„By investigating sensory practices in digital childhoods, the project makes a fundamental contribution to understanding the cooperative constitution of the human and technical sensorium.“
Du bist interessiert, organisiert und hast Lust, in einem kleinen Team in die spannende und abwechslungsreiche Welt der wissenschaftlichen Arbeit einzutauchen? Veranstaltungen mitzugestalten und bei der Datenerhebung mitzuwirken klingt nach deinem Ding und du möchtest Wissenschaft online und offline erlebbar machen? Dann suchen wir genau dich!
SHK/WHB-Stelle im SFB-Teilprojekt B05 „(Frühe) Kindheit und Smartphone. Familiäre Interaktionsordnung, Lernprozesse und Kooperation“
zunächst für 1 Jahr, mit der Möglichkeit einer Verlängerung
Beschäftigung auf Grundlage des Wissenschaftszeitvertragsgesetzes
Was dich bei uns erwartet:
(Erziehungs-)Wissenschaft praxisnah: Du interessierst dich für Themen der Kindheit, Medien und Digitalität. Deine Mithilfe bei der Recherche von passender Literatur, der Korrektur von Publikationen, der Transkription von Forschungsdaten ist gefragt.
Hands-on bei Events: Deine Ideen und Hände sind gefragt. Hilf mit bei der Organisation und Durchführung öffentlicher Veranstaltungen, z.B. Workshops, Tagungen und einer Ausstellung.
Teil des Teams: Deine Teilnahmen an unseren (Online-)Teammeetings sind ebenso gefragt wie deine Ideen.
Was du mitbringen solltest:
Du bist in Erziehungswissenschaft, Sozialwissenschaft oder Medienwissenschaft immatrikuliert.
Du interessierst dich für Kindheitsforschung und das Aufwachsen von Kindern im Kontext von Digitalisierung.
Du hast Spaß daran, Dinge zu organisieren und an gesellschaftlichen Themen mitzuwirken.
Du arbeitest strukturiert, bist eigenständig und verantwortungsbewusst.
Was wir dir bieten:
Ein motiviertes, nettes Team und eine entspannte Arbeitsatmosphäre.
Flexible Arbeitszeiten und Homeoffice-Möglichkeit – damit Uni und Job zusammenpassen.
Spannende Einblicke in die Projektarbeit und Wissenschaftsorganisation rund um unsere Langzeitstudie im Kontext von Kindheit, Medien und Digitalität.
Klingt gut? Dann schick uns eine kurze Bewerbungbis zum 15.11.2025 und zeig uns, warum du perfekt in unser Team passt. Sende deine Bewerbungsunterlagen (Motivationsschreiben, Lebenslauf, Zeugnisse) in einer pdf-Datei an Dr. Astrid Vogelpohl (astrid.vogelpohl@uni-siegen.de). Wir freuen uns darauf, dich kennenzulernen.
Exploring the new multimedia research tool “Bundle Explorer: Berühren”
with Bina E. Mohn (Center for Camera Ethnography, Berlin) and Astrid Vogelpohl (University of Siegen)
Last December, the CRC researchers from project B05 presented their self-developed new research platform, the “Bundle Explorer”, to the research community. During a one-day workshop, they discussed how to use this tool and tested new exploration paths and ways of thinking. With the Bundle Explorer, the researchers are making an important contribution to the development of practice-theoretical methods at the CRC.
About the research platform Bundle Explorer
The Bundle Explorer is a multimedia research platform developed by Bina E. Mohn, Astrid Vogelpohl and Pip Hare. With this research tool, the team aims to contribute to the understanding of situated sensory practices in digitized everyday worlds.
The researchers developed the platform as part of their camera ethnographic research on sensory practices in digital childhood. Their methodology was based on Ludwig Wittgenstein and his language game approach. With the Bundle Explorer, short films can be played back and the sensory practices they reveal can be examined more closely. The name Bundle Explorer refers to Theo Schatzki’s theory (2016) that human action and sensory practices and the environments in which they take place form bundles. As suggested by Schatzki, the Bundle Explorer can be used to examine these bundles more closely and understand them better.
