Professor Sonia Livingstone
After studying at UCL and Oxford, Sonia has spent some 25 years at LSE developing a comparative, critical and contextualised approach to investigating people’s everyday engagement with media. She asks why and how the changing conditions of mediation are reshaping ordinary practices and possibilities for action, identity and communication rights. Her empirical work examines the opportunities and risks afforded by digital and online technologies, including for children and young people at home and school, for developments in media and digital literacies, and for audiences, publics and the public sphere more generally, with a recent focus on children’s rights in the digital age. In recognition for her advice to various government and stakeholder organisations over the years, she was awarded the title of Officer of the Order of the British Empire (OBE) in 2014 ‘for services to children and child internet safety.’ On a personal note, Sonia’s two children and, now, four grandchildren have long been a welcome source of inspiration and advice on youthful online experiences.

Dr Alicia Blum-Ross
Alicia has studied how children, youth and families connect, create and learn through and about digital media for over ten years. She has a doctorate from the University of Oxford where she researched how and with what impact ‘at risk’ young people make films about their lives. Alicia has since worked as a researcher, project manager and consultant studying and creating digital/media literacy and citizenship interventions for children and youth. Most recently she has focused on how parents and caregivers support their children to navigate the opportunities and challenges of life in the ‘digital age’ – with Sonia Livingstone on Parenting for a Digital Future (P4DF) and with an international team of researchers on Makerspaces in the Early Years (MakEY). She has served as an editor and advisor to this blog and is currently working on the P4DF book with Sonia, and an edited volume with the MakEY team. She now lives in the San Francisco Bay Area where she works as a consultant while also encouraging her 5-year-old twins to gain their own measure of digital literacy.

Kate Gilchrist
Kate is the blog editor for Parenting for a Digital Future. She is currently also completing her PhD in the LSE Media and Communications department, supervised by Dr Shani Orgad and Dr Leticia Sabsay. Her research focuses on the construction of feminine subjectivities through the figure of the single woman in popular cultural representations and narratives of lived experience. She completed her MSc in Gender at the LSE’s Department of Gender Studies in 2014. Kate previously has 15 years’ experience working as a sub-editor in consumer and trade magazine and journal publishing. With a young niece and nephew, she is curious to see how they are growing up in a digital world.

Headshot photo_Paige Mustain_cropped

Paige Mustain
Paige Mustain is a doctoral researcher at the University of Oxford’s Oxford Internet Institute and currently working as a research assistant for the Parenting for a Digital Future project and Julian Sefton-Green’s Preparing for Creative Labour. Her doctoral research looks at the influence of technology centred education models serving lower income groups. She is also working with Oxford’s Education Department on a project called Go_Girl: code+create where she’s teaching young women programming skills and will be conducting research for a European Commission policy project looking to mainstream innovative school organisations. Being interested in youth and media more generally and with her close friends beginning to have children, she is increasingly curious about what unique situations parents are faced with today and what the different approaches are.

Previous team members


Jennifer Pavlick
Jennifer is the project assistant and blog editor for Parenting for a Digital Future. She is currently completing her master’s degree in Culture and Society in the Department of Sociology at the LSE. Her research focuses on the historical and political discourse around American values, and asks how a narrative is taught in school to produce ‘patriotic citizens.’ With a growing interest in education when children have access to social media, she is curious about the boundaries of a parent’s role. Beyond her studies at LSE, Jennifer pursues an interest in contemporary art. She has written for the Institute of Contemporary Art London (ICA) Blog in conjunction with her curatorial programming as part of the TEXT2SPEECH reading-group series. Additionally, her work and writing is featured in Perpetual Inventory II, exploring contemporary sculpture practices.

Svenja Ottovordemgentschenfelde_Headshot photo_2Svenja Ottovordemgentschenfelde
Svenja is a doctoral researcher at the LSE, a Research Fellow at the Tow Center for Digital Journalism at Columbia University and the research assistant to the Parenting for a Digital Future project. She has a master’s from LSE and her doctoral research is interested in questions around the journalistic use and adoption of social media platforms, especially Twitter. She has previously worked with Sonia Livingstone and Julian Sefton-Green on The Class project and recently contributed to the UK branch of a European Commission pilot study that examined young children (0-8) and digital technology. Svenja grew up with an 11-year age difference from her baby sister, which often makes her feel like half a parent.

 

Headshot photo_César Jiménez_croppedCésar Jiménez-Martínez
César is a doctoral researcher at the LSE and is currently working as a project support assistant for the Parenting for a Digital Future project. He worked in Chile for almost a decade as a journalist and, later on, in public relations and branding. He holds a double master’s in Global Media and Communications from the LSE and the University of Southern California. His research focusses on issues of media and nationalism, nation branding and media events. As a middle child, he feels he was partly raised by his elder brother, while at the same time, he also feels he contributed to raising his younger sister.

 

This project is being conducted in tandem with Preparing for Creative Labour, led by Julian Sefton-Green, which examines the barriers and enablers to young people’s transition from participation in semi-formal learning organisations to paid work in the cultural and creative industries and how different forms of learning identity and ‘professional’ development support or hinder entry into work.