Television audiences and consumption
In her earliest research,Livingstone focused on how television audiences respond and create meaning from various television genres,focusing specifically on soap operas. [10] This work was recognised for the way in which she combined critical and social psychological theoretical frameworks and employed qualitative interview research methodologies. [11]
Throughout the 1990s,Livingstone continued to publish research on different types of audiences,including expansions from her initial research on soap operas to include TV debates or discussions and studio audiences. Early in the decade she also worked on economic psychology alongside Peter Lunt,researching behaviours such as saving,borrowing and consumption. [12] Some of these themes are captured in their 1992 book Mass Consumption and Personal Identity:Everyday Economic Experience. [13] [12]
Since the 1990s,Livingstone studied the changing media environment and new media. [14] Paying attention to changes in media technologies at the time,Livingstone wrote in 1999 of the need for an ‘inclusive conception of new media,’noting that there is an increase in ‘personally owned media’with diversification in ‘form and content,’a ‘convergence of information services’and ultimately the decline of mass communication into more ‘interactive’modes. [15]
A major focus of her research has been how children and younger audiences engage with digital media and the internet. [14] In 2001 she published a book on these subjects titled Children and Their Changing Media Environment. Her 2002 book Young People and New Media continued studying the issues,marking a significant contribution to the study of young audiences. [16] The book was commended for ‘delivering new and stimulating fresh insights‘on how young people deal with new media. [17]
As coordinator of the EU Kids Online research network,she presented the main findings and policy recommendations from the project,emphasising the need to separate risk from harm,and focusing on the relation between opportunities and risk. She argued that,"although both research and policy have tended to treat these as separable parts of children’s experience,the two are inextricably intertwined". [18] [19]
In the 2020s,Livingstone has called for conversations about children's growing use of devices to move beyond the fixation on 'screen time',a term often used in the media to quantify the extent of device use. She has pointed out that measures of screen time can be faulty and mean different things for measuring bodies,parents,and technology companies. [20] Instead,she called for policymakers and carers to also take into account the qualitative experiences children have with digital media,accounting for the ‘content,context and connections associated with children’s digital engagement’. [21]
Livingstone also runs the blog ‘Parenting for a Digital Future’hosted by the London School of Economics and Political Science,with regular contributions from practitioners,researchers,and herself about children ‘growing up in a digital world.’ [22]
Notable projects
Digital Futures Commission
As part of her association with the 5Rights Foundation,Livingstone leads the Digital Futures for Children centre,an initiative aiming to design digital infrastructure around children's needs and interests. [23] [24] Its main focus areas included play,education (including the impact of EdTech),and digital design for children. Livingstone led the project alongside academics and leaders from the University of Leeds,the Alan Turing Institute,The Lego Group,EY,and the BBC. [24] [25]
Toddlers and Tablets
Between 2015 and 2018,Livingstone worked as a co-investigator in a research project about the increasing use of smart devices by children under the age of 5. [26] Funded by the Australian Research Council,the project investigated 'family practices and attitudes around very young children’s internet use' in Australia and the United Kingdom,and provided recommendations for policymakers and parents of children under 5. [26]
UK Children Go Online
The project investigated 9 to 19-year-olds' use of the Internet through qualitative interviews with children and parents. Accounting for age,socio-economic background,gender and other demographics,the study aimed to understand issues around Internet use,the digital divide,and the Internet's impact on learning,literacy,communication,and participation. [29]
EU Kids Online I,II &III
Livingstone founded the EU Kids Online project,which focused on cultural,contextual,and risk issues in children's use of the Internet and new media. The project,which ran from 2006 to 2009,was funded by the European Commission Safer Internet Programme. [30]
Follow-up projects ran from 2009 to 2011, [31] and 2011 to 2014. [32] By the final project,EU Kids Online III,the project had expanded to 33 countries. [32]
