Publications
Book chapter
Davidson, C., Danby, S., Given, L. M., & Thorpe, K. (accepted). Producing contexts for web
searching during adult-child interactions at home and preschool. In S. Danby, M.
Fleer, C. Davidson & M. Hatzigianni (Eds). Digital childhoods. Springer.
Davidson, C., Danby, S., & Thorpe, K. (in press). “Uh oh”: Producing multimodal meaning
making during viewing of YouTube videos in preschool. M. Narey (Ed.), Multimodal
perspectives of language, literacy and learning in early childhood: The creative and
critical “art” of making meaning. Educating the young child. (2nd ed.). Springer.
Danby, S., Davidson,C., Theobald, M., Houen, S., & Thorpe, K. (in press). Playing with
technology: Young children making sense of technology as part of their everyday
social worlds. In D. Pike, S. Lynch & C.a’Beckett, (Eds). Multidisciplinary
perspectives on play: From birth to beyond (pp. x-x). New York: Springer Publishing
Company.
Danby, S., Davidson, C. Given. L., & Thorpe, K. (2015). Composing an email: Social
communication in an early years classroom. In S. Garvis & N. Lemon (Eds.),
Technology and young children (pp. 5-17). Oxon, UK: Routledge.
Davidson, C. (2015). “Don’t tell him just help him”: Restricted interactional activity during a
classroom writing lesson. In F. Chevalier & J. Moore (Eds.), Interactional
restrictions, avoidance and withholding in institutional talk: Studies in conversation
analysis (pp. 385-437). Amsterdam; Philadelphia, PA: John Benjamins.
Davidson, C. (2012). When ‘yes’ turns to ‘no’: Young children’s disputes during computer
game playing at home. In S. Danby & M. Theobald (Eds.). Disputes in everyday life:
The social and moral orders of children and young people (pp. 355-376). Bingley, UK:
American Sociological Association & Emerald.
Danby, S., & Davidson, C. (2007).Young children using language to negotiate their social
worlds. In L. Makin, C. Jones Diaz & C. McLachlan (Eds.), Literacies in childhood:
Changing views, challenging practice, 2nd ed (pp. 118-132). Port Melbourne, Vic:
Elsevier.
Refereed journal articles
Davidson, C., Danby, S., Given, L., & Thorpe, K. (in press). Facilitating young children’s
use of the Web in preschool. Journal of Research in Childhood Education.
Danby, S., Davidson, C., Ekberg, S., Breathnach, H., & Thorpe, K. (2016). Let’s see if you
can see me”: Making connections with Google Earth in a preschool classroom.
Children’s Geographies, 14(2), 141-157. DOI:10.1080/14733285.2015.1126231
Theobald, M., Danby, S., Davidson, C., Houen, S., Scriven, B., & Thorpe, K. (2016). How
talk and interaction unfold in a digitally enabled preschool classroom. Australian
Journal of Applied Linguistics, 36(2), 189-204.
DOI:10.1080/07268602.2015.1121530
Ekberg, S., Danby, S., Davidson, C., & Thorpe, K. (2016). Identifying and addressing
equivocal trouble in understanding within classroom interaction. Discourse Studies,
18(1), 3-24.
Given, L., Winkler, D., Wilson, R., Davidson, C., Danby, S., & Thorpe, K. (2016). Parents
as co-researchers at home: Using an observational method to document young
children’s use of digital technology. International Journal of Qualitative Methods,
15(1), 1-9.
Irvine, S., Davidson, C., Veresov, N., Adams, M., & Devi, A. (2015). Lessons and lenses:
Using three different research perspectives in early childhood education research.
Cultural-Historical Psychology, 11(3), 75-85. DOI: 10.17759/chp.2015110307
Harris, L., Davidson, C., & Aprile, K. (2015). Understanding teacher aides’ definitions of
reading: Implications for classroom practice. The Australian Educational Researcher.