The “Bundle Explorer: Berühren” presented in the Blicklabor “Berührung” is the prototype of the new research tool. With this prototype, we researchers can discover and explore situations and ways of touching in digital childhood in a variety of ways.
The “Bundle Explorer: Berühren” is based on 60 short films from six years of camera-ethnographic research observations on the everyday family life of young children. The films were ‘edited’ from many hours of video material and show in particular moments of touch. In the Bundle Explorer, these films are divided into six categories of touch, which reflect the diversity of forms of touch in young children’s everyday digital lives:
These categories allow Bundle Explorer users to explore the films in their own way.
About the Blicklabor „Berührung“
For the camera ethnography, Blicklabore refers to encounters , „Blicke als Blicke zu reflektieren und in konkreten Forschungszusammenhängen damit zu experimentieren“ (Mohn 2023, S. 198).
The B05 project team invited the Wittgenstein expert Birgit Griesecke, the science sociologist Klaus Amann and the educational scientist Jochen Lange to the Blicklabor alongside an interested specialist audience. The Blicklabor took place on December 13 at the University of Siegen (→ to the event) and offered the opportunity to get to know the „Bundle Explorer: Berührung“ in more detail and try it out in a workshop phase. While exploring the Bundle Explorer, the participants were encouraged to watch the films, track down, compare and classify children’s sensory practices and examine classifications, variants and borderline cases. The participants then discussed their individual explorations and impressions.
About the „Bundle Explorer: Berühren“ using the example of the category „acoustic touch“
The category “acoustic touch” is one of six touch categories that are explored in the “Bundle Explorer: Berühren” video material. The acoustic aspect of touch plays a special role in the films in the acoustic touch category. When selecting and compiling the films, researchers were interested in how acoustic touch can be applied and contoured.
Image 1: Bundle-Explorer Starting tableau
Image 2: Bundle Explorer Start movies
Image 3: Bundle Explorer Practice bundle
Image 4: Bundle Explorer Variations
Image 5: Bundle Explorer Boundary case
Users end up in this category rather by chance: After selecting a video in the start tableau (image 1), the tool offers them a compilation of two film scenes (image 2) that are not yet named according to any category: In the first video, a 2-year-old child listens to music with an MP3 player; in the second video, a toddler explores a smartphone and is surprised by the ringtone melody. Descriptive approaches are used to identify bundles of practices and their material arrangements (Fig. 3) and the question arises as to what these films have in common.
The Bundle Explorer then invites users to explore further “variations” (image 4) and “borderline cases” (image 5) of acoustic touches. The variants include videos in which one child makes a squeaking noise with a balloon, another makes his voice vibrate and another sings with his grandmother on his cell phone (image 4). As borderline cases, the Bundle Explorer offers videos in which touching is not clearly recognizable. For example, in the video in which the adult acts acoustically but the child does not react (image 5).
All these cases serve to better understand acoustic touch in children. The researchers are particularly interested in how children are touched by the respective sounds. Based on the videos, the researchers identified three types of acoustic touch in which touching and being touched is shown through:
Music, movement and dance
Voices, conversation and singing
Noise, experiment and improvisation
However, the video material in the Bundle Explorer not only invites you to explore the questions of how acoustic touch manifests itself in children and what triggers it. The videos also invite us to imagine other forms of touch that have not yet been filmed.
About the expert contributions
The invited experts emphasized the innovative content of the research platform, which allows new approaches to sensory experiences and enables an in-depth examination of research questions relating to human sensory and action practices.
The Bundle Explorer is an important tool for praxeological research, allowing non-verbal gestures and actions to be examined from a visual perspective. With the Blicklabor, the research team has also created a convincing event format that allows a critical examination of non-verbal sensory practices and brings researching gazes and gaze differences to bear.
