The article examines Swedish children's information‐seeking tactics before and during a crisis. Using the 2014 Ebola outbreak as a case in point, special attention is drawn to how source credibility is assessed on the Internet. If the individual perspective is to be taken seriously within crisis management/crisis communication, empirical studies with various stakeholders, such as children, are needed. With the theoretical framework of framing, the importance of children's personal experiences is brought to the fore. Developing strategic means of listening to children rather than operating from a top‐down perspective constitutes a main point of departure in the study. Framings are in the article suggested as a suitable strategic tool for proactive online crisis communication with a specific focus on public agencies.

In this article, the Swedish findings from a European comparative study on 0–3-year-old children and their digital lives are presented and discussed in relation to domestication theory, including the concept of moral economy. More specifically, attention is paid to toddler's appropriation of digital technology and the parents’ moral struggles: the negotiations between the parents concerning the introduction of digital media practices in early childhood, the selection of content, and the monitoring of children. Parents of very young children have ambivalent feelings towards digital media technologies and struggle to make the right decision for their children. The study demonstrates that the domestication of digital technology in early childhood is far more multifaceted and troublesome for parents to handle than previous research has found.

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In relation to any claims about “child-centred” research, the present article stresses the need to reflect on what is actually at stake in terms of participation and the meaning-making processes that evolve in a certain research setting. Our experiences with photo-taking methods are based on two separate studies involving children (age 5-8 years) and young adolescents (age 12-16 year). Taking a constructivist approach, the article draws special attention to issues related to the age of the children, the type of camera used, the researcher’s status in the fieldwork and the type of data acquired through these children’s photos. The article stresses the need to perceive the story behind the photo as an outcome of how the child chose to position him/herself within a certain research context, which in turn affects how the child sees, thinks and acts, but also what he/she sees.

This paper concerns the complex relationships between external facilitators and teachers in action research, as they work in a critical friendship to develop interaction in specific ways that open up rather than shut down communication and learning. The aim is to contribute with knowledge about interpersonal communication between academic facilitators and teachers in a development process where the teachers had a lack of influence in the initial phase of the project. The findings reveal that communication in a context of incompatible positions and professional distance did not lead to further communication, whereas communication in a context of confidence, mutual reliance, and challenge opened up possibilities for further dialogue. We identified three aspects affecting communication: absence of ownership of specific problems, trust without relationship, and courage before trust. Implication for the action research community is the importance of making strategies for critical friendship explicit. This assists for teachers to internalize the role.