Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-25T07:35:36.123Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  19 December 2024

Vincenza Tudini
Vincenza Tudini
Affiliation:
University of South Australia
Get access
Type
Chapter
Information
Children's Online Language and Interaction , pp. 196 - 208
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aarsand, P. A. & Aronsson, K. (2009a). Response cries and other gaming moves: Building intersubjectivity in gaming. Journal of Pragmatics, 41(8), 1557–1575. https://doi.org/10.1016/j.pragma.2007.05.014CrossRefGoogle Scholar
Aarsand, P. A. & Aronsson, K. (2009b). Gaming and territorial negotiations in family life. Childhood, 16(4), 497–517. https://doi.org/10.1177/0907568209343879CrossRefGoogle Scholar
Al Rashdi, F. (2018). Functions of emojis in WhatsApp interaction among Omanis. Discourse, Context and Media, 26, 117–126. https://doi.org/10.1016/j.dcm.2018.07.001CrossRefGoogle Scholar
Alexander, J. (2019, February 24). YouTube is disabling comments on almost all videos featuring children. The Verge. https://bit.ly/4eT8qDXGoogle Scholar
American Academy of Pediatrics (2017, May 4). Handheld screen time linked with speech delays in young children. ScienceDaily. https://bit.ly/3WhLC9V.Google Scholar
Anderson, M. & Jiang, J. (2018). Teens, social media and technology. Pew Research Center. www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/Google Scholar
Androutsopoulos, J. (2014). Moments of sharing: Entextualization and linguistic repertoires in social networking. Journal of Pragmatics, 73, 4–18.CrossRefGoogle Scholar
Antonacci, P. A. (2000). Reading in the zone of proximal development: Mediating literacy development in beginner readers through guided reading. Reading Horizons: A Journal of Literacy and Language Arts, 41(1), 19–33. https://scholarworks.wmich.edu/reading_horizons/vol41/iss1/2Google Scholar
Australian Federal Police (2022, January 30). AFP reveals top grooming tactics used by online child sex offenders. https://bit.ly/4cwzQODGoogle Scholar
Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25, 455–464.CrossRefGoogle Scholar
Bennerstedt, U. & Ivarsson, J. (2010). Knowing the way: Managing epistemic topologies in virtual game worlds. Computer Supported Cooperative Work, 19(2), 201–230. https://doi.org/10.1007/s10606-010-9109-8CrossRefGoogle Scholar
Berglund, T. Ö. (2009). Disrupted turn adjacency and coherence maintenance in instant messaging conversations. Language@Internet, 6(2), 1–25. https://bit.ly/3XYdhhdGoogle Scholar
Betz, E., Deppermann, A., Mondada, L. & Sorjonen, M. Eds. (2021). Okay across languages: Toward a comparative approach to its use in talk-in-interaction. John Benjamins.CrossRefGoogle Scholar
Biegler, P. (2020). Pokie in your pocket. Cosmos, 88, 62–69.Google Scholar
Black, P. J., Wollis, M., Woodworth, M., & Hancock, J. T. (2015). A linguistic analysis of grooming strategies of online child sex offenders: Implications for our understanding of predatory sexual behavior in an increasingly computer-mediated world. Child Abuse & Neglect, 44, 140–149. https://doi.org/10.1016/j.chiabu.2014.12.004CrossRefGoogle Scholar
Boyd, M. S. (2014). (New) participatory framework on YouTube? Commenter interaction in US political speeches. Journal of Pragmatics, 72, 46–58. http://dx.doi.org/10.1016/j.pragma.2014.03.002CrossRefGoogle Scholar
Brand, J. E., Jervis, J., Huggins, P. M. & Wilson, T. (2019). Digital Australia 2020: The power of games. Interactive Games and Entertainment Association.Google Scholar
Brown, A., Shifrin, D. L. & Hill, D. L. (2015). Beyond ‘turn it off’: How to advise families on media use. AAP News, 36(10), 54. https://bit.ly/4f0wFQTGoogle Scholar
Burley, D. (2010). Penguin life: A case study of one tween’s experiences inside Club Penguin. Journal of Virtual Worlds Research, 3(2), 3–13.Google Scholar
Cabut, S. & Santi, P. (2017, June 27). Alerte aux écrans pour les enfants. Le Monde. https://www.lemonde.fr/sciences/article/2017/06/26/alerte-aux-ecrans-pour-les-enfants_5151417_1650684.htmlGoogle Scholar
Ceci, L. (2023, February 16). Leading social media apps used by children in the UK 2022. www.statista.com/statistics/1124966/leading-social-media-apps-children-uk/Google Scholar
Chau, C. (2011). YouTube as a participatory culture. New Directions for Youth Development, 2011(128), 65–74. https://doi.org/10.1002/yd.376Google Scholar
Chiang, E. & Grant, T. (2017). Online grooming: Moves and strategies. Language and Law/Linguagem e Direito, 4(1), 103–141.Google Scholar
Chiang, E., & Grant, T. (2019). Deceptive identity performance: Offender moves and multiple identities in online child abuse conversations. Applied Linguistics, 40(4), 675–698.CrossRefGoogle Scholar
Chien, Y. (2019). The language of massively multiplayer online gamers: A study of vocabulary in Minecraft gameplay. TESL-EJ, 23(3), 1–16. http://tesl-ej.org/pdf/ej91/int.pdfGoogle Scholar
Children and Media Australia (n.d.a). Australian privacy law: Is it protecting our children when online? https://childrenandmedia.org.au/resources/australian-privacy-law-is-it-protecting-our-children-when-online. Accessed 23 May 2023.Google Scholar
Children and Media Australia (n.d.b). Reviews page. https://childrenandmedia.org.au/. Accessed 23 May 2023.Google Scholar
Club Penguin Reunion (2016, August). Club Penguin Glitch. https://clubpenguin.fandom.com/wiki/Club_Penguin_ReunionGoogle Scholar
