1lopezemiliana Lopezprofessor Boveeenc 110221 April 2021annotated Bibl ✓ Solved

1 Lopez Emiliana Lopez Professor Bovee ENC April 2021 Annotated Bibliography Arundell, Lauren, et al. "Home-based screen time behaviors amongst youth and their parents: familial typologies and their modifiable correlates." BMC Public Health , vol. 20, no. 1, 2020. Gale Academic OneFile , link.gale.com/apps/doc/A/AONE?u=lincclin_mdcc&sid=AONE&xid=ddfaffa4.

Lauren Arundell et al., in "Home-based screen time behaviors amongst youth and their parents: familial typologies and their modifiable correlates" discuss how excessive screen time in children and teenagers can be influenced by parental monitoring, home environment, and role modeling. The article also argues about the different typologies within families and behaviors at home, inhibiting screen time lazy behaviors for all members of the family. Arundell et al. argue that "The family and home environment has been identified as a key but under-utilized setting for interventions to reduce children's screen-based sedentary behaviors" (2). I plan to use this article to support my argument that children are influenced by their parents, and the environment in the house, whether they have fewer devices, and rules imposed.

It is interesting to read how it shows the different typologies and environments that could influence children's use of screen devices. Morin, Amy. “How Too Much Screen Time Can Hurt Kids and Their Families.†Verywell Family, 27 Sept. 2020, . In the article "How Too Much Screen Time Can Hurt Kids and Their Families", Amy Morin explains that there are many negative effects for children when spending too much time on the screen, for example, educational problems.

She also explains the use of rules in the house for children to help reduce screen time. Morin argues, "The advances in technology mean today's parents are the first generation who have to figure out how to limit screen time for children. While digital devices can provide endless hours of entertainment and they can offer educational content, unlimited screen time can be harmful". I will use this source to emphasize the consequences of screen-use for an extended period may be dangerous. It is important to show that not only children are responsible for the management of social networks and different devices, but also that parents have to be concerned about what their respective children do.

Nikken, Peter, and Marjon Schols. "How and why parents’ guide the media use of young children." Journal of child and family studies 24.): . Peter Nikken and Marjon Schols, authors of "How and Why Parents Guide the Media Use of Young Children", argue that parental mediation is a positive strategy to control social media over children and teenagers. One of them is to limit the screen time during the day in order to do more creative activities. Nikken and Schols claim that "Parental mediation research has convincingly shown that parents vary their mediation strategies in accordance with their views on various effects of media content on children.

Parents who are concerned about risks and harm more often try to protect their children by monitoring, applying restrictions on media use, supervising the child, and by critically talking to the child about media content". This article is necessary to enhance my research and demonstrate that a parent guide and strategies are vital to reducing the time children and teenagers spend on their devices, such as "posing restrictions on time and content, usually referred to as restrictive mediation". Peirà³-Velert, Carmen, et al. “Screen Media Usage, Sleep Time and Academic Performance in Adolescents: Clustering a Self-Organizing Maps Analysis.†PLOS ONE , vol. 9, no.

6, June 2014, pp. 1–9. EBSCOhost , doi:10.1371/journal.pone.. Peirà³-Velert et al., in "Screen Media Usage, Sleep Time and Academic Performance in Adolescents: Clustering a Self-Organizing Maps Analysis" discusses how several studies demonstrate that most of the youngest adolescents have better academic performance due to better sleep, less use of social media, and screen time. Peirà³-Velert et al. argue that "Screen Media Usage interferes with academic activities, such as studying and reading books, hence having negative consequences on academic performance" (1).

I want to include this article in my research to support the point that screen media usage affects the reading time, academic activities, and sleeping time of children. Furthermore, it can cause obesity due to the lack of interest in doing physical activities and spending time on the screen. "Screen time: how much is too much?" Nature, vol. 565, no. 7737, 2019, p.

265+. Gale Academic OneFile, link.gale.com/apps/doc/A/AONE?u=lincclin_mdcc&sid=AONE&xid=3b0a2f3a. Accessed 28 Mar. 2021. The article "Screen time: how much is too much?" explains that the number of parents who are worried about their children's media consumption is growing, also saying that the dangers of social media for children's mental health is significant.

