Digitala Vetenskapliga Arkivet

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  • 1.
    Aarsand , Pål Andre
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Forsberg, Lucas
    Tema Barn, Linköpings universitet.
    De öppna och stängda dörrarnas moral: dilemman i deltagande observation med videokamera2009In: Den väsentliga vardagen: några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Liber , 2009Chapter in book (Other scientific)
  • 2.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Parenting and digital games: On children’s game play in US families2011In: Journal of Children and Media, ISSN 1748-2798, E-ISSN 1748-2801, Vol. 5, no 3, p. 318-333Article in journal (Refereed)
    Abstract [en]

    This article focuses on parenting and children's game play. The study is based on an ethnographic study of 32 American middle-class families and takes a discourse analytic approach. Earlier research has argued that parenting styles are dependent on social class, ethnicity, and gender. The present data reveal considerable diversity in how middle-class parents deal with game play, which is currently one of the most common child and youth leisure activities. This diversity is seen across stances taken within the same interview and across interviews. It is argued that differences in middle-class families' parenting styles are related to their view of the child and their stance on game technology. In addition, talk about parenting reveals parents' construction of good and bad parenting, where they see themselves as belonging to the former category.

  • 3.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University.
    Players animation in computer gaming: Real/virtual and subject/object in interaction2010In: M3 Interaction: From a conference / [ed] Hernwall, Patrik, Södertörn: Södertörn högskola , 2010Chapter in book (Other academic)
  • 4.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Ordinary Player: Teenagers talk about digital games2012In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 15, no 8, p. 961-977Article in journal (Refereed)
  • 5.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Young Boys Playing Digital Games: From console to the playground2010In: Nordic Journal of Digital Literacy, E-ISSN 1891-943X, Vol. 4, no 1, p. 38-55Article in journal (Refereed)
    Abstract [en]

    This article studies how digital games are part of the everyday lives of Swedish 6 to 7-year-old boys. The data consist of video recordings from two schools, two after-school centres and four homes. The focus is on how children engage in, organize and use digital games in face-to-face interaction. It is argued that digital game competence matters not only in front of the screen, but also in the playground. In addition, it is argued that what counts as game competence is negotiated in the peer group.

  • 6.
    Aarsand, Pål Andre
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Digital kompetens i barns vardag2008In: Locus, ISSN 1100-3197, no 2, p. 17-30Article in journal (Other (popular scientific, debate etc.))
  • 7.
    Aarsand, Pål Andre
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Frame switches and identity performances: Alternating between online and offline2008In: Text & Talk, ISSN 1860-7330, Vol. 28, no 2, p. 147-165Article in journal (Refereed)
  • 8.
    Aarsand, Pål Andre
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Aronsson, Karin
    Barn och ungdomsvetenskap , Stockholms Universitet.
    Computer gaming and territorial negotiations in family life2009In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, no 4, p. 497-517Article in journal (Refereed)
    Abstract [en]

    This article examines territorial negotiations concerning gaming, drawing on video recordings of gaming practices in middle-class families. It explores how private vs public gaming space was co-construed by children and parents in front of the screen as well as through conversations about games. Game equipment was generally located in public places in the homes, which can be understood in terms of parents' surveillance of their children, on the one hand, and actual parental involvement, on the other. Gaming space emerged in the interplay between game location, technology and practices, which blurred any fixed boundaries between public and private, place and space, as well as traditional age hierarchies.

  • 9.
    Aarsand, Pål Andre
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Aronsson, Karin
    Barn och ungdomsvetenskap, Stockholms universitet.
    Response cries and other gaming moves-Building intersubjectivity in gaming2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1557-1575Article in journal (Refereed)
    Abstract [en]

    The present study focuses on the ways in which response cries (Goffman, 1981) are deployed as interactional resources in computer gaming in everyday life. It draws on a large-scale data set of video recordings of the everyday lives of middleclass families. The recordings of gaming between children and between children and parents show that response cries were not arbitrarily located within different phases of gaming (planning, gaming or commenting on gaming). Response cries were primarily used as interactional resources for securing and sustaining joint attention (cf. Goodwin, 1996) during the gaming as such, that is, during periods when the gaming activity was characterized by a relatively high tempo. In gaming between children, response cries co-occurred with their animations of game characters and with sound making, singing along, and code switching in ways that formed something of an action aesthetic, a type of aesthetic that was most clearly seen in gaming between game equals (here: between children). In contrast, response cries were rare during the planning phases and during phases in which the participants primarily engaged in setting up or adjusting the game.

  • 10.
    Aarsand, Pål Andre
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Forsberg, Lucas
    Producing children’s corporeal privacy: ethnographic video recording as material-discursive practice2010In: Qualitative Research, ISSN 1468-7941, E-ISSN 1741-3109, Vol. 10, no 2, p. 249-268Article in journal (Refereed)
    Abstract [en]

    This article discusses the use of video cameras in participant observation drawing on approximately 300 hours of video data from an ethnographic study of Swedish family life. Departing from Karen Barad's post-humanistic perspective on scientific practices, the aim is to critically analyse how researchers, research participants and technology produce and negotiate children's corporeal privacy. Ethnographic videotaping is understood as a material-discursive practice that creates and sustains boundaries between private and public, where videotaping is ideologically connected to a public sphere that may at times 'intrude' on children's corporeal privacy. The limits of corporeal privacy are never fixed, but open for negotiation; ethnographers may therefore unintentionally transgress the boundary and thus be faced with ethical dilemmas. The fluidity of privacy calls for ethical reflexivity before, during and after fieldwork, and researchers must be sensitive to when ethical issues are at hand and how to deal with them.

  • 11.
    Aarsand, Pål
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Assarsson, Liselott
    VILL, NTNU.
    Intergenerational encounters: Digital literacy in family settings.2009In: Learning in the network society and the digitized school / [ed] Krumsvik Rune, New York: Nova Science Publishers , 2009Chapter in book (Other academic)
  • 12.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Den fria lekens möjligheter och begränsningar: Barns kompetenser i vardaglig fritidshemspraktik2011In: Fritidspedagogik  : Fritidshemmets teorier och praktiker / [ed] Anna Klerfelt & Björn Haglund, Stockholm: Liber, 2011Chapter in book (Other academic)
  • 13.
    Hernwall, Patrik
    et al.
    Södertörn Högskola.
    Tingstad, Vebjörg
    Norges Teknisk Naturvitenskaplig Universitet.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Introduction special issue2010In: Nordic Journal of Digital Literacy, E-ISSN 1891-943X, Vol. 4, no 1, p. 2-6Article, book review (Other academic)
  • 14.
    Sparrman, Anna
    et al.
    Tema barn, Linköpings Universitet.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Towards a critical approach on children and media2009In: Journal of Children and Media, ISSN 1748-2798, Vol. 3, no 3, p. 304-308Article in journal (Refereed)
1 - 14 of 14
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