Club Penguin Rewritten (2017, November 19). https://clubpenguinsummit.wordpress.com/2017/11/19/about-club-penguin-rewritten/Google Scholar
Club Penguin Rewritten (2021). Club Penguin Rewritten Wiki https://clubpenguinrewritten.fandom.com/wiki/Cprewritten.netGoogle Scholar
Club Penguin Wiki (2018, February). Club Penguin Wiki. http://clubpenguin.wikia.com/wiki/Ultimate_Safe_ChatGoogle Scholar
Connelly, J. (2013). Virtual play or virtual clay? Barbiegirls.com as a space of constructive play or identity shaping. In Burke, A. M. & Marsh, J. (Eds.), Children’s virtual play worlds: Culture, learning, and participation (pp. 99–118). Peter Lang.Google Scholar
CookieSwirlC (2020, December 13). Extreme million dollar gingerbread house build! Christmas Roblox Tycoon [Video]. YouTube. https://www.youtube.com/watch?v=1bra0dXXTo0Google Scholar
Crystal, D. (2006). Language and the internet. Cambridge University Press.CrossRefGoogle Scholar
Crystal, D. (2011). Internet linguistics: A student guide. Routledge.CrossRefGoogle Scholar
Curtiss, S. (1978). Genie: A psycholinguistic study of a modern-day ‘Wild Child’. Academic Press.Google Scholar
Curtiss, S. (1988). Abnormal language acquisition and the modularity of language. In Newmeyer, F. (Ed.), Linguistics: The Cambridge survey (pp. 96–116). Cambridge University Press.CrossRefGoogle Scholar
Danby, S., Evaldsson, A., Melander, H. & Aarsand, P. (2018a). Situated collaboration and problem solving in young children’s digital gameplay. British Journal of Educational Technology, 49(5), 959–972. https://doi.org/10.1111/bjet.12636CrossRefGoogle Scholar
Danby, S. J., Fleer, M., Davidson, C. & Hatzigianni, M. Eds. (2018b). Digital childhoods: Technologies and children’s everyday lives. Springer. https://doi.org/10.1007/978-981-10-6484-5CrossRefGoogle Scholar
Davidson, C. (2010). ‘Click on the big red car’: The social accomplishment of playing a Wiggles computer game. Convergence: The International Journal of Research into New Technologies, 16(4), 375–394.CrossRefGoogle Scholar
Davidson, C. (2012a). The social organisation of help during young children’s use of the computer. Contemporary Issues in Early Childhood, 13(3), 187–199.CrossRefGoogle Scholar
Davidson, C. (2012b). When ‘Yes’ turns to ‘no’: Young children’s disputes during computer game playing in the home. In Danby, S. & Theobald, M. (Eds.), Disputes in everyday life: Social and moral orders of children and young people (pp. 355–376). Emerald. https://doi.org/10.1108/S1537-4661(2012)0000015018CrossRefGoogle Scholar
Davidson, C., Danby, S., Ekberg, S. & Thorpe, K. (2020). The interactional achievement of reading aloud by young children and parents during digital technology use. Journal of Early Childhood Literacy, 21(4), 475–498. https://doi.org/10.1177/1468798419896040CrossRefGoogle Scholar
Davidson, J., DeMarco, J., Bifulco, A., Bogaerts, S., Caretti., V., Aiken, M. & Puccia, A. (2016). Enhancing police and industry practice. Project Report. Middlesex University.Google Scholar
Din Vision. (2020, April 20). How to use emoji on YouTube comments – Easy way [Video]. YouTube. www.youtube.com/watch?v=YnVy1GcDgkQGoogle Scholar
Donkin, A. (2017). Auto-netnography: First encounters as a netnographer in Minecraft. In ANZCA Conference Proceedings. ANZCA.Google Scholar
Dooly, M. & Tudini, V. (2016). ‘Now we are teachers’: The role of small talk in student language teachers’ telecollaborative task development. Journal of Pragmatics, 102, 38–53. https://doi.org/10.1016/j.pragma.2016.06.008CrossRefGoogle Scholar
Dorasamy, M., Kaliannan, M., Jambulingam, M., Ramadhan, I. & Sivaji, A. (2021). Parents’ awareness on online predators: Cyber grooming deterrence. The Qualitative Report, 26(11), 3683–3723. https://doi.org/10.46743/2160-3715/2021.4914Google Scholar
Dresner, E. & Herring, S. C. (2010). Functions of the nonverbal in CMC: Emoticons and illocutionary force. Communication Theory, 20(3), 249–268. https://doi.org.10.1111/j.1468-2885.2010.01362.xCrossRefGoogle Scholar
Ensslin, A. (2012). The language of gaming. Palgrave Macmillan.CrossRefGoogle Scholar
E-SafetyCommissioner (n.d.). Roblox. https://www.esafety.gov.au/key-issues/esafety-guide/robloxGoogle Scholar
E-Safety Commissioner (2017). Image based abuse: National survey summary report. Office of the e-Safety Commissioner.Google Scholar
EthanGamer. (2015, February 20). EthanGamerTV fans’ Minecraft world – Episode #7 – BABY COW PROCESSOR [Video]. YouTube. https://www.youtube.com/watch?v=wtppQX5m08gGoogle Scholar
EthanGamer. (2019, May 28). Ethan Gamer Fans Minecraft World 2.0!! [Video] https://www.youtube.com/watch?v=rO7xaprzRlAGoogle Scholar
EthanGamer. (2020, February 17). I have a BIG BELLY!! [Video]. YouTube. https://www.youtube.com/watch?v=LLsc1bg0ExoGoogle Scholar
Farina, M. (2015). Facebook first post telling. Journal of Pragmatics, 90, 1–11 http://dx.doi.org/10.1016/j.pragma.2015.10.005CrossRefGoogle Scholar
Farina, M. (2018). Facebook and conversation analysis. Bloomsbury.Google Scholar
Fewster, S. (2022, September 17). Pervert’s landmark plea: Online predator abused girl he had never met. The Advertiser.Google Scholar
Filipi, A. (2009). Toddler and parent interaction: The organisation of gaze, pointing and vocalisation. John Benjamins.CrossRefGoogle Scholar
Finkelhor, D., Cuevas, C. A. & Drawbridge, D. (2016). The four preconditions model: An assessment. In D. P. Boer (Ed.), The Wiley handbook on the theories, assessment and treatment of sexual offending (pp. 25–51). https://doi.org/10.1002/9781118574003.wattso002CrossRefGoogle Scholar
