By Pal Andre Aarsand.
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Extra resources for Around the screen : computer activities in children's everyday lives
Second, it draws on the sequential and emergent character of social interaction to see how participants orient to each other’s action. Third, it deals with a view on materiality in which digital technologies are possible participants that contribute to the emergent character of social interaction. I will now expand a little on these assumptions. Proof procedure and materiality According to Potter (1996), there are two main aspects of the construction of reality that are of analytical interest. First, descriptions are part of how we understand our surroundings, which are related to time and space.
Then we began the recordings again when the first adult person entered the house in the afternoon until the children went to bed. Two researchers video recorded activities in the families. One followed the target child in the family, while the other followed one of the parents. In total, the video recorded material from the two cameras amounts to about 300 hours of family life in which computer game activities constituted a few activities among many. The material has been systematized and categorized using activity logs (Ochs, Graesch, Mittman, Bradbury, & Repetti, 2006), where different persons’ activities and localizations are marked.
The positions entered in the social practice partly depend on the participant’s displayed competence. Lave and Wenger (1991) show how an apprentice starts with basic tasks and moves on to more complex tasks, which change the participant’s positions in relation to the activity at hand as well as in relation to other participants. They describe this as a movement from apprentice to master, from periphery to centre of the practice. In terms of computer activities, for instance, this would entail a movement from a non-expert position on gaming to game expert positions.