presented with two scenarios about inclusion of others in play. One scenario focussed on a peer from a different ethnic background and the other scenario was about a pe…
I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists
Low participation rates of students studying science at the secondary level are of international concern. One of the under-researched factors influencing low participation rates in the sciences in Australia is primary school student stereotypes concerning science and scientists. We explore how Year 4 (9–10-year-olds) students perceive science, scientists, and a career in science. Data sources included 45 students (m = 29; f = 16) attending six pr…
Disrupting the 'boys don't read' discourse: Primary school boys who love reading fiction
This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews ( n = 30) with Year 4 (8 to 9‐year‐old) boys at six schools, we consider t…
Recognition of boys as readers through a social justice lens
This paper considers whether societal changes are making space for some working-class boys to go against the grain and foster positive reader identities. Drawing on interviews with 30 Australian boys about their experiences at school, Nancy Fraser’s social justice framework is used to explore their parity of participation as readers. Responses raise questions about the need for recognition of boys as readers across demographics and more equitable…
The development of children's epistemic beliefs across the early years of elementary school
BACKGROUND: A growing body of research shows that the beliefs we hold about the nature of knowing and knowledge (epistemic beliefs) may mediate moral reasoning. However, a limitation of much of the research in the area of epistemic beliefs is the lack of a longitudinal approach. AIMS: The study investigated longitudinal changes in Australian elementary school children's beliefs about knowing and knowledge (epistemic beliefs) across three judgemen…
How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations
Few studies in science education have examined how place-based experiences influence students’ STEM career aspirations. Rural school students’ lived experiences of place and non-traditional STEM career aspirations such as farming are scarcely considered in dominant narratives around science aspirations and career pathways. Adopting a critical relational perspective that considers place as a lived experience we ask How do rural Australian students…
Children’s perspectives on why and when teachers listen to their ideas: Exploring opportunities for participation in the early years of school
Middle school students’ science epistemic beliefs – Implications for measurement
‘We don’t read in science’: Student perceptions of literacy and learning science in middle school
Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on what sort of reading participation was valued in their classroom and what they thought characterised a …
Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities
International studies have established that reading for enjoyment is linked to higher reading outcomes however there are local variations of the relationship and nuances associated with gender and economic contours. The aim of this study was to examine 318 Australian Year 3 (7 to 8-year-olds) boys’ and girls’ self-reported enjoyment for reading, reading frequency, and achievement on national reading tests. Findings showed that students who indica…
The making of male reader identities across generations: Assemblages of rural places in shaping life as a male reader in Australia and Sweden
Drawing on interviews we explore the centrality of belonging to rural places, embedded within time, in shaping life as a male reader, regardless of country of origin, or generation. Place theory explored the assemblages of spaces important for 6 boys (10–11 year-olds) from Australia and 6 men (25 year-olds and 60 year-olds) from Sweden in their reader identities. Findings illustrate how assemblages of geography, resourcing, relationships with the…
Boys’ gaming identities and opportunities for learning
This article addresses a gap in research about primary school boys’ identification as ‘gamers.’ Drawing on a survey of 318 Year 3 (7–8 years old) students, the research identified boys’ self-reported enjoyment for gaming, their frequency using digital devices, and their self-rated digital skills. Interviews with four boys from the survey also explored the lifeworlds of self-professed ‘gamers.’ Findings point to the salience of games for many boys…
Virtual Reality and Embodiment in Multimodal Meaning Making
Immersive virtual reality (VR) technology is becoming widespread in education, yet research of VR technologies for students’ multimodal communication is an emerging area of research in writing and literacies scholarship. Likewise, the significance of new ways of embodied meaning making in VR environments is undertheorized—a gap that requires attention given the potential for broadened use of the sensorium in multimodal language and literacy learn…
Scoping review of conceptions of literacy in middle school science
Literacy skills are essential if students are to access knowledge and achieve academic success in middle school science. A key difficulty with interpreting literacy practices in any discipline is the problem of conceptualising what constitutes literacy. Our study contributes new understandings to the discipline of science where there are ongoing debates concerning the meaning of literacy and confusion regarding what constitutes essential literaci…
Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that t…
Year 3 student career choices: Exploring societal changes in constructions of masculinity and femininity in career choice justifications
This article reports on a survey of 332 Year 3 students from 14 Australian schools. We are interested in exploring Year 3 primary school student aspirations and what this data shows us about any societal changes, or not. This study is timely as it reports on contemporary data within an Australian educational context marked by significant investment in improving equitable gendered participation, particularly for girls entering STEM. Drawing on con…
Psychology (32 works) · Sociology (25 works) · Pedagogy (24 works) · Political science (15 works) · Literacy, Media, and Education (13 works) · Social Psychology (13 works) · Child Development and Digital Technology (9 works) · Developmental psychology (9 works) · Gender Roles and Identity Studies (9 works) · Literacy (9 works)