This unique “yearbook” captures the extraordinary events and effects of 2020 on children and media scholars and practitioners. Contributors reflect on how the compounding crises of 2020—the COVID-19 pandemic, international protests for racial justice, and the climate crisis—have prompted them to re-evaluate some aspects of their research, teaching, or production related to children, adolescents, and media. Crises can be opportunities for clarity, revealing creative ways to address collective challenges. This volume, which began as a special issue of Journal of Children and Media, reveals such insights. Contributors discuss how the crises of 2020: Prompted them to reconsider theories and concepts central to research on children, adolescents, and media Fostered new priorities for how and what they teach Spurred creative ways to produce high-quality, accessible educational media for children globally Affected their media engagement with their own children, while they researched children’s media use during social distancing Weighed more heavily on scholars and practitioners of color, and how professional communities can best respond to those challenges These 36 international contributions reveal how children and media scholars and professionals worked through the crises of 2020, putting newfound clarity to creative use in the service of children all over the world.

New Student Literacies amid COVID-19 explores how institutions needed to defend teaching, learning, research and innovation, and implement transdisciplinary approaches to address such complexities together with wider knowledge sharing to unlock solutions.

This open access book offers a cross-disciplinary view of challenging mobility issues for migrants and refugees in Europe and particularly Greece during the last decade when the economic and refugee crises coincided. It offers new analyses and data on a diverse range of topics concerning new emigrants as well as refugees and mobilities in Greece. The book covers themes which are not only related to refugee and immigrant integration and governance challenges, but also describes host attitudes, solidarity, political and protest claims in the public sphere, as well as the changing emigration environment in Greece within a European context. With contributions from the fields of philosophy, anthropology, sociology, economics, political science, geography and linguistics, this book provides a unique resource for students and scholars, but also for policy-makers and social scientists working on migration-related issues within and beyond Europe.

′This text will be of great use to postgraduate researchers in education, social work and nursing, and any practitioner involved in carrying out research with children and young people′ - CPD Update ′[T]here is a sense of newness and innovation about the book, whereby the reader is treated to insight into the life and work of collaborators who wrote each case study....[T]he book is highly accessible for students at graduate and undergraduate level, for example BA (Hons) Early Childhood Studies students′ - ESCalate Researching with Children and Young People covers every stage of the process of doing a research project, from research design and data collection, through to analysis and writing up. The book is divided into three sections, in which the authors cover: - Introducing research and consultation with children and young people - Collecting and analysing data - Whole-project issues. Each chapter includes activities, discussion questions, tips and extended case studies to help the reader to engage with the material and investigate the practical implications. This text will be of great use to postgraduate researchers in education, social work and nursing, and any practitioner involved in carrying out research with children and young people.

This book highlights the effects of the COVID-19 pandemic on the mental health needs of children and adolescents in order to shed light on future practice and reform needed to better deal with the aftermath of such devastating events. The book identifies the conditions during any public health crisis that heighten the mental health needs of children and adolescents and suggests the reforms of mental health services needed to better meet the needs of children and youths during and following pandemics and other public health crises. Importance is placed not only on addressing the effects of COVID-19 but on anticipating and preparing for other public health disruptions to the lives of those who have not reached adulthood. Although mental health services in all settings are considered, special attention is given to the role of schools in providing for the mental health of children and adolescents and preparing for the mental health implications of future public health disruptions. The book will be of equal use to both students and researchers in the fields of mental health, well-being, and education as well as teachers, educational psychologists, social workers, and practitioners working in schools and communities to address students’ mental health needs. It will help readers better understand how and why COVID-19 was a negative influence on students’ mental health, and unpack how best to deal with the aftermath of the pandemic.

The COVID-19 pandemic has dramatically changed social interactions. Social distancing policies, lockdowns, and mandatory quarantines have accelerated the technological mediation of communication (e.g. AI-mediated communication, computer-mediated communication) on an unprecedented scale, willingly or otherwise. Many physical activities such as office work, education, and conferences have had to be performed in the online space through social media apps, the metaverse or specialized programs on mobile phones or laptops as part of pandemic control efforts. As a result, digitally mediated channels have become critical for information acquisition and communication across a wide spectrum of human activities such as education, social interaction, entertainment, and commercial activities. Human beings are increasingly reliant on non-human agents, including social media, Artificial Intelligence (AI) powered tools, or smartphone mobile devices for most routine activities, professional communication, and social interactions. As scientific understanding of COVID-19 improves, pandemic restrictions are gradually loosening. However, it remains to be seen whether the pandemic communication paradigm characterized by heavy technological mediation and reliance on non-human agents will also gradually decline, or will the paradigm shift become deeply entrenched with further acceleration of dependency on technological mediation and non-human agents.

This volume places the spotlight on the role different media and communications systems played in informing the public about the pandemic, shaping their views about what was happening and contributing to behavioural compliances with pandemic-related restrictions. Throughout the pandemic, media coverage has played an important role in drawing attention to specific messages, influencing public risk perceptions and fear responses. Mainstream media and other electronic communication systems such as Facebook and WhatsApp have been pivotal in getting pandemic information out to the public, thereby influencing their beliefs, attitudes and behaviour and engaging them generally in the pandemic as stakeholders. In this timely volume, author Barrie Gunter considers how people reacted to this coverage and its contribution to their understanding of what was going on, including the influence of fake news and misinformation on public beliefs about the pandemic, from anti-lockdown protests to the "anti-vaxx" movement. In addition, looking at how government messaging was not always consistent or clear and how different authorities were found not always to be in harmony or compliance with the messages they put out, Gunter examines the harm done by presenting different publics with ambiguous or conflicting narratives. Drawing out important communications strategy lessons to be learned for the future, this is essential reading for students and researchers in psychology, public health and medical sciences and for policymakers who assess government strategies, responses and performance.

Re-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.