Similar to an Alpenföhn, as Birgit Griesecke emphasized, the Bundle Explorer brings spectacular distant views closer for a limited period of time. However, the perceptible proximity – in her comparison of the mountains – also brings with it euphoria, headaches and dizziness (after the mountains). In her opinion, it is crucial in research on sensory practices to keep the experiences present in such a way that they can be integrated into the research. For further development, she suggests including touch in research beyond everyday digital family life. This would bring the relationship between touch and digitality into focus in even greater detail.
Jochen Lange compared the Bundle Explorer to a ‘Findemaschine’ or a ‘Findespiel’, that moves between publication and research tool. For him, the function and meaning of touch represent alternative approaches with which sensory practices can be further explored with the help of the Bundle Explorer.
For Klaus Amann, the Bundle Explorer has an experimental character that opens up reflective moments and allows new insights. According to him, touch should also be questioned critically under the conditions of the digital world.
Together with the participants, the experts made numerous suggestions for advancing research into digital sensory practices and further work on the Bundle Explorer. Their suggestions included looking at sensory practices in the context of “atmospheres”, including visual touch, taking resonance into account when analyzing touch and not seeing touching and being touched as necessarily related characteristics of touch.
The B05 research team would like to thank all participants for the critical and inspiring exchange!
The link to the “Bundle Explorer: Berühren” as well as the template for creating your own Bundle Explorer (de/en) are available on request from Astrid Vogelpohl.
References
Bina E. Mohn (2023): Kamera-Ethnographie – Ethnographische Forschung im Modus des Zeigens. Transcript.
Theodore R. Schatzki (2016): Praxistheorie als flache Ontologie. In: Praxistheorie. Ein soziologisches Forschungsprogramm. Transcript, S. 29-44.
Birgit Griesecke & Werner Kogge (2022): Mit Wittgenstein arbeiten. Ein Methoden Manual, Working Paper Series Collaborative Research Center 1187 Media of Cooperation, No. 24.
Astrid Vogelpohl is a researcher and conducts camera-ethnographic research on subjectivation practices in everyday digital family life.
Bina E. Mohn was a researcher in B05 until the end of 2023. She researches reflexive ethnography, visual anthropology and media. She is an expert for camera ethnography: kamera-ethnographie.de
Digital mit allen Sinnen – Ein Recht auf digitale Teilhabe für Kinder
Anlässlich des Weltkindertags betont das Projektteam von B05 “(Frühe) Kindheit und Smartphone. Familiäre Interaktionsordnung, Lernprozesse und Kooperation”:
Wahrnehmung ist nicht passiv! Vielmehr ist sie aktives Tun. Deshalb sprechen wir von Sinnespraktiken, wenn wir beispielsweise von Hören, Sehen, Berühren, Riechen, oder der Wahrnehmung des eigenen Körpers im Raum sprechen. Im Zeitalter der Smartphones verkümmern die Sinne, so eine weit verbreitete Annahme. Aber ist das wirklich so, oder verändern sich die Sinnespraktiken lediglich? Um dies herauszufinden haben wir mit einer Gruppe von 9 Kindern im KiTa- und Grundschulalter einen Workshop durchgeführt, in dem die Kinder eine Sinnesreise über den Campus in Form einer digitalen Schnitzeljagd gestaltet haben. Unsere Beobachtungen zeigen: egal ob analog oder digital, Kinder erforschen ihre Umgebung mit allen Sinnen, auf das wie kommt es an!
Hoa Mai Trần was invited as an expert on the topic of digital media in early education to a radio interview with WDR 5. The radio report “Digital media in nurseries: yes or no?” (author Corina Wegler) is about the municipal family centre ‘Krümelkiste’ in Arnsberg-Hüsten in North Rhine-Westphalia, which specialises in the use of digital media. The article highlights opportunities and limitations for early digital education and points to the current relevance of dealing with the realities of children and families in an increasingly digitalised world.
The radio feature is available until 28 May 2025 in the WDR Mediathek. It is only available in German.