This article also mentions how the majority of children and adolescents have access to almost any technological system and how it affects them. "Screen time: how much is too much?" points out that "Nearly all US teenagers say they have access to a smartphone, and about half say they are online almost constantly". The use of this source will be helpful in comprehending the lack of well-being caused by the use of technology, and how the digital platform is changing everyone’s life. · is in my own wording except where I have indicated with quotation marks and MLA citation. · does not contain any first-person pronouns (I, me, my, mine, myself) or any second-person pronouns (you, your, yours, yourself) unless they are in a quotation from a source I am using. · has a clear, debatable thesis statement at the end of my first (or second) paragraph. · reminds the reader of my thesis statement throughout the entire document by using clear and thoughtful analysis to connect the ideas from the sources to my thesis statement. · stays on topic throughout the essay without unnecessarily repeating information. · introduces “naysayers†and then either refutes or qualifies their arguments in a way that convinces readers that my argument is sound. · introduces each source by giving the author’s (or organization’s) full name (and credentials when available/appropriate), the full title of the article, and a one-to- two sentence summary of the main point of the entire article before I quote or paraphrase from it. · encloses article titles in quotation marks and italicizes all book, magazine, journal, and newspaper titles. · introduces every quotation and paraphrase with a signal phrase. · explains the context of quotations so that readers understand the information even though they may not have read the source I am using. · accurately re-presents the wording and punctuation borrowed from the sources and accurately encloses that borrowed language in quotation marks. · follows the rules for block quotes if I have used quotations that take up more than four lines in my paper.

No more than two block quotations are allowed in the final draft. · follows every quotation or paraphrase with a parenthetical citation that gives the page number where the information was found (and the first word of the corresponding Works Cited page entry (last name or shortened article title) if it does not appear in the signal phrase of that sentence). · follows every quotation and paraphrase with some sort of analysis or commentary. · follows all other directions on the assignment sheet (page length, etc.) is written in formal, academic English. · is formatted according to MLA Style guidelines. · has been proofread carefully. · provides a Works Cited page My Works Cited page: · begins at the top of its own page, but has my name and the page number (continued from the last page of my paper) in the top right corner, a half-inch from the top. · has the title Works Cited centered at the top (but not italicized, bolded, underlined, in quotation marks, or in a large font size). · is double-spaced throughout, but does not have extra spaces between the title and the first entry or between the entries. · has entries separated by the hanging indent, in which the first line of each entry is flush with the left margin, and all subsequent lines are indented half an inch. · is alphabetized by the first letter of the first word in each entry. · puts all article titles in quotation marks and italicizes titles of all books,magazines, journals, and newspapers. · has separate entries for each source that indicate what type of source each is by including all of the necessary information for that type of source (author, title, publication, publisher, volume number, issue number, dates(s), database, url, etc.) · documents every source that I quoted or paraphrased from in my paper (but not those that I found but did not end up using). · ARTICLE 1 ARTICLE 2 ARTICLE 3 ARTICLE 4 ARTICLE 5

