ABSTRACT
In ‘game-jam’-style focus groups, 21 children aged 6 to 12 years were asked about the potential and limitations of games featuring user-generated content (UGC) tools (e.g., Minecraft) for purposes of self-expression, social interaction, and play. This chapter addresses findings relating to children’s understandings of the legal implications of making content in commercially owned digital platforms, and demonstrates the depth, diversity, and occasional contradictions found within children’s knowledge of complex legal concepts (e.g., copyright). The data indicate a growing need for children’s digital literacy curricula to include legal issues, and for public discussions of digital authorship rights to include children.