Fox, M. (2001). Reading magic: How your child can learn to read before school and other read-aloud miracles. Sydney: Pan Macmillan.Google Scholar
Gale, L. (2017). Global realities of child exploitation. Seventh World Congress on Family Law and Children’s Rights. https://parlinfo.aph.gov.au/parlInfo/search/display/display.w3p;query=Id:%22media/pressrel/5320671%22Google Scholar
Gandolfi, E., (2016). To watch or to play, it is in the game: The game culture on Twitch among performers, plays and audiences. Journal of Gaming and Virtual Worlds 8(1), 63–82.CrossRefGoogle Scholar
Garcia, A. C. & Jacobs, J. B. (1999). The eyes of the beholder: Understanding the turn-taking system in quasi-synchronous computer-mediated communication. Research on Language and Social Interaction, 32(4), 337–367.CrossRefGoogle Scholar
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.CrossRefGoogle Scholar
Gee, J. & Hayes, E. (2012). Nurturing affinity spaces and game-based learning. In Steinkuehler, C., Squire, K. & Barab, S. A. (Eds.), Games, learning, and society: Learning and meaning in the digital age (pp. 129–153). Cambridge University Press.CrossRefGoogle Scholar
Gee, J. P. (2007). Good video games and good learning: Collected essays on video games, learning, and literacy. Peter Lang.CrossRefGoogle Scholar
Gibson, W., Huang, P. & Yu, Q. (2018). Emoji and communicative action: The semiotics, sequence and gestural actions of ‘face covering hand’. Discourse, Context and Media, 26, 91–99. https://doi.org/10.1016/j.dcm.2018.05.005CrossRefGoogle Scholar
Giles, D., Stommel, W., Paulus, T., Lester, J., & Reed, D. (2015). Microanalysis of online data: The methodological development of ‘digital CA’. Discourse, Context and Media, 7, 45–51. https://doi.org/10.1016/j.dcm.2014.12.002CrossRefGoogle Scholar
Gillen, J. (2009). Literacy practices in Schome Park: A virtual literacy ethnography. Journal of Research in Reading, 32(1), 57–74. https://doi.org/10.1111/j.1467-9817.2008.01381.xCrossRefGoogle Scholar
Gleason Berko, J. & Bernstein Ratner, N. (2009). The development of language. Pearson.Google Scholar
Goffman, E. (1978). Response cries. Language, 54, (4), 787–815. https://doi.org/10.2307/413235CrossRefGoogle Scholar
González-Lloret, M. (2015). Conversation analysis in computer-assisted language learning. CALICO Journal, 32, 569–594.CrossRefGoogle Scholar
Goodwin, C. (1981). Conversational organization: Interaction between speakers and hearers. Academic Press.Google Scholar
Goodwin, M. H. (2017). Participation and embodied action in preadolescent girls’ assessment activity. Research on Language and Social Interaction, 40(4), 353–375. https://doi.org/10.1080/08351810701471344Google Scholar
Goodwin, M. H. & Kyratzis, A. (2007). Children socializing children: Practices for negotiating the social order among peers. Research on Language and Social Interaction, 40(4), 279–289. https://doi.org/10.1080/08351810701471260CrossRefGoogle Scholar
Gottschalk, P. (2011). A dark side of computing and information sciences: Characteristics of online groomers. Journal of Emerging Trends in Computing and Information, 2(9), 447–455.Google Scholar
Guinness World Records. (2018, December 15). Stampy Cat’s fastest time to make 10 cakes in Minecraft – Guinness World Records [Video]. YouTube. www.youtube.com/watch?v=qbjUl2tvE3EGoogle Scholar
Gupta, V. (2023, January 2). HelloTalk review –Is it any good? www.studyfrenchspanish.com/hellotalk-review/Google Scholar
Hanna, B. E. & de Nooy, J. (2003). A funny thing happened on the way to the forum: Electronic discussion and foreign language learning. Language Learning and Technology, 7(1), 71–85.Google Scholar
Herring, S. C. (2013). Relevance in computer-mediated conversation. (2013). In Herring, S. C., Stein, D., & Virtanen, T. (Eds.), Handbook of pragmatics of computer-mediated communication (pp. 245–268). Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Herring, S. C., Dainas, A. R., Lopez Long, H. & Tang, Y. (2020). ‘If I’m close with them, it wouldn’t be weird’: Social distance and animoji use. In HCI International 2020 – Late breaking papers: Interaction, knowledge and social media (pp. 285–304). Springer International. https://doi.org/10.1007/978-3-030-60152-2_23Google Scholar
Hijab Emoji Project. (2016). The Hijab Emoji Project. www.hijabemoji.org/Google Scholar
Hinchliffe, J. (2017, September 26). Too much social media could hamper your child’s ability to read facial emotions, study finds. www.abc.net.au/news/2017-09-26/screen-time-could-hamper-ability-to-read-facial-emotions-study/8987512Google Scholar
Hjorth, L., Richardson, I., Davies, H. & Balmford, W. (2021). Exploring Minecraft: Ethnographies of play and creativity. Springer International Publishing AG.Google Scholar
Horowitz‐Kraus, T. & Hutton, J. S. (2018). Brain connectivity in children is increased by the time they spend reading books and decreased by the length of exposure to screen‐based media. Acta Paediatrica, 107(4), 685–693. https://doi.org/10.1111/apa.14176CrossRefGoogle ScholarPubMed
Howard, J. (2018, June 22). Social media and kids: What’s the average age when kids get a social media account? CNN. https://edition.cnn.com/2018/06/22/health/social-media-for-kids-parent-curve/index.htmlGoogle Scholar
Hung, A. C. Y. (2011). The work of play: Meaning-making in videogames. Peter Lang.CrossRefGoogle Scholar
