Drawing across Games Studies, Childhood Studies, and Children’s Literature Studies, this book redirects critical conversations away from questions of whether videogames are ‘good’ or ‘bad’ for child-players and towards questions of how videogames produce childhood as a set of social roles and rules in contemporary Western contexts. It does so by cataloguing and critiquing representations of childhood across a corpus of over 500 contemporary videogames. While child-players are frequently the topic of academic debate – particularly within the fields of psychology, behavioural science, and education research - child-characters in videogames are all but invisible. This book's aim is to make these child-characters not only visible, but legible, and to demonstrate that coded kids in virtual worlds can shed light on how and why the boundaries between adults and children are shifting.

The rapid growth in popularity of computer and video games, particularly among children and teenagers, has given rise to public concern about the effects they might have on youngsters. The violent themes of many of these games, coupled with their interactive nature, have led to accusations that they may be worse than televised violence in affecting children's antisocial behaviour. Other allegations are that they have an addictive quality and that excessive playing results in a diminished social contact and poorer school performance. But how bad are video games? There are strong methodological reasons for not accepting the evidence for video games effects at face value. There are also positive signs that playing these games can enhance particular mental competencies in children. This book provides an up-to-date review and critique of research evidence from around the world in an attempt to put the issue of video game effects into perspective.

Childhood is increasingly saturated by technology: from television to the Internet, video games to 'video nasties', camcorders to personal computers. Children, Technology and Culture looks at the interplay of children and technology which poses critical questions for how we understand the nature of childhood in late modern society. This collection brings together researchers from a range of disciplines to address the following four aspects of this relationship between children and technology: *children's access to technologies and the implications for social relationships *the structural contexts of children's engagement with technologies with a focus on gender and the family *the situatedness of children's interactions with technological objects *the constitution of children and childhood through the mediations of technology _ This book represents a substantial contribution to contemporary social scientific thinking both about the nature of children and childhood, the social impacts of technologies and the various relationships between the two.

The Internet has become an indispensable tool for communications, research and commerce. But this report addresses the growing public concern at the Internet's dark side: the easy availability of hardcore pornography, which people may find offensive, the uploading by ordinary people of film of real fights, bullying or alleged rape, or the setting up of websites encouraging others to follow extreme diets, or self-harm, or even commit suicide. In particular, there is increasing anxiety among parents about the use of social networking sites and chatrooms for grooming and sexual predation. The Committee welcomes the Government-commissioned report by Dr Tanya Byron on the risks posed by the Internet to children, and agrees that a UK Council for Child Internet Safety should be established. Sites which host user-generated content-typically photos and videos uploaded by members of the public-have taken some steps to set minimum standards for that content. The Committee recommends that proactive review of content should be standard practice for such sites, and calls for provision of high profile facilities for reporting abuse or unwelcome behaviour directly to law enforcement and support organisations. There is a distinct issue about labelling of video games to indicate the nature of their content. Two systems currently exist side by side: the industry awards its own ratings, and the British Board of Film Classification awards classifications to a small number of games which feature content unsuitable for children. The dual system is confusing, and BBFC should have responsibility for rating games with content appropriate for adults or teenagers.

As video gaming and gaming culture became more mainstream in the 1970s, science fiction authors began to incorporate aspects of each into their work. This study examines how media-fueled paranoia about video gaming--first emerging almost fifty years ago--still resonates in modern science fiction. The author reveals how negative stereotypes of gamers and gaming have endured in depictions of modern gamers in the media and how honest portrayals are still wanting, even in the "forward thinking" world of science fiction.

With a synthesis of research on issues key to understanding family interaction, as well as an analysis of many theoretical and methodological choices made by researchers studying family communication, the Handbook serves to advance the field by reframing old questions and stimulating new ones. The contents are comprised of chapters covering: theoretical and methodological issues influencing current conceptions of family; research and theory centering around the family life course communication occurring in a variety of family forms individual family members and their relationships dynamic communication processes taking place in families family communication embedded in social, cultural, and physical contexts. Key changes to the second edition include: updates throughout, providing a thorough and up-to-date overview of research and theory new topics reflecting the growth of the discipline, including chapters on "singles" as family members, emerging adults, and physiology and physical health. Highlighting the work of scholars across disciplines--communication, social psychology, clinical psychology, sociology, family studies, and others--this volume captures the breadth and depth of research on family communication and family relationships. The well-known contributors approach family interaction from a variety of theoretical perspectives and focus on topics ranging from the influence of structural characteristics on family relationships to the importance of specific communication processes.

"A very productive, thought-provoking analysis of new transformations in today's narrative media and their interpretations of the child-spectator."—Dana Polan, Editor,Cinema Journal

Newman's lucid and engaging introduction guides the reader through the world of videogaming. It traces the history of the videogame, from its origins in the computer lab, to its contemporary status as a global entertainment industry, where characters such as Lara Croft and Sonic the Hedgehog are familiar even to those who've never been near a games console. Topics covered include: What is a videogame? Why study videogames? a brief history of videogames, from Pac-Man to Pokémon the videogame industry Who plays videogames? Are videogames bad for you? the narrative structure of videogames the future of videogames

This text on media violence and its effects on children and adolescents explores new findings and key topics such as Internet aggression, viewing violence in sports, and playing violent video games. The author evaluates the role of developmental processes in media violence research and stresses the importance of metholdology in understanding that research. This allows for identification of age-related gaps in the literature and helps students become cirtical consumers of research--from the publisher.

Media and the American Child summarizes the research on all forms of media on children, looking at how much time they spend with media everyday, television programming and its impact on children, how advertising has changed to appeal directly to children and the effects on children and the consumer behavior of parents, the relationship between media use and scholastic achievement, the influence of violence in media on anti-social behavior, and the role of media in influencing attitudes on body image, sex and work roles, fashion, & lifestyle. The average American child, aged 2-17, watches 25 hours of TV per week, plays 1 hr per day of video or computer games, and spends an additional 36 min per day on the internet. 19% of children watch more than 35 hrs per week of TV. This in the face of research that shows TV watching beyond 10 hours per week decreases scholastic performance. In 1991, George Comstock published Television and the American Child, which immediately became THE standard reference for the research community of the effects of television on children. Since then, interest in the topic has mushroomed, as the availability and access of media to children has become more widespread and occurs earlier in their lifetimes. No longer restricted to television, media impacts children through the internet, computer and video games, as well as television and the movies. There are videos designed for infants, claiming to improve cognitive development, television programs aimed for younger and younger children-even pre-literates, computer programs aimed for toddlers, and increasingly graphic, interactive violent computer games. - Presents the most recent research on the media use of young people - Investigates the content of children's media and addresses areas of great concern including violence, sexual behavior, and commercialization - Discusses policy making in the area of children and the media - Focuses on experiences unique to children and adolescents