The dangers of unlimited access: Fiction, the Internet and the social construction of childhood

Stauffer, Suzanne M.

doi:10.1016/j.lisr.2014.07.003

Cited by 5 publications

(6 citation statements)

References 19 publications

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“…Previous studies have also revealed that the more effective program interventions at the right stage, guide policy makers to incorporate socio-emotional learning into their school curriculum. (Stauffer 2014;Parvari et al 2017). Moreover, many parents expect the pre-schools to teach in a traditional way.…”

Section: Discussionmentioning

confidence: 99%

“…In Asian countries, largely as a consequence of the different social construction of childhood (Stauffer 2014), linguistic and mathematical aptitudes together with the acquisition of knowledge have been regarded as the keys to subsequent success in life. In Asia, childhood is regarded as a 'tabula rasa' phase in the human life-span during which children need to acquire propositional knowledge as a priority, whereas in Western countries childhood is regarded as a time for development and maturation.…”

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confidence: 99%

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Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives

Wilkinson

Kao

2019

ICEP

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The ability to manage one's socio-emotional behaviour is one of the most important characteristics of a civilised society. It is defined by CASEL (The Collaborative for Academic, Social and Emotional Learning) as: 'Socio-emotional learning is the process through which children and adults undertake and manage emotions, set and achieve positive goals feel and show empathy for others, establish and maintain positive relationships and make responsible decisions' (CASEL 2019). Ensuring that children learn, develop,

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives

Wilkinson

Kao

2019

ICEP

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“…A developmental discourse underpins the construction of the user in-formation, who is positioned as deficient or inexperienced and needing to learn from the library programs, resources, or the expert staff (Tuominen, 1997). Children and students are commonly assigned to this category (Lundh, 2016;Rothbauer and Gooden, 2006;Stauffer, 2014;Hedemark et al, 2005), as are recent immigrants and language learners.…”

Section: Discussionmentioning

confidence: 99%

“…I don't have a problem with well-behaved homeless people using public services -they're public, that's what public means. [66] The visceral user becomes a problem when their behaviour impinges on the uses of the user in-formation, as in these examples drawn from discussions of concerns about taking vulnerable children to the library where they might encounter people who represent unpleasant realities of the adult world (Stauffer, 2014). A 'better, family friendly' suburban neighbourhood is a place where such users are discouraged.…”

Section: Discussionmentioning

confidence: 99%

How Do You Solve a Problem like the Whole User? The Construction of Worthy and Problematic Users in Online Discussions of the Public Library

McKenzie

2019

Journal of the Australian Library and Information Association

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How do you solve a problem like the whole user? The construction of worthy and problematic users in online discussions of the public library In this article I use a discursive approach and the concept of the 'category entitlement' to analyse the ways that contributors to a public Internet discussion of the value of the public library make cases for different user characteristics and behaviour as 'worthy' or 'problematic', and use these characteristics to discuss and debate the kinds of individuals and the kinds of behaviour that properly belong to each category. Contributors to the discussion represented users in three categories: a fluid 'everyone', which included people represented as being disadvantaged and in legitimate need of the library's resources, expertise, and support; the user information , whose worthy variant takes advantage of the library's offerings to achieve success in economic, cultural, and civic domains and whose problematic variant fails to do so; and the visceral user who may meet bodily needs or engage in pleasurable non-purposive activities and who is deemed worthy or problematic based on their behaviour in the library space. Despite public libraries' growing emphasis on serving the whole user, these public comments prioritise users who exercise their mind to develop into worthy members of a community and who meet behavioural expectations consistent with quiet intellectual activity.

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“…Historically, the concerns have shifted. For example, they found expression in media-panics about comic books in the 1950s as well as in discussions about video games and television in the 1980s and 1990s (Stauffer, 2007). A more recent concern is that the reading abilities of young adults seem to be declining and that pleasure reading is dropping (Lee 6).…”

Section: Introductionmentioning

confidence: 99%

Authenticity Matters: The Reading Practices of Swedish Young Adults and Their Views of Public Libraries

Hedemark

2020

New Review of Children's Literature and Librarianship

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Research speaks of a disconnect between young adults and library culture. Young adults, despite having overall low expectations, often show dissatisfaction with library services, while librarians perceive teens as both a prioritized user group, and a problematic group of users. Ninety-two young adults participated in a focus-group study. The interviews revolved around their views on reading and public library services. Results showed that young adults' choices to engage in reading practices are influenced by the context of the practice, the motivation for engaging in the practice and the format used.

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The dangers of unlimited access: Fiction, the Internet and the social construction of childhood

Cited by 5 publications

References 19 publications

Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives

Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives

How Do You Solve a Problem like the Whole User? The Construction of Worthy and Problematic Users in Online Discussions of the Public Library

Authenticity Matters: The Reading Practices of Swedish Young Adults and Their Views of Public Libraries

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