Hung, A. C. Y. (2017). Hanging out on Xbox Live: How teens enter and open conversations in party chats. Language@Internet, 14(3). https://scholarworks.iu.edu/journals/index.php/li/article/view/37717Google Scholar
Independent Inquiry Child Sexual Abuse. (2022). The report of the independent inquiry into child sexual abuse. London: APS Group. www.iicsa.org.uk/final-report.htmlGoogle Scholar
Internet Watch Foundation (2015). Emerging patterns and trends report: Online produced sexual content. www.iwf.org.uk/sites/default/files/inline-files/Online-produced_sexual_content_report_100315.pdfGoogle Scholar
Jefferson, G. (1987). On exposed and embedded correction in conversation. In Button, G. & Lee, R. E. (Eds.), Talk and social interaction (pp. 86–100). Multilingual Matters.Google Scholar
Jefferson, G. (1988). On the sequential organization of troubles talk in ordinary conversation. Social Problems, 35(4), 418–442. https://doi.org/10.1525/sp.1988.35.4.03a00070CrossRefGoogle Scholar
Jones, R. (2009). Dancing, skating and sex: Action and text in the digital age. Journal of Applied Linguistics, 6(3), 283–302. www.researchgate.net/profile/Rodney_Jones4/publication/264233424_Dancing_skating_and_sex_Action_and_text_in_the_digital_age/links/53df519c0cf2a76fb6682378.pdfGoogle Scholar
Joseph, B. D. (2003). The editor’s department: Reviewing our contents. Language, 79(3), 461–463.CrossRefGoogle Scholar
Kahila, J., Tedre, M., Kahila, S., Vartiainen, H., Valtonen, T. & Mäkitalo, K. (2021). Children’s gaming involves much more than the gaming itself: A study of the metagame among 12- to 15-year-old children. Convergence, 27(3), 768–786. https://doi.org/10.1177/1354856520979482CrossRefGoogle Scholar
Karsenti, T. (2019, April 21). Minecraft can increase problem solving, collaboration and learning – yes, at school. The Conversation. https://theconversation.com/minecraft-can-increase-problem-solving-collaboration-and-learning-yes-at-school-113335Google Scholar
Kasper, G. & Rose, K. (2001). Pragmatics in language teaching. In Rose, K. & Kasper, G. (Eds.), Pragmatics in language teaching (pp. 1–9). Cambridge University Press.Google Scholar
Kashian, N., Jang, J., Shin, S. Y, Dai, Y. & Walther, J. B. (2017). Self-disclosure and liking in computer-mediated communication. Computers in Human Behavior, 71, 275–283.CrossRefGoogle Scholar
Kavanagh, B. (2016). Emoticons as a medium for channeling politeness within American and Japanese online blogging communities. Language and Communication, 48, 53–65. http://dx.doi.org/10.1016/j.langcom.2016.03.003CrossRefGoogle Scholar
Kelly, M. (2020, May 15). Club Penguin Online shuts down after receiving copyright claim from Disney. The Verge. www.theverge.com/2020/5/15/21260122/club-penguin-dmca-disney-takedown-cponline-onlineGoogle Scholar
Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79(4), 457–476.CrossRefGoogle Scholar
Kingsley, T. L. & Grabner-Hagen, M. M. (2015). Gamification. Journal of Adolescent and Adult Literacy, 59(1), 51–61. https://doi.org/10.1002/jaal.426CrossRefGoogle Scholar
Kiourti, Elisavet. (2019) ‘Shut the Fuck up Re! Plant the Bomb Fast!’: Reconstructing Language and Identity in First-Person Shooter Games. In Ensslin, A. and Balteiro, I. (Eds.), Approaches to videogame discourse: Lexis, interaction, textuality (pp. 13–38). Bloomsbury.Google Scholar
Kito, M. (2005). Self-disclosure in romantic relationships and friendships among American and Japanese college students. The Journal of Social Psychology, 145(2), 127–140.CrossRefGoogle ScholarPubMed
Kloess, J. A., Hamilton-Giachritsis, C. E. & Beech, A. R. (2019). Offense processes of online sexual grooming and abuse of children via internet communication platforms. Sexual Abuse, 31(1), 73–96. https://doi.org/10.1177/1079063217720927CrossRefGoogle ScholarPubMed
Krohn, F. (2004). A generational approach to using emoticons as non-verbal communication. Journal of Technical Writing and Communication, 34(4), 321–328. https://doi.org/10.2190/9EQH-DE81-CWG1-QLL9CrossRefGoogle Scholar
Landhuis, C. E., Poulton, R., Welch, D. & Hancox, R. J. (2007). Does childhood television viewing lead to attention problems in adolescence? Results from a prospective longitudinal study. Pediatrics, 120(3), 532–537. https://pubmed.ncbi.nlm.nih.gov/17766526/CrossRefGoogle ScholarPubMed
Lenhart, A., Smith, A., Anderson, M., Duggan, M. & Perrin, A. (2015). Teens, technology and friendships. Pew Research Center. www.pewinternet.org/2015/08/06/teens-technology-and-friendships/Google Scholar
Lenneberg, E. H. (1967). Biological foundations of language. Wiley.CrossRefGoogle Scholar
Liddicoat, A. J. (2010). Enacting participation: Hybrid modalities in on-line video conversation. In Develotte, C., Kern, R., Lamy, M. N. (Eds.), Décrire la conversation en ligne. ENS Éditions.Google Scholar
Liddicoat, A. J. (2021). An introduction to conversation analysis. Bloomsbury Academic.Google Scholar
Liddicoat, A. J., & Tudini, V. (2013). Expert-novice orientations: Native speaker power and the didactic voice in online intercultural interaction. In Sharifian, F. & Jamarani, M. (Eds.), Intercultural communication in the new era (pp. 181–197). Routledge.Google Scholar
Linderoth, J., Lantz-Andersson, A. & Lindström, B. (2002). Electronic exaggerations and virtual worries: Mapping research of computer games relevant to the understanding of children’s game play. Contemporary Issues in Early Childhood, 3(2), 226–252. http://dx.doi.org/10.2304/ciec.2002.3.2.6CrossRefGoogle Scholar
