References
- Alexander, S., Boehm, J. D., & Glen, N. (2021). Using mobile technologies to enhance learning and improve student engagement in the dance studio. Research in Dance Education, 1–19. Advance online publication. https://doi.org/https://doi.org/10.1080/14647893.2021.1928621
- Bench, H., & Harlig, A. (2021). Editorial: This is where we dance now. The International Journal of Screendance, 12, 1–12. https://doi.org/https://doi.org/10.18061/ijsd.v12i0.8404
- Bianchini, G. (2021). Content alone will kill the creator economy. The Information. https://www.theinformation.com/articles/content-alone-will-kill-the-creator-economy
- Blum-Ross, A., & Livingstone, S. (2016). Families and screen time: Current advice and emerging research. (Media Policy Brief 17). Media Policy Project, London School of Economics and Political Science. https://blogs.lse.ac.uk/medialse/category/childrenmedia/
- Boffone, T. (2022, March 21). Digital dance cultures: From online obscurity to mainstream recognition. OUPblog. https://blog.oup.com/2022/03/digital-dance-cultures-from-online-obscurity-to-mainstream-recognition/
- Bonbright, J. (1999). Dance education 1999: Status, challenges, and recommendations. Arts Education Policy Review, 101(1), 33–39. https://doi.org/https://doi.org/10.1080/10632919909600234
- Bonbright, J. (2000). Dance: The discipline. Arts Education Policy Review, 102(2), 31–32. https://doi.org/https://doi.org/10.1080/10632910009599987
- Bonbright, J., & McGreevy-Nichols, S. (2012). National Dance Education Organization: Building a future for dance education in the arts. Arts Education Policy Review, 113(4), 147–151. https://doi.org/https://doi.org/10.1080/10632913.2012.719430
- Buck-Pavlick, H. (2021). Engaging virtual dance students Using social media dances and technology. Dance Education in Practice, 7(4), 15–20. https://doi.org/https://doi.org/10.1080/23734833.2021.1988288
- Council on Communications and Media. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/https://doi.org/10.1542/peds.2016-2591
- Dania, A., Hatziharistos, D., Koutsouba, M., & Tyrovola, V. (2011). The use of technology in movement and dance education: Recent practices and future perspectives. Procedia - Social and Behavioral Sciences, 15, 3355–3361. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.04.299
- Frasson, E., Hayes, M. C., Longo, M., Mikou, A., & Vaghi, K. (2021). A Forum of questions for active viewing, learning and creating on screen(s) during a global pandemic. The International Journal of Screendance, 12, 240–255 https://doi.org/https://doi.org/10.18061/ijsd.v12i0.7841
- Fuhrer, M. (2021, February 5). On ballet TikTok, a place for young dancers to be real. The New York Times. https://www.nytimes.com/2021/02/05/arts/dance/ballet-on-tiktok.html
- Giguere, M. (2021). Introduction to the special issue: Virtual dance education. Dance Education in Practice, 7(2), 1–3. https://doi.org/https://doi.org/10.1080/23734833.2021.1988283
- Heyang, T., & Martin, R. (2021). A reimagined world: International tertiary dance education in light of COVID-19. Research in Dance Education, 22(3), 306–320. Advance online publication. https://doi.org/https://doi.org/10.1080/14647893.2020.1780206
- Hong, J.-C., Chen, M.-L., & Ye, J.-H. (2020). Acceptance of YouTube applied to dance learning. International Journal of Information and Education Technology, 10(1), 7–13. https:// https://doi.org/https://doi.org/10.18178/ijiet.2020.10.1.1331
- Kambhampaty, A. P. (2021, August 14). The A.S.L. interpretation of ‘WAP’ was TikTok gold. It’s also a problem. The New York Times. https://www.nytimes.com/2021/08/14/style/asl-wap-tiktok.html
- Lannin, D. G., Parris, L. N., Yazedjian, A., & Hynes, K. (2021). Youth online activity and distress: The role of social media rumination. The Social Science Journal, 1–12. Advance online publication. https://doi.org/https://doi.org/10.1080/03623319.2021.1985329
- Logsdon, L. F. (2013). Questioning the role of “21st-Century Skills” in arts education advocacy discourse. Music Educators Journal, 100(1), 51–56. https://doi.org/https://doi.org/10.1177/0027432113499936
- Mak, H. W., Fluharty, M., & Fancourt, D. (2021). Predictors and impact of arts engagement during the COVID-19 pandemic: Analyses of data from 19,384 adults in the COVID-19 social study. Frontiers in Psychology, 12, 626263. https://doi.org/https://doi.org/10.3389/fpsyg.2021.626263
- McVeigh, J., Smith, A., Howie, E., & Straker, L. (2016). Trajectories of television watching from childhood to early adulthood and their association with body composition and mental health outcomes in young adults. Plos One, 11(4), e0152879. https://doi.org/https://doi.org/10.1371/journal.pone.0152879
- National Coalition for Core Arts Standards. (2014). Dance standards. https://www.nationalartsstandards.org/
- National Dance Education Organization. (2005a). Professional teaching standards for dance arts. National Dance Education Organization. https://www.ndeo.org/Learn/Dance-Education-Standards/Teaching-Standards
