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Early Years
An International Research Journal
Volume 37, 2017 - Issue 1: Contemporary and Critical Perspectives on ECE in the United States
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Articles

Who gets to play? Access, popular media and participatory literacies

Karen E. WohlwendLiteracy, Culture, & Language Education, Indiana University, Bloomington, IN, USACorrespondence[email protected]
Pages 62-76 | Received 20 Feb 2016, Accepted 29 Jul 2016, Published online: 01 Sep 2016

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Mona Sakr & Amanda Oscar. (2022) Stretchy time or screen time: how early years practitioners conceptualise time in relation to children’s digital play. Early Years 42:4-5, pages 391-405.
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Marina Wernholm. (2021) A theoretical framework for understanding children’s learning at play in a hybrid reality. International Journal of Play 10:3, pages 261-284.
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Lorna Arnott & Laura Teichert. (2022) Family learning and working in lockdown: Navigating crippling fear and euphoric joy to support children’s literacy. Journal of Early Childhood Literacy 23:1, pages 35-72.
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Denise Dávila. (2023) All in a Day’s Play: How a Child Resists Linguistic Racism and Constructs Her Identity. Research in the Teaching of English 57:3, pages 248-270.
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Susan Edwards. (2021) Cyber-safety and COVID-19 in the early years: A research agenda. Journal of Early Childhood Research 19:3, pages 396-410.
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Taha Shabbir, Mujeeb Abro, Hatesh Kumar, Awais H. Gillani & Afsheen Ekhteyar. (2021) STATUS OF MEDIA LITERACY AND RIGHT OF INFORMATION ACT IN PAKISTAN. Humanities & Social Sciences Reviews 9:3, pages 911-918.
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Chrystine Mitchell & Carin Appleget. 2021. Research Anthology on Facilitating New Educational Practices Through Communities of Learning. Research Anthology on Facilitating New Educational Practices Through Communities of Learning 557 574 .
Marianne Undheim. (2020) “We Need Sound Too!” Children and Teachers CreatingMultimodal Digital Stories Together. Nordic Journal of Digital Literacy 15:3, pages 165-177.
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Shelley Stagg Peterson, Soon Young Jang & Christina Tjandra. (2019) Young children as playwrights and their participation in classroom peer culture of sociodramatic play. Journal of Early Childhood Research 18:3, pages 227-242.
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Michael Yamoah. 2020. International Perspectives on Modern Developments in Early Childhood Education. International Perspectives on Modern Developments in Early Childhood Education 196 211 .
Stamatios Papadakis, Julie Vaiopoulou, Michail Kalogiannakis & Dimitrios Stamovlasis. (2020) Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children. Sustainability 12:10, pages 4201.
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Katrīna Elizabete Biezā. (2020) Digital Literacy. International Journal of Smart Education and Urban Society 11:2, pages 1-15.
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Chrystine Mitchell & Carin Appleget. 2020. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. Participatory Literacy Practices for P-12 Classrooms in the Digital Age 215 232 .
Anna Schick & Jana Lo Bello Miller. 2020. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. Participatory Literacy Practices for P-12 Classrooms in the Digital Age 200 214 .
Laquana Cooke, Jordan Schugar, Heather Schugar, Christian Penny & Hayley Bruning. 2020. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. Participatory Literacy Practices for P-12 Classrooms in the Digital Age 163 183 .
Casey Holmes & Meghan McGlinn Manfra. 2020. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. Participatory Literacy Practices for P-12 Classrooms in the Digital Age 40 56 .
Molly Buckley-Marudas & Charles Ellenbogen. 2020. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. Participatory Literacy Practices for P-12 Classrooms in the Digital Age 20 39 .
Marianne Undheim. 2020. The Process Is Not Enough: Children and Teachers Creating Multimodal Digital Stories in Kindergarten. The Process Is Not Enough: Children and Teachers Creating Multimodal Digital Stories in Kindergarten.
Shelley Stagg Peterson & Laura Horton. (2018) Child‐directed Dramatic Play as Identity Text in Northern Canadian Indigenous Kindergarten Classrooms. Literacy 53:4, pages 254-264.
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Natalia Kucirkova, Deborah Wells Rowe, Lucy Oliver & Laura E. Piestrzynski. (2019) Systematic review of young children's writing on screen: what do we know and what do we need to know. Literacy 53:4, pages 216-225.
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Pauline Roberts, Lennie Barblett & Ken Robinson. (2019) Early years teachers’ perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum. Australasian Journal of Early Childhood 44:3, pages 309-320.
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Anna-Maija Puroila. 2019. Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning 55 75 .
Christy Wessel-Powell, Ya-Huei Lu & Karen Wohlwend. (2018) Walking Dead Literacies: Zombies, Boys, and (Re)Animated Storytelling. The Reading Teacher 72:3, pages 313-324.
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Debra Harwood & Diane R Collier. (2017) The matter of the stick: Storying/(re)storying children’s literacies in the forest. Journal of Early Childhood Literacy 17:3, pages 336-352.
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