Executive Summary
Media practices unfold the ways of the world becoming experienceable and understandable in digital childhoods. They also link everyday family life to social processes of digitalization. This is the overall conclusion of the first two phases of our study of mediatized forms of everyday family interactions with children from 0 to 6 years. As the possibilities of media-based interaction become more and more a comprehensive, unquestioned part of everyday existence, a paradox arises: The “accents of reality” (Schütz 1971) are shifting between digital media-based and co-present interaction. While the first funding phase investigated smartphones in early childhood as a cooperatively created condition of cooperation in everyday family life, the second funding phase focused on learning practices that unfold in situations involving adults, children, and digital media. Observations and analyses of the production and evaluation of family films, selfies, and photos have outlined virtual worlds as everyday familial places and the smartphone as a repository of memory data. It shows how media practices expand and change the familial biographical context of experience. Using video interactions as an example, the project shows how new forms of being-in-contact emerge without touching things and bodies. The boundaries of digital and analog, of touching and being touched, shift and transform the everyday life of children. This insight is reflected in our publication and exhibition “Reinventing Touch”, a laboratory of gazes, in which touch in digital spaces is presented in an (audio)visual arrangement as a set of innovative and cooperative sensory practices.
Taking up this thread, the project will further analyze the sensory and sensorial practices in the third funding phase. The main interest focusses on the cooperative constitution of the human and technical sensorium in the context of familial and everyday interaction with digital media. The project continues the long-term camera ethnographic study on digital media practices in early childhood with a research concentration on sensory practices. The leading questions are firstly, how sensory practices that are physically and bodily analog relate to digital ones. Secondly, it asks how these digital and analog “ways of worldmaking” (cf. Ways of Worldmaking, Goodman 1978) interact and produce new forms of sensory experience. For this purpose, the subproject conducts circular and contrastive field research phases in informal (family, peers) and formal (educational institutions) settings, researching in families and building up access to schools and kindergartens. Based on the observation of temporary boundary shifts between both analog and digital and living and non-living actors in the media practices of young children, digital (educational) games will also play a central role in the planned observations. The project continues to develop our experimental arranging style of research on audiovisual materials in order to test new ways of investigating practices from the perspective of observation. In this way, the project opens up an innovative methodological approach to situatedness as a dense context of action consisting of mutually reciprocal interacting (sensory) practices.
The project focuses on the question of the co-operative nature of the human and technical sensorium in the context of family and everyday interaction between children and digital media.
The research focus on sensory practices asks how these practices manifest themselves in their analog-digital interweaving and everyday life, for example when playing on a smartphone, watching family videos on a tablet (Fig. 1) or saying goodbye to grandma in a video call with a long-distance kiss (Fig. 2).
Camera ethnography enables systematic access to digital-analog, sensual and sensory phenomena. It is the centre of the methodological approach and expands participatory ethnographic research with a research-reflexive concept of cooperation that combines cooperation and (inter-)disciplinary positioning.
Different visual research formats that refer to the situatedness of practices and enable arranging research material are being explored in the project. For example, the research tool Wordless Language Game, an interactive video archive sorted according to practices and media (Fig. 3), was developed as well as an interactive, non-linear film project that was created through using the video authoring software Korsakow (Fig. 4).
Furthermore, the increasing age of the children suggests a multi-method approach that also includes interviews, drawings or explorations of digital environments, which takes greater account of the experiences of children as experts on the reality of their lives in the research methods.
Since 2016 the long-term study has been investigating how children (aged 3-10) in families create 'analog-digital' worlds as natural 'hybrids'. This can be observed in everyday situations such as when falling asleep (Fig. 5) and in the digitally mediated perception of the world (Fig. 6).
Starting 2024, the project will open up for kindergartens, schools and extracurricular facilities as new research locations.
The results of the 12-year long-term study will be published in a multimedia publication and presented at a final exhibition with video installations.
Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen
Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes
What happens to touch when we come together digitally? This publication brings together diverse perspectives and approaches to interrogate the widespread contention that increasing digitalisation in childhood leads to tactile deprivation. The authors describe sensory practices in early childhood as media practices in which skin and screens, eyes and ears interact synergistically to bring forth sensorial events. The publication is built around 10 short films featuring touch. The combination of texts and films explores interrelationships between embodiment, materiality, and virtuality in digital childhoods. (c) LIT Verlag Berlin-Münster-Wien-Zürich-London.
Mohn, B. E., Wiesemann, J., Hare, P., Vogelpohl, A. (Hrsg.). 2023. Berührung neu erfinden: Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch: Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes. Reihe: Camera Ethnography. Berlin, Münster, Wien, Zürich, London: LIT. ISBN: 978-3-643-25034-6.
2023
Hare, Pip. 2023. “Feeling touched while doing camera ethnographic research”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., edited by Bina Elisabeth Mohn, Jutta Wiesemann, Pip Hare, and Astrid Vogelpohl, 215-25. Berlin, Münster, Wien, Zürich, London: LIT.
Hare, Pip. 2023. “Sich berührt fühlen beim kamera-ethnographischen Forschen”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., 97-107. Berlin, Münster, Wien, Zürich, London: LIT.
Mohn, Bina Elisabeth. 2023. “Touch in view”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., edited by Bina Elisabeth Mohn, Jutta Wiesemann, Pip Hare, and Astrid Vogelpohl. Berlin, Münster, Wien, Zürich, London: LIT.
Mohn, Bina Elisabeth. 2023. “Berührung im Blick”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., 17-26. Berlin, Münster, Wien, Zürich, London: LIT.
Mohn, Bina Elisabeth, Jutta Wiesemann, Pip Hare, and Astrid Vogelpohl, eds. 2023. Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen| Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes.. Berlin, Münster, Wien, Zürich, London: LIT.
Vogelpohl, Astrid. 2023. “This is me. Getting in touch with oneself and time with media”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., edited by Bina Elisabeth Mohn, Jutta Wiesemann, Pip Hare, and Astrid Vogelpohl. Berlin, Münster, Wien, Zürich, London: LIT.
Vogelpohl, Astrid, and Hoa Mai Trần. 2023. “Das bin ich. Medial vermittelt in Berührung mit sich und der Zeit treten”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., 79-87. Berlin, Münster, Wien, Zürich, London: LIT.
Wiesemann, Jutta. 2023. “Reinventing touch. Introductory remarks”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., edited by Bina Elisabeth Mohn, Jutta Wiesemann, Pip Hare, and Astrid Vogelpohl. Berlin, Münster, Wien, Zürich, London: LIT.
Wiesemann, Jutta. 2023. “Berührung als kooperative Praxis”. In Berührung neu erfinden. Sinnespraktiken in digitalen Kindheiten. Ein Blicklabor an 10 kamera-ethnographischen Szenen | Reinventing Touch. Sensory Practices in Digital Childhoods. Diverse perspectives encounter 10 camera ethnographic scenes., 9-16. Berlin, Münster, Wien, Zürich, London: LIT.
2022
Bennewitz, H. & Wiesemann. 2022. “Das Runde kommt in das Eckige?! Zur Körperlichkeit von Sitzkreisen und Video-Meetings”. In Teilhabe und Ausschluss von Kindern in der Gesellschaft. Perspektiven der Kindheitsforschung, Grundschulpädagogik und Lehrer:innenbildung, edited by I. Naumann & J. Storck-Odabasi, 138-50. Weinheim und Basel: Beltz Juventa. ISBN: 978-3-7799-6742-2.
Griesecke, Birgit, and Werner Kogge. 2022. “Mit Wittgenstein Arbeiten: Ein Methoden Manual”. Working Paper Series Media of Cooperation 24.
Mohn, Bina Elisabeth. 2022. “Camera Ethnography. Learning to see something ‘as something’ and maybe ‘as something else’ as well”. In Camera Work in Trading Zones. An Epistemological Journey Between Art and Ethnography, edited by Jürgen Krusche and Barbara Preisig, 34-49. Zürich: Institute for Contemporary Art Research IFCAR, Zürich University of the Arts. https://doi.org/10.5281/zenodo.5734214.