DOI: 10.1007/s13384-015-0181-4
Thorpe, K., Hansen, J., Danby, S., Zake, F. M., Grant, S., Houen, S., Davidson, C., & Given,
L. (2015). Teachers, teaching and digital technology: Reports from the early
childhood classroom. Early Childhood Research Quarterly, 32, 174-182.
http://dx.doi.org/10.1016/j.ecresq.2015.04.001
Davidson, C., Danby, S., Given, L., & Thorpe, K. (2014). Talk about a YouTube video in
preschool: The mutual production of shared understanding for learning with digital
technology. Australasian Journal of Early Childhood, 39(3), 76-83.
Danby, S., Davidson, C., Theobald, M., Scriven, B., Cobb-Moore, C., Houen, S., Grant, S.,
Given, L., & Thorpe, K (2013). Talk in activity during young children’s use of digital
technologies at home. Australian Journal of Communication, 40(2), 83-100.
Davidson, C. (2012). The social organisation of help during young children’s use of the
computer. Contemporary Issues in Early Childhood, 13(3), 187-199.
Davidson, C. (2012). Ethnomethodology and literacy research: A methodological “road less
travelled”. English Teaching: Practice and Critique, 11(1), 26-42.
Davidson, C. (2012). Seeking the green basilisk lizard: Acquiring digital literacy practices in
the home. Journal of Early Childhood Literacy, 12(1), 24-45.
Brandenburg, R., & Davidson, C. (2011). Transcribing the unsaid: Finding silence in
a self-study. Reflective Practice, 12(6), 703-715.
Davidson, C. (2010). “Click on the big red car”: The social organization of playing a
Wiggles computer game. Convergence: The International Journal of Research into
New Media Technologies, 16(4), 375-394.
Davidson, C. (2010). Transcription matters: Transcribing talk and interaction to facilitate
Conversation Analysis of the taken-for-granted in young children’s interaction.
Journal of Early Childhood Research, 8(2), 115-131.
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the
home: Pressing matters for the teaching of English in the early years of schooling.
English: Practice and Critique, 8(3), 36-54.
Davidson, C. (2009). Transcription: Imperatives for qualitative research. International
Journal of Qualitative Methods, 8(2), 35-62.
Davidson, C. (2009). Righting writing: What the social accomplishment of error correction
tells about school literacy. Journal of Classroom Interaction 43(2), 14-21.
Davidson, C. (2008). Talk about text during independent writing: What teacher-student
interaction suggests for how we understand students' competence. Contemporary
Issues in Early Childhood, 9 (1), 27-35.
Davidson, C. (2007). Independent writing in current approaches to writing instruction:
What have we overlooked? English Teaching: Practice and Critique, 6, 11 – 24.
Davidson, C. (2007). Routine encounters during independent writing: Explicating
taken-for-granted interaction. Language and Education, 21 (6), 473 – 486.
Published Conference Proceedings
Given, L., Winkler, D. C., Willson, R., Davidson, C., Danby, S., & Thorpe, K. (2014).
Documenting young children’s information technology use: Observations in the
home. Annual Meeting of the Association for Information Sciences and Technology,
31 Oct-5 Nov, Seattle, WA.
Conference papers/presentations
Danby, S., Ekburg, S., Davidson, C., & Thorpe, K. (2015). You are not in there. Young
children’s practices using Google Earth TM. In S. Danby (Chair), Child-centred
practice using technologies in early years settings, symposium for AARE, 29
November-3 December, Fremantle, WA.
Davidson, C., Danby, S., & Thorpe, K. (2015). How young children and parents produce
interactive environments for reading from the screen during technology use. In S.
Danby (Chair), Child-centred practice using technologies in early years settings,
symposium for AARE, 29 November-3 December, Fremantle, WA.
Scriven, B., Davidson, C., & Edwards-Groves, C. (2015) Multiparty interaction in young
children’s use of digital technologies in the home. International Pragmatics
Association Conference, 26-31 July 2015, Antwerp, Belgium.