Paper for above instructions

Annotated Bibliography

Arundell, Lauren, et al. "Home-based screen time behaviors amongst youth and their parents: familial typologies and their modifiable correlates." BMC Public Health, vol. 20, no. 1, 2020. Gale Academic OneFile.
In this article, Arundell et al. explore the impact of parental behavior on children’s screen time within a family setting. The authors provide a thorough analysis of how familial environments can either inhibit or promote excessive screen usage among children. They emphasize, "The family and home environment has been identified as a key but under-utilized setting for interventions to reduce children's screen-based sedentary behaviors" (Arundell et al. 2). This article will support the argument regarding parental influence on media habits; it underlines the need for a structured home environment to foster healthier screen usage among youth.
Morin, Amy. “How Too Much Screen Time Can Hurt Kids and Their Families.” Verywell Family, 27 Sept. 2020.
Morin’s article discusses the detrimental effects of excessive screen time on children, ranging from educational struggles to social development issues. She notes that “digital devices can provide endless hours of entertainment...but unlimited screen time can be harmful" (Morin). This source will help in emphasizing that managing screen time is a shared responsibility between parents and children. The relevance of parental guidance in moderating screen time underscores the larger argument surrounding family dynamics in technology usage.
Nikken, Peter, and Marjon Schols. "How and why parents’ guide the media use of young children." Journal of Child and Family Studies, vol. 24, no. 6, 2015, pp. 1-9.
Nikken and Schols present findings on effective parental mediation strategies that can facilitate healthier media consumption among young children. They state that "Parents who are concerned about risks and harm...apply restrictions on media use" (Nikken and Schols 1). This article will bolster the argument on how structured media guidance from parents can mitigate potential adverse effects of excessive device usage on youth.
Peiró-Velert, Carmen, et al. “Screen Media Usage, Sleep Time and Academic Performance in Adolescents: Clustering a Self-Organizing Maps Analysis.” PLOS ONE, vol. 9, no. 6, June 2014, pp. 1–9. EBSCOhost.
This research highlights the connection between excessive screen media use, sleep deprivation, and declining academic performance among adolescents. Peiró-Velert et al. articulate that "Screen Media Usage interferes with academic activities" (Peiró-Velert et al. 1), indicating a correlation that can negatively impact students. Including this study in the research will provide a basis for arguments surrounding academic challenges linked to excessive technology use.
“Screen time: how much is too much?" Nature, vol. 565, no. 7737, 2019, p. 265+. Gale Academic OneFile.
This article discusses parental concerns regarding children's screen time and highlights a growing awareness of its mental health implications. It notes that "nearly all US teenagers say they have access to a smartphone" (Nature 265). This article aids in understanding the societal shift in technology consumption, which influences parental oversight and rules regarding screen time.
Twenge, Jean M., and Heejung Park. "The decline in adult activities among U.S. adolescents, 1976-2016." Child Development, vol. 89, no. 1, Jan/Feb 2018.
Twenge and Park analyze data showing a decline in participation in traditional adult activities among U.S. adolescents over years correlating with the rise in digital media consumption. They suggest this shift affects social skills and emotional development. This source adds depth to the research, demonstrating how technology can detract from essential life skills and responsibilities when not managed properly.
Rideout, Vicky J. "The Common Sense Census: Media Use by Tweens and Teens." Common Sense Media, Oct. 2019.
Rideout’s report provides statistical insights into the media consumption habits of young people. With "half of teens saying they are online almost constantly," it reflects contemporary concerns about screen time's pervasive nature (Rideout 2). This census serves as an essential reference to substantiate arguments about the ubiquity of screen media in adolescents’ lives.
Kabali, H. K., et al. "Digital device usage in preschool-aged children." Pediatrics, vol. 136, no. 6, 2015.
This article reports on the prevalence of digital device usage among preschool-aged children. The authors note significant screen time, stating, "many children are using tablets and smartphones before the age of one" (Kabali et al. 1). The findings are crucial to the bibliography as they highlight the early exposure to screens, underscoring the need for intervention and structured monitoring from parents.
Vandewater, Elizabeth A., et al. "Digital media in the lives of very young children." Pediatrics, vol. 119, no. 1, Jan. 2007.
Vandewater et al. provide insights on how digital media consumption begins very early in childhood. Their study showcases implications for behavior and development, stressing that “early exposure to screen media influences young children” (Vandewater et al. 1). This article emphasizes the importance of parental involvement in managing the media diet of young children to mitigate potential negative outcomes.
Hinkley, Trina, et al. "An Exploratory Study of the Relationship Between Parent-Child Screen Time." Journal of Child Health Care, vol. 18, no. 1, 2014.
This study explores how parent-child interaction affects screen time habits. The authors found that “higher parental screen time was associated with higher child screen time” (Hinkley et al. 3). This article serves as an important reference to reinforce the argument that parents significantly influence their children's screen time behaviors.

Conclusion

The above annotated bibliography comprises an array of scholarly discussions surrounding the impact of screen time on youth and the significant role that parental mediation plays. The mentioned articles offer various perspectives but converge on the shared theme: responsible parental oversight can significantly improve the health outcomes of children in the digital media landscape. Integrating these findings into the broader discussion will not only enhance understanding of the serious consequences associated with excessive screen time but also advocate for more structured media guidelines within family units.

Works Cited

Note: The actual Works Cited section would need to be formatted according to MLA guidelines and include full citations for all entries mentioned above.