The Multiplicities of Internet Addiction The Misrecognition of Leisure and Learning Nicola F Johnson The Mul tiplici ties of In terne t Addic tion This book is dedicated to my only sibling Scott Warwick Johnson (7 September 1978 – 28 December 2007) who lived his life to the fullest and was not addicted to anything The Multiplicities of Internet Addiction The Misrecognition of L eisure and L earning N icol a F Johnson University of Wollongong, Australia © N icola F Johnson 2009 All rights reserved N o part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher N icola F Johnson has asserted her right under the C opyright, D esigns and Patents Act, 1988, to be identi.ed as the author of this work Published by Ashgate Publishing L imited Ashgate Publishing C ompany Wey C ourt E ast S uite 420 U nion R oad 101 C herry S treet F arnham Burlington S urrey, GU 7PT VT 05401-4405 E ngland US A www.ashgate.com British Library Cataloguing in Publication Data Johnson, N icola F The multiplicities of Internet addiction : the misrecognition of leisure and learning Internet - S ocial aspects Internet addiction I Title 303.4'833 Library of Congress Cataloging-in-Publication Data Johnson, N icola F , 1976The multiplicities of Internet addiction : the misrecognition of leisure and learning / by N icola F Johnson p cm Includes bibliographical references and index ISBN 978-0-7546-7496-2 (alk paper) Internet addiction I Title RC 569.5.I54J64 2008 362.196'8584 dc22 IS BN 978 7546 7496 2008035557 C ontents List of Tables Acknowledgements vii ix Introduction: Addiction: It Got Your Attention 1 Internet Addiction: C ontrasting Viewpoints When D o We S ay ‘Too Much’?: Being C autious About ‘O ver-use’ and Virtual R eality 27 Technological D evelopment and C hildhood Play: The C hanging N ature of E veryday L eisure 39 Bourdieu’s Theory of Practice 53 5 Introducing S ome Teenage Technological E xperts: D igital Insiders 65 77 The Blur Between L eisure, L earning and E xpertise 7 Internet Addiction in the L ives of Teenagers 8 N ew F orms of Privilege Misrecognition of the Practice of L eisure 89 101 113 C onclusion: R eframing our Gaze on Internet Addiction 123 References Index 133 153 This page has been left blank intentionally L ist of F igures and Tables Figures 1.1 C ontinuum of dispositions 10.1 C ycle of addiction 19 128 Tables 4.1 States of cultural capital (Bourdieu 1986) 5.1 Introducing the participants 61 70 This page has been left blank intentionally Acknowledgements I am greatly indebted to Kylie S anders who out of the goodness of her heart, read each chapter for me and was very encouraging of my efforts Many thanks to Professor Chris Bigum and Professor Tara Brabazon who have provided wonderful support during the nascent stages of my academic career Thank you to my supervisors Dr Leonie Rowan and Dr Julianne Lynch and my thesis examiners who provided critical feedback on earlier versions of some of this work Thanks goes to the Faculty of Education staff at the University of Wollongong who have proved to be very supportive in various ways as I seek to establish my career Thank you to Lesley Knapp for the desktop publishing of the figures within this text Many thanks goes to Russell Walton for his outstanding proofreading work Thank you to my parents Warwick and Suzanne Johnson for their support and their belief in me Thank you to my husband David Macdonald who is my counsellor, lover, best friend and critic all in one 142 The Multiplicities of Internet Addiction –––– (2007a), Teenage Technological Experts: Bourdieu and the Performance of Expertise (PhD thesis, Geelong: Deakin University) –––– (2007b), ‘Exchanging Online Stories: A Space for Both Learning and L eisure’ R efereed paper presented at the annual conference for the Australian Teacher Education Association, Wollongong, NS W, 3–6 July 2007 Available from accessed June 2008 –––– (2007c), ‘Understanding Teenager Technological Expertise in Out-of-School S ettings’ R efereed paper presented at the annual conference for the Australian Association for Research in Education, F remantle, WA, 25–29 N ovember 2007 Available from accessed 19 May 2008 –––– (2007d), ‘Framing the Integration of Computers in Beginning Teacher Professional D evelopment’, Computers in New Zealand Schools 19:3, 25– 32, 44 Johnson, S (2005), Everything Bad is Good for You: How Popular Culture is Making us Smarter (London: Allen Lane) Jukes, I (2008), (home page) accessed 31 July 2008 Kenway, J and Bullen, E (2001), Consuming Children: Education-EntertainmentAdvertising (Buckingham: Open University Press) Kimber, K and Wyatt-Smith, C (2006), ‘Using and Creating Knowledge with N ew Technologies: A C ase for S tudents-as-D esigners’, Learning, Media and Technology 31:1, 19–34 King, J.R and O’Brien, D.G (2002), ‘Adolescents’ Multiliteracies and their Teachers N eeds to Know: Toward a D igital D étente’, in D E Alvermann (ed.) Kingston, P.W (2001), ‘The Unfulfilled Promise of Cultural Capital Theory’, Sociology of Education 74, (E xtra Issue: C urrent of Thought: S ociology of Education at the Dawn of the 21st Century), 88–99 Kinzie, M., Sullivan, H and Berdel, R (1992), ‘Motivational and Achievement E ffects of L earner C ontrol over C ontent R eview within C AI’, Journal of Educational Computing Research 8, 101–14 References 143 Kirkman, C (1993), ‘Computer Experience and Attitudes of 12 Year Old Students: Implications for the U K N ational C urriculum’, Journal of Computer Assisted Learning 9, 51–62 Kirriemuir, J and McFarlane, A (2004), Games and Learning Futurelab Series, Report 8, accessed May 2007 Kraus, R.G (1984), Recreation and Leisure in Modern Society, 3rd E dition (Glenview, IL: Scott, Foresman and Company) Lamont, M and Lareau, A (1988), ‘Cultural Capital: Allusions, Gaps and Glissandos in R ecent Theoretical D evelopments’, Sociological Theory 6, 153–68 Lankshear, C and Knobel, M (2003), New Literacies: Changing Knowledge and Classroom Learning (Buckingham: Open University Press) Lankshear, C and Snyder, I with Green, B (2000), Teachers and Techno-literacy: Managing Literacy, Technology and Learning in Schools (S t L eonards: Allen and Unwin) Lareau, A (1987), ‘Social Class Differences in Family-School Relationships: The Importance of C ultural C apital’, Sociology of Education 60, 73–85 –––– and Horvat, E.M (1999), ‘Moments of Social Inclusion and Exclusion Race, C lass, and C ultural C apital in F amily–S chool R elationships’, Sociology of Education 72:1, 37–53 –––– and Weininger, E.B (2003), ‘Cultural Capital in Educational Research: A C ritical Assessment’, Theory and Society 32, 567–606 Lenhart, A and Madden, M (2007), Teens, Privacy and Online Social Networks (Washington: Pew Internet and American Life Project) Lenhart, A., Madden, M., Macgill, A., and Smith, A (2007), Teens and Social Media (Washington: Pew Internet and American Life Project) Levine, T and Donitsa-Schmidt, S (1998), ‘Computer Use, Confidence, Attitudes, and Knowledge: A C ausal Analysis’, Computers in Human Behavior 14, 125–46 Levinson, P (1999), Digital McLuhan: A Guide to the Information Millennium (London: Routledge) 144 The Multiplicities of Internet Addiction Li, S.-M and Chung, T.-M (2006), ‘Internet Function and Internet Addictive Behavior’, Computers in Human Behavior 22, 1067–71 Linden Research, Inc (2008) ‘Second Life Your World Your Imagination’, accessed 26 June 2008 Littleton, K and Hoyes, C (2002), ‘The Gendering of Information Technology’ in N Yelland and A Rubin (eds) Liu, M (1998), ‘A Study of Engaging High-School Students as Multimedia D esigners in a C ognitive Apprenticeship-S tyle L earning E nvironment’, Computers in Human Behavior 14, 387–415 Lovell, T (2000), ‘Thinking Feminism with and Against Bourdieu’, in B Fowler (ed.) Luke, A (2002), ‘What