Davidson, C., Danby, S., Ekberg, S., & Thorpe, K. (2015). “What does that say?”:
Accomplishing reading aloud from the screen during young children’s use of digital
technologies. International Pragmatics Association Conference, 26-31 July 2015,
Antwerp, Belgium.
Busch, G., & Davidson, C. (2015). Communicating in an agora: Members’ methods for
managing their participation on a news website. International Pragmatics Association
Conference, 26-31 July 2015, Antwerp, Belgium.
Scriven, B., Edwards-Groves, C., & Davidson, C. (2015). “Hello Barbie”: The social
organization of a young child’s telephone conversation in pretend play with digital
technologies. IIEMCA, 4-7 August, Kolding, Denmark.
Davidson, C., & Busch, G. (2015). “Struggling with it? I’m an IT Teacher”: Doing online
category work about an educational issue. Proposal for SIG Technology as an Agent
of Change in Teaching and Learning for the annual meeting of American Educational
Research Association, Chicago, April 16-20, 2015.
Davidson, C., Danby, S., & Thorpe, K. (2015). Reading from the screen: Making reading
salient during young children’s use of digital technologies. Paper for the SIG annual
meeting of American Educational Researchers Association, Chicago, April 16-20,
2015.
Theobald, M., Danby, C., Davidson, C., Houen, S., Scriven, B., & Thorpe, K. (2014).
Teachers designing for talk and interaction when using digital technologies in early
childhood classrooms. Australia and New Zealand Research in Education, 30 Nov – 4
Dec, Brisbane.
Danby, S., & Davidson, C. (2014). Digital communication in a preschool classroom:
Collaborative social interaction of children and teachers writing email. In K. Mills
(Chair), Portals to understanding learners’ social interaction online. Symposium for
Writing and Literacies SIG. American Educational Researchers Association, 3-7
April, Philadelphia, USA.
Harris, L., Davidson, C., & Aprile, K. (2014). Teacher aides’ definitions of reading: What
understandings of reading underpin their work with students? Research and Reading
and Literacies SIG. American Educational Researchers Association, 3-7 April,
Philadelphia, USA.
Scriven, B., Davidson, C., Danby, S., Thorpe, K., & Given, L. (2013). ‘Barbie in a
mermaid tale’: The social accomplishment of play through simultaneous onscreen and
offscreen actions. In C. Davidson & S. Danby (Chairs), Being connected: How
children manage the interface between their social activity and the affordances of
digital technologies. Symposium for International Pragmatics Association
Conference, 8-13 September, New Delhi, India.
Danby, S., Thorpe, K., Given, L., Theobald, M., & Davidson, C. (2013). The social
accomplishment of young children’s web searching in pre-school classrooms: Homeschool connections. In C. Davidson & S. Danby (Chairs), Being connected: How
children manage the interface between their social activity and the affordances of
digital technologies. Symposium for International Pragmatics Association
Conference, 8-13 September, New Delhi, India.
Davidson, C. (2013). “We've got geckoes haven't we buddy?” - How parents and children
accomplish shared understandings of information from Wikipedia. In C. Davidson &
S. Danby (Chairs), Being connected: How children manage the interface between
their social activity and the affordances of digital technologies. Symposium for
International Pragmatics Association Conference, 8-13 September, New Delhi, India.
Danby, S., Theobald, M., Davidson, C., Thorpe, K., Grant, S., Hansen, J., & Given. L.
(2013). Family interactions using mobile technologies: Use of parental interrogatives
to support web searching. In C.Davidson & S. Danby (Chairs), Media@Home11.
Symposium for IIEMCA Conference, Technology and Techniques, 5-8 August, 2013,
Waterloo, Ontario.
Davidson, C., Danby, S., Scriven, B., Thorpe, K., & Given, L. (2013, August).
Accomplishing what texts “say”. In C. Davidson & V. Williams (Chairs), Interaction
with the technology of written language. Symposium for the annual meeting of the
International Institute for Ethnomethodology and Conversation Analysis, Waterloo,
Ontario.
