Around the screen : computer activities in children's by Pal Andre Aarsand.

By Pal Andre Aarsand.

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For instance, this means that what at first glance seemed like gaming in the living room may be about who decides about the game console. By combing a focus on local organization of talk with an interest in social and material resources that the participants draw upon, I will explore how positions and identities in computer activities have consequences for how these activities are organize and vice versa. 30 Methodology and design A multi-site fieldwork Children’s computer activities in their everyday lives have to be studied in places where they usually spend time.

Ochs (1999 [1979], p. 167) claims that: ‘… the problems of selective observation are not eliminated with the use of recording equipment. They are simply delayed until the moment at which the researcher sits down to transcribe the material from the audio- or video-tape’. As I see it, the selective observation is not even delayed by using recording equipment. The observations made using video cameras are by nature partial and shaped through the placement of the camera and the microphone. Moreover, the process of transcribing the material concerns theoretical, cultural and personal interests.

The families were recruited through information given by the research team at parental meetings in school, and those who found it interesting contacted the research team and are thus ‘self-elected’ for the study. Each family received the symbolic sum of 3,000 Swedish crowns as compensation for their participation. A few families were turned down because of the age of their children (no children in the target age) and in one case because the family consisted of only one adult. In all, eight families, including 22 children, have been studied (Table 3).

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