I’m excited to be guest editing a new themed issue of the Media Education Research Journal (MERJ), alongside Becky Parry, Cary Bazalgette, Ashley Woodfall and Michelle Cannon.
In both dominant research paradigms and public discourse young children’s engagements with media continue to be seen narrowly in terms of the risks or benefits that may be involved. Meanwhile very young children are increasingly engaging with media at home in ways that influence their talk, their play, their developing identities and indeed their orientation to literacy. A growing new body of research also suggests that digital meaning making offers very young children distinct opportunities to explore, experiment and negotiate with assets and resources in an enticingly liminal space. In this ‘elastic’ space, children feel empowered by the extent of their control and are not limited or obstructed by the written form (Potter, 2012; Cannon, 2016). Continue reading “Themed issue of MERJ: Media Learning & Engagement in Early Childhood”