- National Dance Education Organization. (2005b). Standards for dance in early childhood. National Dance Education Organization. https://www.ndeo.org/Learn/Dance-Education-Standards/Early-Childhood-Dance-Standards
- National Dance Education Organization. (2005c). Standards for learning and teaching dance in the arts: Ages 5–18. National Dance Education Organization. https://www.ndeo.org/Learn/Dance-Education-Standards/Studio-Dance-Standards
- National Dance Education Organization. (2018). Opportunity to learn standards. National Dance Education Organization. https://www.ndeo.org/Learn/Dance-Education-Standards/K-12-Dance-Standards
- National Dance Education Organization. (2021). NDEO’s Online Professional Development InstituteTM. Online Courses. https://www.ndeo.org/Learn/Online-Courses/Course-Catalog
- Opondo, P., Doe, E. S., & Chemane, J. A. D. (2020). Reframing teaching African music and dance in the tertiary education context: Alternatives and pedagogical solutions for online and other forms of non-contact teaching in the face of the COVID-19 pandemic. In J. A. Smit, N. Mkhize, N. Ndimande-Hlongwa, & L. Ramrathan (Eds.), Learner and subject at the dawn of digital research-led teaching and learning in the time of Covid-19 (Vol. 04, pp. 100–126). Humanities Institute & CSALL Publishers LtD. https://doi.org/https://doi.org/10.29086/978-0-9869936-5-7/2020/AASBS04
- Parrish, M. (2016). Toward transformation: Digital tools for online dance pedagogy. Arts Education Policy Review, 117(3), 168–182. https://doi.org/https://doi.org/10.1080/10632913.2016.1187974
- Patton, R. M., & Buffington, M. L. (2016). Keeping up with our students: The evolution of technology and standards in art education. Arts Education Policy Review, 117(3), 1–9. https://doi.org/https://doi.org/10.1080/10632913.2014.944961
- Peppler, K. (2013). New opportunities for interest-driven arts learning in a digital age. Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/pages/new-opportunities-for-interest-driven-arts-learning-in-a-digital-age.aspx
- Rideout, V., & Robb, M. B. (2020). The Common Sense census: Media use by kids age zero to eight. Common Sense Media. https://www.commonsensemedia.org/sites/default/files/uploads/research/2020_zero_to_eight_census_final_web.pdf
- Risner, D., & Anderson, J. (2008). Digital dance literacy: An integrated dance technology curriculum pilot project. Research in Dance Education, 9(2), 113–128. https://doi.org/https://doi.org/10.1080/14647890802087787
- Starkey, L., Shonfeld, M., Prestridge, S., & Cervera, M. G. (2021). Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic. Technology, Pedagogy and Education, 30(1), 1–5. https://doi.org/https://doi.org/10.1080/1475939X.2021.1866838
- Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting guidelines on young children’s screen time and use of digital technology create policy and practice dilemmas. The Journal of Pediatrics, 202, 300–303. https://doi.org/https://doi.org/10.1016/j.jpeds.2018.07.019
- Tabares, L. (2019). Professional amateurs: Asian American content creators in YouTube’s digital economy. Journal of Asian American Studies, 22(3), 387–417. https://doi.org/https://doi.org/10.1353/jaas.2019.0029
- Tremblay, M. S. (2020). Introducing 24-hour movement guidelines for the early years: A new paradigm gaining momentum. Journal of Physical Activity & Health, 17(1), 92–95. https://doi.org/https://doi.org/10.1123/jpah.2019-0401
- U.S. Department of Education. (2016). Policy brief on early learning and use of technology. Office of Educational Technology. https://tech.ed.gov/earlylearning/
- Wake, C. (2018). Two decades of digital pedagogies in the performing arts: A comparative survey of theatre, performance, and dance. International Journal of Performance Arts and Digital Media, 14(1), 52–69. https://doi.org/https://doi.org/10.1080/14794713.2018.1464097
- Weber, R. (2021). Social (distance) dancing during covid with project trans(m)it. Theatre, Dance and Performance Training, 12(2), 296–304. https://doi.org/https://doi.org/10.1080/19443927.2021.1915599
- Wells, G., Horwitz, J., & Seetharaman, D. (2021, September 14). Facebook knows Instagram is toxic for teen girls, company documents show. Wall Street Journal. https://www.wsj.com/articles/facebook-knows-instagram-is-toxic-for-teen-girls-company-documents-show-11631620739
- Whatley, S., & Varney, R. (2009). Born digital; dance in the digital age. International Journal of Performance Arts and Digital Media, 5(1), 51–63. https://doi.org/https://doi.org/10.1386/padm.5.1.51_1
- You, Y. (2020). Online technologies in dance education (China and worldwide experience). Research in Dance Education, 1–17. Advance online publication. https://doi.org/https://doi.org/10.1080/14647893.2020.1832979
- Yuan, Y. (2020, November 29). What is the creator economy? Influencer tools and trends. SignalFire. https://signalfire.com/blog/creator-economy/