Liu, R-Y. (2022). Guiding children to respond: Prioritizing children’s participation over interaction progression. Research on Language and Social Interaction, 55(2), 184–202. https://doi.org/10.1080/08351813.2022.2075652CrossRefGoogle Scholar
Lorenzo-Dus, N. & Kinzel, A. (2019). ‘So is your mom as cute as you?’: Examining patterns of language use by online sexual groomers. Journal of Corpora and Discourse Studies, 2(1), 1–30.CrossRefGoogle Scholar
Malinowski, D. & Kramsch, C. (2014). The ambiguous world of heteroglossic computer-mediated language learning. In Blackledge, A. & Creese, A. (Eds.), Heteroglossia as practice and pedagogy (pp. 155–178). Springer.CrossRefGoogle Scholar
Marone, V. (2016). Playful constructivism: Making sense of digital games for learning and creativity through play, design, and participation. Journal of Virtual Worlds Research, 9(3), 1–18.CrossRefGoogle Scholar
Marsh, J. (2013). Countering chaos in Club Penguin. In Merchant, G., Gillen, J., March, J. & Davies, (Eds.), Virtual literacies: Interactive spaces for children and young people (pp. 73–88). Routledge.Google Scholar
Marsh, J. (2014). Purposes for literacy in children’s use of the online virtual world Club Penguin. Journal of Research in Reading, 37(2), 179–195. https://doi.org/10.1111/j.1467-9817.2012.01530.xCrossRefGoogle Scholar
Martellozzo, E. (2015). Policing online child sexual abuse – the British experience. European Journal of Policing Studies, 3(1), 32–52.CrossRefGoogle Scholar
McAfee (2022). Cyberbulling in plain sight. www.mcafee.com/content/dam/consumer/en-us/docs/reports/rp-cyberbullying-in-plain-sight-2022-global.pdfGoogle Scholar
McCormick, R. (2014, August 26). This is why people want to watch other people play video games. The Verge. www.theverge.com/2014/8/26/6068993/this-is-why-people-want-to-watch-other-people-play-video-gamesGoogle Scholar
Meredith, J. (2017). Analysing technological affordances of online interactions using conversation analysis. Journal of Pragmatics, 115, 42–55.CrossRefGoogle Scholar
Mitchell, K. J., Finkelhor, D., Jones, L. M. & Wolak, J. (2010). Use of social networking sites in online sex crimes against minors: An examination of national incidence and means of utilization. Journal of Adolescent Health, 47(2), 183–190.CrossRefGoogle ScholarPubMed
Mojang (2009). Minecraft. www.minecraft.net/en-usGoogle Scholar
Mondada, L. (2011). The situated organization of directives in French: Imperatives and action coordination in video games. Nottingham French Studies, 50(2), 19–50.CrossRefGoogle Scholar
Mondada, L. (2012). Co-ordinating action and talk-in-interaction in and out of videogames. In Ayaß, R. & Gerhardt, C. (Eds.), Appropriation of media in everyday life (pp. 231–270). John Benjamins.CrossRefGoogle Scholar
Nagi, A. (2015, February 23). 11 parents who tried to use emojis and failed so hard they won. Seventeen. www.seventeen.com/life/friends-family/a26286/when-parents-use-emojis/Google Scholar
Netlingo (2023). The Internet Dictionary. www.netlingo.com/Google Scholar
Niemeyer, D. J. & Gerber, H. R. (2015). Maker culture and Minecraft: Implications for the future of learning. Educational Media International, 52(3), 216–226. https://doi.org/10.1080/09523987.2015.1075103CrossRefGoogle Scholar
Nippold, M. A., Duthie, J. K. & Larsen, J. (2005). Literacy as a leisure activity: Free-time preferences of older children and young adolescents. Language, Speech and Hearing Services in Schools, 36(2), 93–102. https://doi.org/10.1044/0161-1461(2005/009)CrossRefGoogle ScholarPubMed
Nissenbaum, H. (2009). Privacy in context: Technology, policy, and the integrity of social life. Stanford University Press.CrossRefGoogle Scholar
Official Statistics of Finland (2019). Participation in leisure activities 2017. Helsinki: Statistics Finland. www.stat.fi/til/vpa/2017/02/vpa_2017_02_2019-01-31_kat_001_fi.htmlGoogle Scholar
Oy, Sulake (2004). Habbo.com. https://www.habbo.com/Google Scholar
Pardes, A. (2018, February 1). The WIRED guide to emoji. Wired. https://www.wired.com/story/guide-emoji/Google Scholar
Pearce, A. M. (2017). Exploring performance of gendered identities through language in World of Warcraft. International Journal of Human–Computer Interaction, 33(3), 180–189. https://doi.org/10.1080/10447318.2016.1230965CrossRefGoogle Scholar
Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In Warschauer, M. & Kern, R. (Eds.), Network-based language teaching: Concepts and practice (pp. 59–86). Cambridge University Press.CrossRefGoogle Scholar
Pellicone, A. & Ahn, J. (2018). Building worlds: A connective ethnography of play in Minecraft. Games and Culture, 13(5), 440–458. https://doi.org/10.1177/1555412015622345CrossRefGoogle Scholar
Piirainen-Marsh, A. (2012). Organizing participation in video-gaming activities. In Ayaß, R. & Gerhardt, C. (Eds.), The appropriation of media in everyday life (pp. 197–230). John Benjamins.Google Scholar
Piirainen-Marsh, A. & Tainio, L. (2009). Other-repetition as a resource for participation in the activity of playing a video game. Modern Language Journal, 93(2), 153–169.CrossRefGoogle Scholar
Piirainen-Marsh, A. & Tainio, L. (2014). Asymmetries of knowledge and epistemic change in social gaming interaction. Modern Language Journal, 98(4), 1022–1038. https://doi.org/10.1111/modl.12153CrossRefGoogle Scholar