Mohn, Bina Elisabeth. 2022. “Zeigende Ethnographie – Kamera-Ethnographie”. In Handbuch soziologische Ethnographie, edited by Angelika Poferl and Norbert Schröer, 575-91. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-26405-5_37.
Wiesemann, Jutta. 2022. “Rezension: Handbuch von Rita Braches-Chyrek, Charlotte Röhner, Jo Moran Ellis und Heinz Sünker (2022) Kindheit, Technik und das Digitale”. Zeitschrift für Soziologie der Erziehung und Sozialisation 2: 201-6. https://doi.org/10.3262/ZSE2202201.
2021
Mohn, Bina Elisabeth. 2021. “Kamera-Ethnographie. Schauen, Sehen und Wissen filmisch gestalten”. In Handbuch Filmsoziologie, edited by Alexander Geimer, Carsten Heinze, and Rainer Winter, 591-611. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-10947-9_69-2.
Wiesemann, Jutta. 2021. “Medienpraktiken der frühen Kindheit. Der familiäre Alltag des Smartphones”. ZSE Zeitschrift für Soziologie der Erziehung und Sozialisation, 2021. 10.3262/ZSE2103264.
2020
Eisenmann, Clemens. 2020. “Technosoziale Intimität. Videotelefonie im familiären Alltag mit Kindern”. In Digitale Kindheiten, edited by Jutta Wiesemann, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Elisabeth Mohn. Media of Cooperation. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31725-6_5 .
Flügel, Alexandra, Detlef Pech, and Jutta Wiesemann. 2020. “ Kinder am außerschulischen Lernort”. In Orte und Räume der Generationenvermittlung. Zur Praxis außerschulischen Lernens von Kindern., edited by Jutta Wiesemann, Alexandra Flügel, Swanntje Brill, and Irina Landrock. Bad Heilbrunn: Klinkhardt.
Hare, Pip. 2020. “Bilder hier und dort. Affektive und ethische Dimensionen meiner Forschung mit Kindern und Kameras”. In Digitale Kindheiten, edited by Jutta Wiesemann, Clemens Eisenmann, Inka Fürtig, and Jochen und Mohn Lange. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31725-6_5 .
Inka, Fürtig. 2020. “Doing media while doing family. Die Ordnung medialer Praktiken im Familienalltag”. In Digitale Kindheiten, edited by Jutta Wiesemann, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Elisabeth Mohn. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31725-6_7.
Lange, Jochen. 2020. “Die Materialisierung des „Kindlichen“? Zu den Entwicklungspraktiken in der Bildungswirtschaft”. In Materialitäten der Kindheit. Körper, Räume, Dinge, edited by Sabine Bollig, Lars Alberth, and Larissa Schindler. Vol. 20. Kinder, Kindheiten, Kindheitsforschung. Wiesbaden: Springer VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-25532-9_9 .
Lange, Jochen. 2020. “Die Aufladung der Dinge. Eine digitale Analogie”. In Digitale Kindheiten, edited by Jutta Wiesemann, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Elisabeth Mohn. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31725-6_3 .
Mohn, Bina E. 2020. “Unterscheiden, verbinden und teilen. Zur Resonanz und Differenz (digitaler) Medienpraktiken in der frühen Kindheit und beim Forschen”. In Digitale Kindheiten, edited by Jutta Wiesemann, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Elisabeth Mohn. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31725-6_9.
Vogelpohl, Astrid. 2020. “„Willst du mit gucken?“ Intervenieren, arrangieren, etwas sichtbar machen”. In Digitale Kindheiten, edited by Jutta Wiesemann, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Elisabeth Mohn. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31725-6_5.
Wiesemann, Jutta, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Mohn. 2020. “Digitale Kindheiten. Kinder – Familien – Medien”. In Digitale Kindheiten, edited by Jutta Wiesemann, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Mohn, 1-16. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-31725-6_1.
