ABSTRACT
Using a combination of technology-driven and child-led approaches, this chapter investigates how playfulness in children’s media productions informs their meaning-making processes. The chapter draws on empirical data from three different observation-based studies that took place in an extramural context, a school context, and in the private homes of young children, respectively. Our findings indicate that playfulness is highly important to meaning-making, and we must remain mindful of this in our perception of children’s media and information literacy development.