Placencia, M. E. & Powell, H. (2020). ‘Tu masssss ❤ te amo’ Responding to compliments on Instagram among Ecuadorian teenage girls. In Placencia, M. E. & Eslami, Z. R. (Eds.), Complimenting behaviour and (self-) praise across social media: New contexts and new insights (pp. 99–117). John Benjamins.CrossRefGoogle Scholar
Pomerantz, A. (1978). Compliment responses: Notes on the co-operation of multiple constraints. In Schenkein, J. (Ed.), Studies in the organization of conversational interaction (pp. 79–112). Academic Press. www.apomerantz.com/wp-content/uploads/2015/04/Compliments_Responses.pdfCrossRefGoogle Scholar
Pomerantz, A. (1985). Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes. In Atkinson, J. M. & Heritage, J. (Eds.), Structures of social action (pp. 57–101). Cambridge University Press. https://doi.org/10.1017/CBO9780511665868.008CrossRefGoogle Scholar
Powell, M. B., Casey, S. & Rouse, J. (2021). Online sexual offenders’ language use in real-time chats. Trends and Issues in Crime and Criminal Justice, 643, 1–15. https://doi.org/10.52922/ti78481Google Scholar
Prior, M. T. (2019). Elephants in the room: An ‘affective turn,’ or just feeling our way? Modern Language Journal, 103(2), 516–527. https://doi.org/10.1111/modl.12573CrossRefGoogle Scholar
Pudlinski, C. (2005). Doing empathy and sympathy: Caring responses to troubles telling on a peer support line. Discourse Studies, 7(3), 267–288. https://doi.org/10.1177/1461445605052177CrossRefGoogle Scholar
Q+A (2008). Q+A. https://twitter.com/QandAGoogle Scholar
Quayle, E., Allegro, S., Hutton, L., Sheath, M. & Lööf, L. (2014). Rapid skill acquisition and online sexual grooming of children. Computers in Human Behavior, 39, 368–375. https://doi.org/10.1016/j.chb.2014.07.005CrossRefGoogle Scholar
Recchia, H. W., Howe, N., Ross, H. A. & Alexander, S. (2010). Children’s understanding and production of verbal irony in family conversations. British Journal of Developmental Psychology, 28(2), 255–274. http://doi.org/10.1348/026151008X401903CrossRefGoogle ScholarPubMed
Recktenwald, D. (2017). Towards a transcription and analysis of live streaming on Twitch. Journal of Pragmatics, 115, 68–81. https://doi.org/10.1016/j.pragma.2017.01.013CrossRefGoogle Scholar
Reeves, S., Greiffenhagen, C. & Laurier, E. (2017). Video gaming as practical accomplishment: Ethnomethodology, conversation analysis, and play. Topics in Cognitive Science, 9(2), 308–342. https://doi.org/10.1111/tops.12234CrossRefGoogle ScholarPubMed
Roberts, S. (2017, July 18). MIXED EMOJIS: Here are the biggest emoji fails of all time … from laughing in a message of condolence to sending BOOBS on a birthday text. The Sun. www.thesun.co.uk/living/4041877/biggest-emoji-fails-wrong-context/Google Scholar
Rohlfing, K. J. & Müller-Brauers, C. Eds. (2021). International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction. Routledge. https://doi.org/10.4324/9780429321399Google Scholar
Rosenbaun, L., Rafaeli, S. & Kurzon, D. (2016). Participation frameworks in multiparty video chats cross-modal exchanges in public Google Hangouts. Journal of Pragmatics, 94, 29–46. https://doi.org/10.1016/j.pragma.2016.01.003CrossRefGoogle Scholar
Sacks, H. (1992). Lectures on conversation. Vols. 1–2. Blackwell.Google Scholar
Sacks, H., Schegloff, E. A. & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. https://www.researchgate.net/publication/215439057_A_Simple_Systematic_for_the_Organisation_of_Turn_Taking_in_Conversation.CrossRefGoogle Scholar
Sadler, R. W. (2020). Language learning and the virtual world. In Peters, M. A. and Heraud, R. (Eds.), Encyclopedia of educational innovation (pp. 1–7). Springer. http://doi.org/10.1007/978-981-13-2262-4_88-2.Google Scholar
Saxton, M. (2017). Child language: Acquisition and development. SAGE Publications (pp. 86–117).Google Scholar
Schegloff, E. A. (1979). Identification and recognition in telephone conversation openings. In Psathas, G. (Ed.), Everyday language: Studies in ethnomethodology (pp. 23–78). Irvington.Google Scholar
Schegloff, E. A. (1987). Analyzing single episodes of interaction: An exercise in conversation analysis. Social Psychology Quarterly, 50(2), 101–114. https://doi.org/10.2307/2786745Google Scholar
Schegloff, E. A. & Sacks, H. (1973). Opening up closings. Semiotica, 8, 289–327.CrossRefGoogle Scholar
Schegloff, E. A., Jefferson, G. & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53(2), 361–382.CrossRefGoogle Scholar
Seedhouse, P. (2005). Conversation analysis and language learning, Language Teaching, 38(4), 165–187CrossRefGoogle Scholar
Shaban, H. (2019, February 23). YouTube axes tens of millions of comments in crackdown on child sexual exploitation. The Washington Post. www.washingtonpost.com/technology/2019/02/21/youtube-axes-tens-millions-comments-crackdown-child-sexual-exploitation/Google Scholar
Sjöblom, B. (2008). Gaming as a situated collaborative practice. Human IT, 9(3), 128–165.Google Scholar
Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), 38–57.CrossRefGoogle Scholar
Starke, A., Leinweber, J. & Ritterfeld, U. (2021). Designing apps to facilitate first and second language acquisition in children. In Rohlfing, K. J. & Müller-Brauers, C. (Eds.), International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction (pp.141–160). Routledge. https://doi.org/10.4324/9780429321399Google Scholar
