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The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research has been carried out with funds from The International University of La Rioja (Spain) Reference CITEI B24-004. Referencias bibliográficas • Abidin C (2015) Communicative intimacies: influencers and percieved interconnectedness. Ada: A Journal of Gender, New Media, and Technology (8): 1–16. doi: 10.7264/N3MW2FFG • Abidin C (2016) Visibility labour: engaging with Influencers fashion brands and #OOTD advertorial campaigns on Instagram. Media International Australia 161(1): 86–100. https://doi-org.bucm.idm.oclc.org/10.1177/1329878X16665177 • Abidin C (2021) Mapping internet celebrity on TikTok: exploring attention economies and visibility labours. Cultural Science Journal 12(1): 77–103. DOI: 10.5334/csci.140. • Adorno T Horkheimer M (2002) The Culture Industry: Enlightenment as Mass Deception. Dialectic of Enlightenment: Philosophical Fragments. Stanford: Stanford University Press, 94–136. • Alejandro A (2020) Reflexive discourse analysis: a methodology for the practice of reflexivity. European Journal of International Relations 27(1): 150–174. DOI: 10.1177/1354066120969789. • Alejandro A Zhao L (2023) Multi-method qualitative text and discourse analysis: a methodological framework. Qualitative Inquiry. doi: 10.1177/10778004231184421 • Arriagada A Siles I (2023) The mutual configuration of affordances and technological frames: content creators in the Chilean influencer industry. Convergence: The International Journal of Research Into New Media Technologies 30: 572–587. DOI: 10.1177/13548565231157364. • Bacon J (2021) Marvel TikTok: an inside look at the best place to be an MCU fan. Welcome to MarvelTok. Inverse. https://bit.ly/3YjG6mw • Baer A (2001) Consuming history and memory through mass media products. European Journal of Cultural Studies 4(4): 491–501. • Batcho KI (2020) Nostalgia: the paradoxical bittersweet emotion. I, The digitalization of culture and creative industries has presented both challenges and opportunities. To effectively engage audiences and ensure their constant interest, these industries must continually adapt their circulation strategies. The objectives of this study are threefold: 1) analyze the strategies employed by the Marvel Cinematic Universe (MCU) to engage with the fan community; 2) examine the interplay between fiction and reality based on the relationships between characters and actors, as shown in social network posts; and 3) determine how the discourse in the film ‘Spider-Man: No Way Home’ is reconstructed on TikTok, leveraging its particular ‘affordances’ (Gibson, 1979). A mixed methodology approach was utilized, combining the use of Analisa.io software to provide a comprehensive view of the Spider-Man official account’s activities and user engagement with a detailed analysis of the thematic, multimodal, and discursive aspects of TikTok videos published by the account. The findings reveal that the MCU employs TikTok as a marketing tool for the new movie, utilizing three main strategies that align with the characteristics of transmedia storytelling and enhanced audience engagement: 1) strategic selection of publication moments for the growth of follower engagement; 2) extensive use of teasers; and 3) leveraging the presence of actors as a key element to facilitate fan identification., Universidad Internacional de La Rioja (España), Depto. de Didáctica de las Lenguas, Artes y Educación Física, Fac. de Educación, TRUE, pub

INTRODUCTION. It is well recognized that children from "vulnerable" family backgrounds participate less in quality early childhood education and care (ECEC), including in Spain. The objective of the article is to examine the barriers faced by families at social risk or in a situation of poverty for the enrollment of their children from 0 to 3 years old in the first cycle of ECEC in Spain, based on a broader policy-oriented project. METHOD. A qualitative study has been implemented in 2019 in five localities / metropolitan areas: Madrid, Valencia, Barcelona, ​​the Basque Country and Seville. We have carried out semi-structured interviews with 35 families and discussion groups or group interviews with 40 technical, key informants. The data collected have been transcribed and analyzed within a qualitative-inductive analytical logic, in particular following the thematic analysis outlined by Braun and Clarke (2006). RESULTS. A wide range of factors are identified that prevent access to ECEC 0-3 in Spain, including organizational-bureaucratic, ideological, financial, and those related to the issue of mobility and the protection system. In addition, it shows the different importance these barriers have according to the socioeconomic level of the families. DISCUSSION. Our results coincide with other investigations and reviews in the organization of barriers into different categories, despite the differences in the way they are categorized. Our analysis furthermore suggests a more complex relationship between these elements, especially in relation to the socio-economic circumstances of the families., INTRODUCCIÓN. Está constatado a nivel internacional y en España que la infancia de entornos familiares "vulnerables" participa menos en una educación y atención a la primera infancia (EAPI) de calidad. El objetivo del artículo es examinar las barreras a las que se enfrentan las familias en riesgo social o en situación de pobreza para la matriculación de sus hijos de 0 a 3 años en el primer ciclo de EAPI en diferentes comunidades autónomas de España. MÉTODO. Estudio de corte cualitativo en 2019 en cinco localidades/áreas metropolitanas: Madrid, Valencia, Barcelona, País Vasco y Sevilla. Se han realizado entrevistas semiestructuradas con 35 familias y grupos de discusión o entrevistas grupales con 40 técnicos-informantes clave. Los datos recogidos han sido transcritos y analizados dentro de una lógica analítica cualitativa-inductiva, en particular siguiendo el análisis temático pautado por Braun y Clarke (2012, 2021). RESULTADOS. Se identifican una amplia gama de factores que impiden el acceso a la EAPI 0-3 en España, incluyendo las organizativas-burocráticas, ideológicas, financieras y las que están relacionados con la movilidad familiar y otras vinculadas al sistema de protección infantil. Además, cada una de estas barreras cobra importancia de manera específica en relación con el nivel socioeconómico de las familias. DISCUSIÓN. Nuestros resultados comparten con otras investigaciones la organización de barreras en diferentes categorías pero, a su vez, nuestro análisis sugiere una relación más compleja entre estos elementos que depende, al menos, de las circunstancias socio-económicas de las familias.

Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective interview with the parents and inventories related to digital access, skills and activities of the child. In this paper, we look at three children in Spain, Sweden and England, respectively. We examine our data through three prisms. (1) Spatio-temporal: We consider the children’s engagements in terms of their appropriation of space, in relationships with others in the home and the intimate geographies of young children’s digital literacies. (2) Parental discourse: We use the tensions and contradictions for families framework to examine the selection and monitoring of digital literacies. (3) Practice: Drawing on the first two prisms, we zoom into how children engage with tablet devices and television. Our research demonstrates richness, diversity and agency in these young children’s practices with technologies. We propose the concept of living-room assemblage as an analytical metaphor to understand the macrohabitats of young children’s digital literacies and practices, which emerge as multi-layered, creative and co-occurring with other family activities.Our analysis also explores the challenges presented to parents and the ways in which they navigate tensions and contradictions in their media and digital environments, which are condensed in family practices and discourses around tablets and television.

This document reports the main discussion points arising from a two-day DigiLitEY COST Action Think Tank, where we invited leading researchers from across Europe who are specialists in young children's digital literacies. The aim was to share and debate perspectives in relation to current and future research challenges in this field of research. The discussion was held under three themes: 1) 'Methodological Challenges, Flexibility and Innovation’; 2) 'Public Engagement / Transference'; and 3) 'Inclusiveness.’ The group agreed to produce a collective publication based on the discussion held during the Think Tank, summarised in this report.

Structure of presentation This presentation will be in the form of a collective, rather than the traditional symposium format of several connected papers. Our collective presentation will have three parts. Part 1 We will begin with an introduction to the project, the Day in the Digital Lives of Children aged 0-3, by members of DigiLitEY Working Group 1 Children in Homes and Communities. We will briefly explain the rationale for the project, before moving to the project design including methodological and ethical dilemmas. Part 2 The second part of the presentation will centre on two technologies in the home: the TV and the tablet. Each presenter will briefly describe the place of the TV and tablet in the family studied in terms of children’s engagement with the technology during the ‘day’ and the family’s attitudes towards it as explored through direct observation and interview data. This will be illustrated through still images where permissions allow and/or diagrams. Part 3 Our discussant, David Poveda, a member of the research team, will draw some threads together, discusses implications for understanding the place of technologies in the lives of young children and their families, and open up the discussion with the audience

Children grow up in homes where digital technology has become part of social practice. From a family perspective, this may be a cause of tensions and contradictions. Parents are known to wish for more guidance as to how to bring technology into their children’s lives in beneficial ways. In this paper, we explore three European cases of family perspectives on tension and contradictions regarding digital technologies (tablets and apps, and digital TV) in respect of a child under three years old. Our participatory methodology involves video-recording, interviewing and compilation of inventories of technologies and skills. We build upon previous research in Australia with an adaption of the TCF (tensions and contradictions for families) framework (Kervin, Verenikina, & Rivera, 2018) to include the areas of practice, selections and monitoring. The three cases are studied from the six factors of the TCF. The family perspectives show some different approaches towards digital activities, but also some common awareness of the need for selections of good quality of tablets and apps as well as TV programmes. They also express some lack of guidance for the selection of children’s media including apps. In addition, the families show contradictions between permitting children’s autonomy and maintaining restrictions for the uses of tablets and apps, while this is usually perceived as less of a problem when it comes to the use of TV.

Children grow up in homes where digital technology has become part of social practice. From a family perspective, this may be a cause of tensions and contradictions. Parents are known to wish for more guidance as to how to bring technology into their children’s lives in beneficial ways. In this paper, we explore three European cases of family perspectives on tension and contradictions regarding digital technologies (tablets and apps, and digital TV) in respect of a child under three years old. Our participatory methodology involves video-recording, interviewing and compilation of inventories of technologies and skills. We build upon previous research in Australia with an adaption of the TCF (tensions and contradictions for families) framework (Kervin, Verenikina, & Rivera, 2018) to include the areas of practice, selections and monitoring. The three cases are studied from the six factors of the TCF. The family perspectives show some different approaches towards digital activities, but also some common awareness of the need for selections of good quality of tablets and apps as well as TV programmes. They also express some lack of guidance for the selection of children’s media including apps. In addition, the families show contradictions between permitting children’s autonomy and maintaining restrictions for the uses of tablets and apps, while this is usually perceived as less of a problem when it comes to the use of TV.

Structure of presentation This presentation will be in the form of a collective, rather than the traditional symposium format of several connected papers. Our collective presentation will have three parts. Part 1 We will begin with an introduction to the project, the Day in the Digital Lives of Children aged 0-3, by members of DigiLitEY Working Group 1 Children in Homes and Communities. We will briefly explain the rationale for the project, before moving to the project design including methodological and ethical dilemmas. Part 2 The second part of the presentation will centre on two technologies in the home: the TV and the tablet. Each presenter will briefly describe the place of the TV and tablet in the family studied in terms of children’s engagement with the technology during the ‘day’ and the family’s attitudes towards it as explored through direct observation and interview data. This will be illustrated through still images where permissions allow and/or diagrams. Part 3 Our discussant, David Poveda, a member of the research team, will draw some threads together, discusses implications for understanding the place of technologies in the lives of young children and their families, and open up the discussion with the audience