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Vlog Theories CO:RE at LSE Published: 07 Oct 2020

Introducing the CO:RE theories vlog series: an interview series with experts in the field of children and media

The CO:RE theories team at LSE releases a new vlog series based on interviews with key experts whose work can help us understand children’s online lives. We asked a series of prominent scholars in the field to reflect on their disciplinary origins and perspectives.

Today we are launching a video series on theoretical perspectives, based on interviews with key experts whose work can help us understand children’s online lives. We asked a series of prominent scholars in the field to reflect on their disciplinary origins and perspectives and to talk us through key debates, core concepts, and their favourite theories. In this way, we hope to create a dialogue among different disciplinary perspectives and to identify the agreed or contested issues that merit academic and public attention. We also hope to refresh established lines of inquiry and challenge familiar assumptions, aiding innovation and advancement in the understanding of children online. Since we asked each interviewee the same questions, each interview has merit in its own right and the comparisons among them add further insights.

Watch Sonia Livingstone explain work package 5 and the role of the CO:RE Theories Vlog Series.

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Video: Introducing the CO:RE theories vlog series - an interview with Sonia Livingstone.
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In this introductory video, Prof Sonia Livingstone (London School of Economics and Political Science) talks about why it is important to discuss our concepts and theoretical approaches and what to expect from the theory vlog series.

Excited to kick off the theories vlog series with an interview with the Theories WP5 leader, I begin my conversation with Sonia Livingstone whom I know very well as a Professor of Social Psychology in the Department of Media and Communications at the London School of Economics and Political Science (LSE) where I work.


Prof Sonia Livingstone

"There’s been a long-standing critique of technological determinism and a really important recognition of the way in which attention to technological innovation spawns moral panics and anxieties about technological impacts on people. Yet, we struggle to find another kind of language."

Sonia greets me with her usual smile, and we gently take off on a journey. ‘I began as a social psychologist’, she says, ‘thinking about media audiences and since 1995 or thereabouts I’ve been really doing research on children and what we used to call their new media use when new media meant do they have a VCR or a TV in the bedroom’. Jotting some notes while Sonia talks about the influence of sociology, psychology, and cultural studies, I can feel that I’m in for a treat. She doesn’t need any prompts from me, so I slowly abandon my notetaking and quietly listen how theory of late modernity and the tradition of audience and interpretation theorising come together.

We move on to talk about the concepts that Sonia disagrees with and how she makes links between theory and her empirical research.  ‘I would really like us to stop talking in any kind of simple way about the idea of technological impacts’, she says, ‘to me, impact is a kind of a red flag that implies an overly causal, overly linear, probably too simple analysis of the way in which children relate to and engage with the digital environment’. I listen attentively, moved by her passion about the topic and her ability to see the full picture in its complexity, yet conveying it concisely and with ease. We wrap up our discussion by talking about the ways in which we can move the debate further and Sonia reminds me of the importance of thinking about children and the digital world not as a niche topic but as a point of intersection – ‘where different disciplines, different debates, and different tensions are very much focused’.


Sonia Livingstone FBA, OBE is a Professor of Social Psychology at the Department of Media and Communications at the London School of Economics and Political Science. She has published 20 books including “The Class: Living and Learning in the Digital Age.” She directs the projects “Children’s Data and Privacy Online,” “Global Kids Online”  (with UNICEF) and “Parenting for a Digital Future”, and she is Deputy Director of the UKRI-funded “Nurture Network.” Since founding the 33-country EU Kids Online network, Sonia has advised the UK government, European Commission, European Parliament, Council of Europe, OECD and UNICEF.

Further reading

More about Sonia Livingstone’s work.

Livingstone, S. and Blum-Ross, A. (2020) Parenting for a digital future: how hopes and fears about technology shape children’s lives. New York: Oxford University Press.

Livingstone, S. and Sefton-Green, J. (2016) The class: living and learning in the digital age. NYU Press, New York. ISBN 9781479824243. See launch and blog.

Davies, C., Coleman, J. and Livingstone, S. eds. (2014) Digital technologies in the lives of young people. London: Routledge.

Full expert interviews from the theories vlog series

Question-based excerpts from the theories vlog series

Explore further CO:RE resources on theory

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Team member, CO:RE at LSE

Mariya Stoilova

Mariya Stoilova is a post-doctoral researcher at the London School of Economics and Political Science (LSE) working on children’s rights, online risks and opportunities, and well-being. She is member of the CO:RE work package 5 on theory.

London School of Economics and Political Science (LSE)
London School of Economics and Political Science (LSE)

The team at the LSE works on theory, providing a series of mutually cross-fertilising mechanisms to coordinate and support the theoretical dimension of research. The team identifies valuable theoretical concepts that offer multidisciplinary breadth and depth in understanding the long-term impact of digital media on children and youth, and coallates all in a comprehensive theories toolkit that provides guidance throughout the theory pathway, from (research) question to generating theory.

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