Wiesemann, Jutta, Clemens Eisenmann, Inka Fürtig, Jochen Lange, and Bina Mohn, eds. 2020. Digitale Kindheiten. Media of Cooperation. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31725-6.
Wiesemann, Jutta, Alexandra Flügel, Swanntje Brill, and Irina Landrock. 2020. Orte und Räume der Generationenvermittlung. Zur Praxis außerschulischen Lernens von Kindern.. Bad Heilbrunn: Klinkhardt.
2019
Eisenmann, Clemens, Jan Peter, and Erik Wittbusch. 2019. “Ethnomethodological Media Ethnography: Exploring Everyday Digital Practices in Families with Young Children”. Media in Action: An Interdisciplinary Journal on Cooperative Media, 2019. https://www001.zimt.uni-siegen.de/ojs/index.php/mia/article/view/50.
Mohn, Bina, Pip Hare, Astrid Vogelpohl, and Jutta Wiesemann. 2019. “Cooperation and Difference. Camera Ethnography in the Research Project ’Early Childhood and Smartphone’”. Media in Action: An Interdisciplinary Journal on Cooperative Media, 2019. https://www001.zimt.uni-siegen.de/ojs/index.php/mia/article/view/51.
Mohn, Bina, Pip Hare, Astrid Vogelpohl, and Jutta Wiesemann. 2019. Face to Face – Face to Screen. Frühe Kindheit und Medien / Early Childhood and Media. 24 kamera-ethnographische Miniaturen / 24 camera ethnographic miniatures. Berlin, Münster, Wien, Zürich, London: LIT.
2018
Mohn, Bina Elisabeth, Pip Hare, Astrid Vogelpohl, and Jutta Wiesemann. 2018. “„Das bist Du!“ Frühe Kindheit digital”. Ausstellung. Siegerlandmuseum, Siegen.
Wiesemann, Jutta, and Klaus Amann. 2018. “Co-operation is a feature of sociality, not an attribute of people”. Media in Action: An Interdisciplinary Journal on Cooperative Media 1 (3): 203-16. http://dx.doi.org/10.25819/ubsi/8288.
Wiesemann, Jutta, and Inka Fürtig. 2018. “Kindheit zwischen Smartphone und pädagogischem Schulalltag”. In Institutionalisierungen von Kindheit. Childhood studies zwischen Soziologie und Erziehungswissenschaft., edited by Tanja Betz et. al., 196-212. „Kindheiten – Neue Folge“. Weinheim/München: Beltz Juventa.
2017
Fürtig, Inka, and Tanja Betz. 2017. “Bericht über die gemeinsame Jahrestagung „Materialitäten der Kindheit: Körper – Räume – Dinge“ der DGS-Sektionen Soziologie der Kindheit und Soziologie des Körpers und des Sports”. In , 47:220-23. 2. Trier: Universität Trier.
2016
Lange, Jochen. 2016. “Medienkompetenzvermittlung in der Grundschule”. In Mediales Lernen. Beispiele für eine inklusive Mediendidaktik, edited by Markus Peschel, 7:105-14. Dimensionen des Sachunterrichts – Kinder. Sachen. Welten. Baltmannsweiler: Schneider Verlag Hohengehren.
2015
Wiesemann, Jutta. 2015. “Lernen ist eine soziale praktische Tätigkeit von Kindern”. In Lernprozessbegleitung und adaptive Lerngelegenheiten im Unterricht der Grundschule, edited by K. Liebers, B. Landwehr, A. Marquardt, and K. Schlotter, 33-46. 1. Wiesbaden: VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-11346-9_3.
Wiesemann, Jutta, and Jochen Lange. 2015. “Schülerhandeln und die Dinge des Lernens. Zum Verhältnis von Sinn und Objektgebrauch”. In Bildungspraktiken. Körper – Räume – Artefakte, edited by H. Kalthoff, T. Alkemeyer, and M. Rieger-Ladich, 261-82. Weilerswist: Velbrück. https://doi.org/10.5771/9783845277349-261.
