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The same computer games are played by youths all over the world, and worldwide games become matters of concern in relation to children: worries rise about addiction, violence, education, time, and economy. Yet, these concerns vary depending upon where they are situated: in families, legal contexts, industry or science. They also play out differently across countries and cultures. This situated nature of computer game concerns is generally neglected. Not in this book: It gives a detailed mosaic of the complex and multiple everyday realities of computer game concerns in relation to children, as they are variably situated throughout society and across cultures.

The same computer games are played by youths all over the world, and worldwide games become matters of concern in relation to children: worries rise about addiction, violence, education, time, and economy. Yet, these concerns vary depending upon where they are situated: in families, legal contexts, industry or science. They also play out differently across countries and cultures. This situated nature of computer game concerns is generally neglected. Not in this book: It gives a detailed mosaic of the complex and multiple everyday realities of computer game concerns in relation to children, as they are variably situated throughout society and across cultures.

The same computer games are played by youths all over the world, and worldwide games become matters of concern in relation to children: worries rise about addiction, violence, education, time, and economy. Yet, these concerns vary depending upon where they are situated: in families, legal contexts, industry or science. They also play out differently across countries and cultures. This situated nature of computer game concerns is generally neglected. Not in this book: It gives a detailed mosaic of the complex and multiple everyday realities of computer game concerns in relation to children, as they are variably situated throughout society and across cultures.

The same video games are played by young people all over the world. All over the world these games become matters of concern. Young people's involvement with video games is of concern to families, industry, science, and regulatory bodies. However, different dynamics play out in each country within and across these practices. Each practice and country finds different cultural, social, material and institutional ways of dealing with video games. The international workshop "Cultures of Video Game Concerns in International Comparison" sought to situate the concerns about video games and investigated the methods through which they play out in different contexts. The focus was on Denmark and Germany, but other international scholars also participated to add international perspectives. In addition to national comparisons the workshop compared video game concerns in the game industry, among youth and parents, in science, and in legal and regulatory contexts. The methodological focus on concerns proved highly productive for disrupting the usual stale discussions about the veracity of research on the effects of video games, and for understanding video game concerns as integral parts of the methods applied by scientists and non-scientists alike in their everyday attempt to meet the situated challenges that arise when dealing with video games. (author's abstract)

The most heated public debates on the subject of violent computer games in Germany take place following incidents of school shootings. Such reactions are often conceptualized as moral panics and signs of underlying social conflict. Focus is rarely on the violent computer games themselves. Actor-network theory allows for an analysis of how phenomena are sequentially drawn together, contingent upon the material available for the press at specific times, to which violent computer games can be related. Six months of press coverage following the 2006 school shooting in the German town of Emsdetten were not a continuous narrative of violent computer games, but divided into six distinct phases. In these, violent computer games achieved several different identities. Both the way the material was brought together in the press and the contingent events beyond the context of publishing houses were decisive for which identities were generated in the press, and which of these became the most enduring.

Während Zeit und Raum in den Sozialwissenschaften eine klassische Dualität darstellen, schlägt dieser Artikel eine Sichtweise auf Zeit, Raum und Materialität als im Kern zusammengehörig vor. Als eine der herausragenden Beteiligten an gegenwärtigen Diskussionen über Materialität in den Sozialwissenschaften betonen die Science and Technologie Studies (STS) relationale Ansätze. Jedoch mangelt es den STS an einer klaren, relationalen Definition von Materialität, vielmehr neigen sie dazu, sich auf das Handeln eigenständiger Entitäten wie etwa auf das Handeln von Materialitäten zu konzentrieren. Dieser Aufsatz stellt eine relationale Definition von Materialität vor, Dies impliziert, die Frage nach der Zeit von Materialität empirisch zu wenden. Es wird argumentiert, dass Materialität in ihrer Eigenschaft als relational räumlich untersucht werden muss, weshalb ein raumbezogener Ansatz zur Beschreibung von Beziehungsmustern vorgestellt wird. Auf Grundlage von Feldforschungen in einem Klassenzimmer und einem Computerraum einer Grundschule werden dreierlei Materialien analysiert: die Tafel, ein Hochbett und eine vernetzte, virtuelle 3D-Umgebung. Die empirischen Beschreibungen identifizieren drei unterschiedliche Materialitäten, und es wird gezeigt, wie Zeit in jeder von ihnen unterschiedlich geformt ist. Zeit, so wird argumentiert, ist ein emergenter und charakterisierender Aspekt von Materialitäten als räumlichen Formationen.