Children and Interactive Media - Research Compendium Update Export

@techreport{citeulike:260144, abstract = {This report is an update of the Children and Interactive Media: A Compendium of Current Research and Directions for the Future report to the Markle Foundation from October 2000. In this update, we examine the literature that has been published on the topic between June 2000 and May 2002, focusing on children's in-home use of interactive technologies (see Wartella, O'Keefe, \& Scantlin, 2000, for details on our search strategy). In addition, we have organized our review of this literature according to the categories of the original research compendium, including children's use and access to interactive media; cognitive and social outcomes of such interactive media use, health and safety issues, and policy concerns.}, author = {Wartella, Ellen A. and Lee, June H. and Caplovitz, Allison G.}, citeulike-article-id = {260144}, citeulike-linkout-0 = {http://www.digital-kids.net/modules.php?op=modload&name=Downloads&file=index&req=viewdownload&cid=2}, comment = {(Summary - written in June 2004) This report is an update to the Markle Foundation's 2000 report on children and interactive media (Wartella, et al. 2000). The literature reviewed for this report was published between 2000 and 2002. The authors repeated the search strategy of the original authors: using a set of keywords (advertising, children, computers, computer games, interactive, Internet, media, video games, and violence) across a set of online databases, including PsycINFO, MEDLINE, Social Sciences Abstracts, Sociological Abstracts, and ERIC. The report begins by noting the lack of literature on the role of media in the promotion of cognitive growth and health issues. They note the concern many authors have raised, but conclude that little systematic or empirical research has been conducted. The report matches the structure of the original foundation report, providing updates across four major areas: media use and access, cognitive development and learning, social development, and health and safety. With regards to media access, significant new research includes national surveys on teenage internet use, including the use of instant messaging. The authors note gender differences in games, software, and online activity. With regards to age differences, the report points out the lack of a theoretical, developmental framework to inform usage. The digital divide has not changed. However, the report notes that more recent research has shown that issues of socio-economic status are not just about access, but also include the quality and functionality of the technologies to which various groups do have access. Since 2000, work on cognitive development includes studies that have highlighted various profiles of interaction amongst 10 and 11 year old children (Luckin, 2001) and how issues of framing amongst 2nd and 5th graders (Blumberg, 2000), and how the social context of computer usage affects children's engagement with these new technologies (Sutherland, Facer, Furlong, and Furlong, 2000). One of the gaps highlighted in the original Markle report was a lack of adequate definition for interactivity. More recent literature has begun to address this issue. There is still much debate as to whether or not interaction with technologies leads to any benefits at all. The report recommends more empirical studies and ethnographic research. They continue to recommend a road map of interactive experiences. With regards to social development, most of the research since 2000 has focused on identity development and violence in games and in the media. In terms of social context and collaboration, new research has highlighted the potential for children and youth teaching each other. Research has also looked at the formation of social relationships and how internet use may affect isolation and depression. The authors recommend more research on the relationships between online and offline lives of children. The report concludes that too little is known about how interactive media affect development or even has the potential to affect development. The authors once again urge for a classification system for interactivity that will help link interactive features with specific cognitive processing and outcomes. Finally, they call for the development on a theoretical framework that might inform new studies. }, institution = {The Markle Foundation}, keywords = {1digitalyouth, adolescence, agency, children, family, instantmessenger, kids, learning, psychology, teens, youth}, month = {November}, posted-at = {2005-07-21 00:54:15}, priority = {0}, title = {Children and Interactive Media - Research Compendium Update}, url = {http://www.digital-kids.net/modules.php?op=modload&name=Downloads&file=index&req=viewdownload&cid=2}, year = {2002} }

TY - RPRT ID - citeulike:260144 L3 - citeulike-article-id:260144 N2 - This report is an update of the Children and Interactive Media: A Compendium of Current Research and Directions for the Future report to the Markle Foundation from October 2000. In this update, we examine the literature that has been published on the topic between June 2000 and May 2002, focusing on children's in-home use of interactive technologies (see Wartella, O'Keefe, & Scantlin, 2000, for details on our search strategy). In addition, we have organized our review of this literature according to the categories of the original research compendium, including children's use and access to interactive media; cognitive and social outcomes of such interactive media use, health and safety issues, and policy concerns. TI - Children and Interactive Media - Research Compendium Update KW - 1digitalyouth KW - adolescence KW - agency KW - children KW - family KW - instantmessenger KW - kids KW - learning KW - psychology KW - teens KW - youth N1 - (Summary - written in June 2004) This report is an update to the Markle Foundation’s 2000 report on children and interactive media (Wartella, et al. 2000). The literature reviewed for this report was published between 2000 and 2002. The authors repeated the search strategy of the original authors: using a set of keywords (advertising, children, computers, computer games, interactive, Internet, media, video games, and violence) across a set of online databases, including PsycINFO, MEDLINE, Social Sciences Abstracts, Sociological Abstracts, and ERIC. The report begins by noting the lack of literature on the role of media in the promotion of cognitive growth and health issues. They note the concern many authors have raised, but conclude that little systematic or empirical research has been conducted. The report matches the structure of the original foundation report, providing updates across four major areas: media use and access, cognitive development and learning, social development, and health and safety. With regards to media access, significant new research includes national surveys on teenage internet use, including the use of instant messaging. The authors note gender differences in games, software, and online activity. With regards to age differences, the report points out the lack of a theoretical, developmental framework to inform usage. The digital divide has not changed. However, the report notes that more recent research has shown that issues of socio-economic status are not just about access, but also include the quality and functionality of the technologies to which various groups do have access. Since 2000, work on cognitive development includes studies that have highlighted various profiles of interaction amongst 10 and 11 year old children (Luckin, 2001) and how issues of framing amongst 2nd and 5th graders (Blumberg, 2000), and how the social context of computer usage affects children’s engagement with these new technologies (Sutherland, Facer, Furlong, and Furlong, 2000). One of the gaps highlighted in the original Markle report was a lack of adequate definition for interactivity. More recent literature has begun to address this issue. There is still much debate as to whether or not interaction with technologies leads to any benefits at all. The report recommends more empirical studies and ethnographic research. They continue to recommend a road map of interactive experiences. With regards to social development, most of the research since 2000 has focused on identity development and violence in games and in the media. In terms of social context and collaboration, new research has highlighted the potential for children and youth teaching each other. Research has also looked at the formation of social relationships and how internet use may affect isolation and depression. The authors recommend more research on the relationships between online and offline lives of children. The report concludes that too little is known about how interactive media affect development or even has the potential to affect development. The authors once again urge for a classification system for interactivity that will help link interactive features with specific cognitive processing and outcomes. Finally, they call for the development on a theoretical framework that might inform new studies. AU - Wartella, Ellen AU - Lee, June AU - Caplovitz, Allison PY - 2002/11// UR - http://www.digital-kids.net/modules.php?op=modload&name=Downloads&file=index&req=viewdownload&cid=2 ER -