Statista (2020). Survey on the social network usage of children and teenagers in Germany 2019. www.statista.com/statistics/422297/children-and-teenagers-social-network-usage-germany/Google Scholar
Statista (2021a). Hours children spent gaming weekly in the United Kingdom (UK) from 2013 to 2019, by age group. www.statista.com/statistics/274434/time-spent-gaming-weekly-among-children-in-the-uk-by-age/Google Scholar
Statista (2021b). Impact of COVID-19 on the frequency of playing multiplayer video games worldwide as of June 2020. www.statista.com/statistics/1188549/covid-gaming-multiplayer/Google Scholar
Statista (2021c). Most popular social media sites used by US teens and young adults 2020. www.statista.com/statistics/199242/social-media-and-networking-sites-used-by-us-teenagers/Google Scholar
Statista (2022). Number of monthly active players of Minecraft worldwide as of August 2021. www.statista.com/statistics/680139/minecraft-active-players-worldwide/Google Scholar
Stivers, T., Sidnell, J. & Bergen, C. (2018). Children’s responses to questions in peer interaction: A window into the ontogenesis of interactional competence. Journal of Pragmatics, 124, 14–30. https://doi.org/10.1016/j.pragma.2017.11.013CrossRefGoogle Scholar
Strambi, A. & Tudini, V. (2020). ‘I’ll say something about myself’: Questions and self-disclosures in Italian L1–L2 online initial interactions. Journal of Pragmatics, 170, 82–95. https://doi.org/10.1016/j.pragma.2020.08.006CrossRefGoogle Scholar
Streeck, J., Goodwin, C. & LeBaron, C. D. (2013). Embodied interaction: Language and body in the material world. Cambridge University Press.Google Scholar
Strouse, G. (2019). Using digital media to support language learning in early childhood. In Horst, J. and von Koss, J. (Eds.), International handbook of language acquisition (pp.485–503). Routledge.Google Scholar
Suzuki, S. (2013). Private turns: A student’s off-screen behaviors during synchronous online Japanese instruction. CALICO Journal, 30(3), 371–392. https://doi.org/10.11139/cj.30.3.371-392.CrossRefGoogle Scholar
Sydorenko, T., Thorne, S. L., Hellermann, J., Sanchez, A. & Howe, V. (2021). Localized globalization: Directives in augmented reality game interaction. The Modern Language Journal, 105(3), 720–739. https://doi.org/10.1111/modl.12722CrossRefGoogle Scholar
Taylor, D. C. P. J., Mwiki, H., Dehghantanha, A., Akibini, A., Choo, K. K. R., Hammoudeh, M. & Parizi, R. (2019). Forensic investigation of cross platform massively multiplayer online games: Minecraft as a case study. Science and Justice, 59(3), 337–348. https://doi.org/10.1016/j.scijus.2019.01.005CrossRefGoogle ScholarPubMed
Tener, D., Wolak, J. & Finkelhor, D. (2015). A typology of offenders who use online communications to commit sex crimes against minors. Journal of Aggression, Maltreatment and Trauma, 24(3), 319–337.CrossRefGoogle Scholar
Thorne, S. L. (2012). Gaming writing: Supervernaculars, stylization, and semiotic remediation. In Kessler, G., Oskoz, A. and Elola, I. Technology across writing contexts and tasks (pp. 297–316). San Marcos, TX: CALICO Monograph Series.Google Scholar
Thorne, S. L., Fischer, I. & Lu, X. (2012). The semiotic ecology and linguistic complexity of an online game world. ReCALL, 24(3), 279–301. https://doi.org/10.1017/S0958344012000158CrossRefGoogle Scholar
Thorne, S. & Hellermann, , (2015). Sociocultural approaches to expert–novice relationships in second language interaction. In Markee, N. (Ed.), The handbook of classroom discourse and interaction (pp. 281–297). Wiley.CrossRefGoogle Scholar
Tudini, V. (2007). Negotiation and intercultural learning in Italian native speaker chat rooms. Modern Language Journal, 91(4), 577–601.CrossRefGoogle Scholar
Tudini, V. (2010). Online second language acquisition: Conversation analysis of online chat. Continuum.Google Scholar
Tudini, V. (2013). Form-focused social repertoires in an online language learning partnership. Journal of Pragmatics, 50(1), 187–202. http://dx.doi.org/10.1016/j.pragma.2012.12.005CrossRefGoogle Scholar
Tudini, V. (2015). Extending prior posts in dyadic online text chat. Discourse Processes, 52(8), 642–669. https://doi.org/10.1080/0163853X.2014.969138CrossRefGoogle Scholar
Tudini, V. & Strambi, A. (2017). ‘Siamo vicini, no?’: Negotiating commonality for rapport building in Italian L1–L2 online text chat. Australian Review of Applied Linguistics, 40(2), 194–211. https://doi.org/10.1075/aral.40.2.07tudCrossRefGoogle Scholar
Tudini, V. (2020). Conversation analysis of computer-mediated interactions. In Chapelle, C. (Ed.), The concise encyclopedia of applied linguistics (pp. 265–270). Wiley-Blackwell.Google Scholar
Tudini, V. & Liddicoat, A. J. (2017). Computer-mediated communication and conversation analysis. In Thorne, S. & May, S. (Eds.), Language, education and technology: The encyclopedia of language and education (pp. 1–12). 3rd ed. Springer International Publishing. https://doi.org/10.1007/978-3-319-02328-1_32-1Google Scholar
Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. Penguin.Google Scholar
Twenge, J. M. (2017). Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy, and completely unprepared for adulthood* and what that means for the rest of us. Atria Books.Google Scholar
Van Dijk, C. N., van Witteloostuijn, M., Vasić, N., Avrutin, S. & Blom, E. (2016). The influence of texting language on grammar and executive functions in primary school children. PLoS ONE 11(3). https://doi.org/10.1371/journal.pone.0152409CrossRefGoogle ScholarPubMed