Davidson, C., & Danby, S. (2013). Digital show-and-tell: Facilitating young children’s use
of the Web in preschool. Annual Meeting of the American Educational Research
Association, 27 April-May 1, San Francisco, California, USA.
Danby, S., Davidson, C., Theobald, M., Grant, S., Cobb-Moore, C., Houen, S., Thorpe, K.,
Given, L., & Scriven, B. (2012). At the weekend: Family practices using the Web.
Australian Ethnomethodology and Conversation Analysis Conference. 29-30
November. Brisbane.
Danby, S., Thorpe, K., Davidson, C., Cobb-Moore, C., Grant, S., Zahilah, F., Zaki, M., &
Hansen, J. (2012). Young children and the Web: Technology in early childhood
environments and everyday practices. Australian Association for Research in
Education (AARE), 2-6 December, Sydney.
Davidson, C. (2011). Young children’s disputes during computer game playing at home.
Paper for symposium: Disputes in everyday life-children engaging with peers, for the
10th Conference of the International Institute for Ethnomethodology and Conversation
Analysis, University of Fribourg, Switzerland, July 10-14, 2011.
Davidson, C. (2011). “Don’t tell him just help him”: Restricted interactional activity
during a classroom writing lesson. In F. Chevalier (Chair), Restricted interactional
activities in institutional talk. Symposium for the International Pragmatics
Association Conference, 3-8 July, Manchester, England.
Davidson, C. (2011).“Hey it’s a gink”: A young child’s use of the internet in the home.
Critical Perspectives on Early Childhood Education SIG Annual Meeting of the
American Educational Research Association, 4 April – 8 April, New Orleans, USA.
Davidson, C. (2010). Examining how digital literacy practices are situated: Young
children’s computer use in the home. UK Literacy Association International
Conference, 9-11 July. The University of Winchester, England.
Davidson, C., & Moore, T. (2010). How transcription is taken for granted: An analysis of
transcription in doctoral theses in education. Qualitative Methods SIG. Annual
Meeting of the American Educational Research Association, 30 April – 4 May,
Denver, Colorado, USA.
Brandenburg, R., & Davidson, C. (2010). Transcribing the unsaid: Finding silence in a selfstudy. Proposal for Self-Study SIG. Annual Conference of American Educational
qResearch Association, 30 April-4 May, Denver, Colorado, USA.
Davidson, C. (2009). Accomplishing help: The social organization of children’s activity
during a writing lesson. Symposium presentation for 11th International Pragmatics
Conference, 12-17 July 2009, Melbourne, Australia.
Davidson, C. (2009). Transcription matters: Issues for qualitative researchers in education.
Qualitative Methods SIG. Annual Conference of American Educational Research
Association, April 13-17, San Diego, CA, USA.
Davidson, C. (2008). “Click on the big red car”: Analysis of an extended sequence in
computer game playing. Paper presented at the 6th Annual Symposium of Australian
CA/MCA, 5-7 November 2008, Brisbane, Australia.
Davidson, C. (2008). Talk about text: What student-teacher interaction suggests for how we
understand young students’ competence. Paper presented at Early Education and
Child Development SIG. Annual Conference of American Educational Research
Association,, March 24 – 28, New York, USA.
Davidson, C. (2007). Scaffolding and the provision of balance: The application of
scaffolding within a state-wide literacy program. Annual Conference of American
Educational Research Association, April 9-13, Chicago, USA.
Davidson, C. (2007). From package to practice: Examining the ad hoc in a statewide early
literacy program. Annual Conference of American Educational Research Association,
April 9-13, Chicago, USA.
Davidson, C. (2007). Righting writing: What the social accomplishment of error correction
tells about school literacy. Annual Conference of American Educational Research
Association, April 9-13, Chicago, USA.
Davidson, C. (2006). Withholding information during help in independent writing. Refereed
conference proposal and paper for Annual Conference of American Educational
Research Association, April 7-11, San Francisco, USA.