(i) Journal articles
Scott, F. L. (2021). Family Mediation of Preschool Children’s Digital Media Practices at Home. Learning, Media and Technology.
Marsh, J., Lahmar, J., Yamada-Rice, D., Bishop, J. and Scott, F. (Forthcoming). Under Three’s Play with Tablets. Journal of Early Childhood Research.
Scott, F. (2019) ‘Knock, knock, it’s Freddy!’: harnessing young children’s digital and media skills and interests to foster creativity and digital literacy in makerspaces. Media Education Research Journal.
Gallagher, M., Hackett, A., Procter, L. and Scott, F. (2018) Vibrations in Place: Sound and Language in Early Childhood Literacy Practices. Educational Studies. Advance online publication. https://doi.org/10.1080/00131946.2018.1476353.
Marsh, J.A., Plowman, L., Yamada-Rice, D., Lahmar, J. and Scott, F. (2018). Play and creativity in young children’s use of apps. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.12622.
Marsh, J.A., Plowman, L., Yamada-Rice, D., Bishop, J. and Scott, F. (2016). Digital Play: A New Classification. Early Years, 36 (3), pp. 242-253.
Scott, F. L., Jones, C. R. & Webb, T. L. (2014). What do people living in deprived communities in the UK think about household energy efficiency interventions? Energy Policy, 66, pp. 335-349.
Parry, B., and Scott, F. (2019). ‘Researching children’s play and identity in the digital age: a holistic approach’ in Erstad, O., Flewitt, R. Kümmerling-Meibauer and B., Pereira, I. S. P. The Routledge Handbook of Digital Literacies in Early Childhood. Routledge, London.
Scott, F. L. and Bird, J. (2019) ‘Adults researching preschoolers in more-than-human contexts: rethinking ethnographer roles in the age of the anthropocene’ in Educational Research in the Age of the Anthropocene, Eds. Reyes, V., Nye, A. Charteris, J and Mavropoulou, S. I.G.I. Global, Pennsylvania.
Scott, F. L. (2018) ‘Troublesome binaries: Play and learning on screen and off’. In: P. K. Smith & J. Roopnarine (Eds.), The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives. (pp. 240-257). Cambridge, UK: University Press.
Scott, F. L. and Marsh, J. A. (2018) ‘Digital Literacies in Early Childhood’ in The Oxford Research Encyclopedia of Education, Eds. Noblit, G. W. Noblit, G. W., Adams, N., Beach, D., Hytten, K., Khan, F., Kitamura, Y., Lampert, J., Luke, A., Ka Ho Mok, J., Pink, W.T., Groves Price, P., Sharma, U. and Thomson, P. Oxford University Press, USA.
(iii) Technical reports
Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J. C., Lahmar, J., Scott, F., Davenport, A. et al. (2015) Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report.
Koh, S. L., Jones, C., Genovese, A., Acquaye, A., Marchand, R., & Scott, F. (2013). Promoting the Green Deal to low income communities: Initial insights from Yorkshire & The Humber.
Jones, C.R. & Scott, F. (2012) Public attitudes to Carbon Capture and Storage (CCS) in the United States and Canada: A qualitative investigation of public opinion in communities hosting demonstration projects. Technical Report, The Electric Power Research Institute (EPRI).
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