Vedelago, C. (2020, June 19). More than 7.4 million images of child abuse circulating in Victoria. The Age. www.theage.com.au/national/victoria/more-than-7-4-million-images-of-child-abuse-circulating-in-victoria-20200619-p554dy.htmlGoogle Scholar
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. (Cole, M., John-Steiner, V., Scribner, S. & Souberman, E., Eds.). MIT Press.Google Scholar
Vygotsky, L. S. (1986). Thought and Language. MIT Press.Google Scholar
Wager, N., Gallagher, B., Armitage, R., Rogerson, M., Christmann, K., Parkinson, S. & Synnott, J. (2018). Rapid evidence assessment: Quantifying online facilitated child sexual abuse – Report for the independent inquiry into child sexual abuse. Home Office.Google Scholar
Walker, G. (2017). Young children’s use of laughter as a means of responding to questions. Journal of Pragmatics, 112, 20–32. https://doi.org/10.1016/j.pragma.2017.02.006CrossRefGoogle Scholar
Walker, S., Hatzigianni, M. & Danby, S. J. (2018). Electronic gaming: Associations with self-regulation, emotional difficulties and academic performance. In Danby, S. J., Fleer, M., Davidson, C. & Hatzigianni, M. (Eds.). Digital childhoods: Technologies and children’s everyday lives (pp. 85–100). Springer. https://doi.org/10.1007/978-981-10-6484-5CrossRefGoogle Scholar
Warschauer, M. (1996). Comparing face-to-face and electronic communication in the second language classroom. CALICO Journal, 13(2–3), 7–26.CrossRefGoogle Scholar
Washington, J. A. (2023). African American English dialect: What it does to the English language. webinar snippet. https://www.youtube.com/watch?v=u7Eni-QB7LoGoogle Scholar
Webster, S., Davidson, J., Bifulco, A., Gottschalk, P., Caretti, V., Pham, T., Grove-Hills, J., Turley, C., Tompkins, C., Ciulla, S., Milazzo, V., Schimmenti, A., & Craparo, G. (2012). European Online Grooming Project. Final report. https://europeanonlinegroomingprojectT.com/wp-content/file-uploads/European-Online-Grooming-Project-Final-Report.pdfGoogle Scholar
Webwise.ie (n.d.). A parent’s guide to Minecraft. www.webwise.ie/parents/a-parents-guide-to-minecraft/Google Scholar
WeProtect Global Alliance (2019). Global Threat Assessment 2019: Working together to end the sexual exploitation of children online. https://www.weprotect.org/global-threat-assessment/Google Scholar
Wernholm, M. & Vigmo, S. (2015). Capturing children’s knowledge-making dialogues in Minecraft. International Journal of Research and Method in Education, 38(3), 230–246. https://doi.org/10.1080/1743727X.2015.1033392CrossRefGoogle Scholar
Whittle, H., Hamilton-Giachritsis, C., Beech, A. & Collings, G. (2013). A review of online grooming: Characteristics and concerns. Aggression and Violent Behavior, 18(1), 62–70. https://doi.org/10.1016/j.avb.2012.09.003CrossRefGoogle Scholar
Wikimedia Commons. (2021). Emoji/table. https://commons.wikimedia.org/wiki/Emoji/TableGoogle Scholar
Wikitubia Fandom (2013, August 28). Ethan Gamer. https://youtube.fandom.com/wiki/EthanGamer#:~:text=EthanGamer%20(born%3A%20July%209%2C,Red%20Ball%204%20on%20MobileGoogle Scholar
Williams, R., Elliott, I. A. & Beech, A. R. (2013). Identifying sexual grooming themes used by internet sex offenders. Deviant Behavior, 34(2), 135–152.CrossRefGoogle Scholar
Wolak, J. & Finkelhor, D. (2013). Are crimes by online predators different from crimes by sex offenders who know youth in-person? Journal of Adolescent Health, 53(6), 736–741.CrossRefGoogle ScholarPubMed
Wolak, J., Finkelhor, D., Mitchell, K. J., & Ybarra, M. L. (2010). Online ‘predators’ and their victims: Myths, realities, and implications for prevention and treatment. Psychology of Violence, 1(S), 13–35. https://doi.org/10.1037/2152-0828.1.S.13CrossRefGoogle Scholar
Wolak, J., Finkelhor, D., Walsh, W. & Treitman, L. (2018). Sextortion of minors: Characteristics and dynamics. Journal of Adolescent Health, 62(1), 72–79.CrossRefGoogle ScholarPubMed
Wootton, A. J. (1997). Interaction and the development of mind. Cambridge University Press. https://doi.org/10.1017/CBO9780511519895CrossRefGoogle Scholar
Wootton, A. J. (2007). A puzzle about please: Repair, increments, and related matters in the speech of a young child. Research on Language and Social Interaction, 40(2–3), 171–198. https://doi.org/10.1080/08351810701354623CrossRefGoogle Scholar
YouTube (n.d.). Learn about comment settings. https://support.google.com/youtube/answer/9483359?hl=en#zippy=%2Callow-all-comments%2Chold-potentially-inappropriate-comments-for-reviewGoogle Scholar
Zimmer, M. (2010). ‘But the data is already public’: On the ethics of research in Facebook. Ethics and Information Technology, 12(4), 313–325. https://doi.org/10.1007/s10676-010-9227-5CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Vincenza Tudini, University of South Australia
  • Book: Children's Online Language and Interaction
  • Online publication: 19 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781009024969.011
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Vincenza Tudini, University of South Australia
  • Book: Children's Online Language and Interaction
  • Online publication: 19 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781009024969.011
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Vincenza Tudini, University of South Australia
  • Book: Children's Online Language and Interaction
  • Online publication: 19 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781009024969.011
Available formats
×