Happens to Literacies Old and New When They’re Turned into Policy’, in D.E Alvermann (ed.) Luke, C (1996), ‘Introduction’, in C Luke (ed.) –––– (ed.) (1996), Feminisms and Pedagogies of Everyday Life (Albany: S tate University of New York Press) –––– (1999), ‘What Next? Toddler Netizens, Playstation Thumb, TechnoL iteracies’ Contemporary Issues in Early Childhood 1:1, 95–100 Lynch, J (2002), ‘What Can We Learn from McLuhan? Electronic Communication Technologies and the F uture of S chooling’ R efereed paper presented at the annual conference for the Australian Association for R esearch in E ducation, Brisbane, QLD Available from accessed March 2003 –––– Leder, G.C and Forgasz, H.J (2001), ‘Mathematics: A Dilemma for Feminists’, in E.L MacNabb et al (eds) Macintosh Dictionary Widget, accessed 10 June 2008 Macintosh Thesaurus Widget, accessed 10 June 2008 Mackay, H (1997), Generations: Baby Boomers, their Parents and their Children (Sydney: Macmillan) References 145 Mackereth, M and Anderson, J (2000), ‘Computers, Video Games, and Literacy: What Girls Think?’ Australian Journal of Language and Literacy 23:3, 184–96 MacNabb, E.L., Cherry, M and Popham, S (eds) (2001), Transforming the Disciplines: A Women’s Studies Primer (New York: Haworth Press) Maddock, M (2006), ‘Children’s Personal Learning Agendas at Home’, Cambridge Journal of Education 36:2, 153–69 Malone, K (2002), ‘Streetlife: Youth, Culture and Competing uses of Public S pace’, Environment and Urbanisation 14:2, 157–68 –––– ��������������������������������������������������������������������� (2004), ‘Holding Environments:��������������������������������������� C reating S paces to S upport C hildren’s E nvironmental L earning in the 21st C entury’, Australian Journal of Environmental Education 20, 53–66 –––– (ed.) (2006), Child Space: An Anthropological Exploration of Young People’s Use of Space (New Delhi, India: Concept Publishers) Martin, D.C and Murchie-Beyma, E (1992), In Search of Gender Free Paradigms for Computer Science Education (E ugene, OR : International S ociety for Technology in Education) McCall, L (1992), ‘Does Gender Fit? Bourdieu, Feminism, and Conceptuals of S ocial O rder’, Theory and Society 21:6, 837–67 McKenzie, W (2000), ‘Are You a Techno-Constructivist?’ Education World [online magazine], accessed April 2002 McLuhan, M (1964), Understanding Media: The Extensions of Man (New York: New American Library) –––– and Fiore, Q (1967), The Medium is the Message: An Inventory of Effects (Harmondsworth: Penguin Books) –––– and Leonard, G.B (1967), The Future of Education: The Class of 1989 Look, F ebruary 21: 23–4 –––– and Powers, B.R (1989), The Global Village: Transformations in World Life and Media in the 21st Century (New York: Oxford University Press) 146 The Multiplicities of Internet Addiction Merriam, S.B (1998), Qualitative Research and Case Study Applications in Education, 2nd Edition (San Francisco: Jossey-Bass Publishers) Merton, R.K (1973), The Sociology of Science: Theoretical and Empirical Investigations (Chicago: University of Chicago Press) Microsoft Word™ D ictionary, accessed 10 June 2008 Millar, M.S (1998), Cracking the Gender Code: Who Rules the Wired World? (Toronto: Second Story Press) Mishra, P and Koehler, M (2006), ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’, Teachers College Record 108:6, 1017–54 Mitcham, C (1978), ‘Types of Technology’, Research in Philosophy and Technology 1, 229–94 Miyashita, K (1994), ‘Effect of Computer Use on Attitudes Among Japanese First and S econd-Grade C hildren’, Journal of Computing in Childhood Education 5, 73–82 Moi, T (1991), ‘Appropriating Bourdieu: Feminist Theory and Pierre Bourdieu’s S ociology of C ulture’, New Literary History 22:4, 1017–49 Moore, R (2004), ‘Cultural Capital: Objective Probability and the Cultural Arbitrary’, British Journal of Sociology of Education 25:4, 445–56 –––– and Young, M (2001), ‘Knowledge and the Curriculum in the Sociology of E ducation: Towards a R econceptualisation’, British Journal of Sociology of Education 22:4, 445–61 Morahan-Martin, J and Schumacher, P (2000), ‘Incidence and Correlates of Pathological Internet U se Among C ollege S tudents’, Computers in Human Behavior 16, 13–29 Morritt, H (1997), Women and Computer Based Technologies: A Feminist Perspective (Lanham, MD: University Press of America, Inc) Murphy, J.F (1981), Concepts of Leisure, 2nd E dition (E nglewood C liffs: PrenticeHall) References 147 Naismith, L., Lonsdale, P., Vavoula, G., and Sharples, M (2004), Mobile Technologies and L earning Futurelab Series Report 11, accessed May 2007 Nash, R (1999), ‘Bourdieu, “Habitus”, and Educational Research: Is it all Worth the C andle?’ British Journal of Sociology of Education 20:2, 175–87 New York Times Company, The (2008), ‘Technology’, The New York Times (online), accessed 31 July 2008 Nielsen//NetRatings (2007), E-Generation Report, accessed 27 O ctober 2007 Nikken, P and Jansz, J (2006), ‘Parental Mediation of Children’s Videogame Playing: A C omparison of the R eports by Parents and C hildren’, Learning, Media and Technology 31:2, 181–202 OLPC (2008) One Laptop Per Child [website] accessed 26 June 2008 Patton, M.Q (2002), Qualitative Research and Evaluation Methods, 3rd E dition (Thousand Oaks: Sage Publications, Inc) Pease, B (2000), Recreating Men: Postmodern Masculinity Politics (L ondon: Sage Publications) Pedretti, E., Mayer-Smith, J and Woodrow, J (1998), ‘Technology, Text, and Talk: S tudents’ Perspectives on Teaching and L earning in a Technology-E nhanced S econdary S cience C lassroom’, Science Education 82, 569–89 Peppler, K.A and Kafai, Y.B (2007), ‘From SuperGoo to Scratch: Exploring C reative D igital Media Production in Informal L earning’, Learning, Media and Technology 32:2, 149–66 Pinnelli, S (2002), ‘Internet Addiction Disorder and Identity Online: The E ducational R elationship’ Informing Science? InSITE – ‘Where Parallels Intersect’?, accessed 19 June 2008 Postman, N (1993), Technopoly: The Surrender of Culture to Technology (N ew York: Vintage House) 148 The Multiplicities of Internet Addiction –––– (1986), Amusing Ourselves to Death: Public Discourse in the Age of Show Business (London: Heinemann) Prensky, M (2008), (home page) accessed 31 July 2008 Raessens, J and Goldstein, J (eds) (2005), Handbook of Computer Game Studies (Cambridge: MIT Press) Reay, D (1998), ‘Cultural Reproduction: Mothers’ Involvement in Their Children’s Primary Schooling’, in M Grenfell and D James (eds) –––– (2004), ‘It’s all Becoming a Habitus’: Beyond the Habitual use of Habitus in E ducational R esearch’, British Journal of Sociology of Education 25:4, 431–44 Reed-Danahay, D (2005), Locating Bourdieu (Indianapolis: Indiana U niversity Press) Reuters (2007), ‘Americans Give Up Friends, Sex for Web Life’, accessed 20 S eptember 2007 Richardson, J.E (ed.) (1986), Handbook of Theory of Research for the Sociology of Education (Westport: Greenword Press) Rideout, V., Roberts, D.F and Foehr, U.G (2005), Generation M: Media in the Lives of 8–18 Year-Olds (Menlo Park, CA: The Henry J Kaiser Family Foundation) Robbins, D (1998), ‘The Need for an Epistemological “Break”’, in M Grenfell and D James (eds) Rowe, H (1993), Learning with Personal Computers (H awthorn: Australian Council for Educational Research) Rushkoff, D (1997), Children of Chaos: Surviving the End of the World as We Know It (London: Flamingo) Salomon, G (ed.) (1993), Distributed Cognitions: Psychological and Educational Considerations (Cambridge: Cambridge University Press) Sandberg, A (2001), ‘Play Memories from Childhood to Adulthood’, Early Child Development and Care 167:1, 13–25 References 149 Scardamalia, M and Bereiter, C (1996), ‘Engaging Students in a Knowledge S ociety’, Educational Leadership 54, 6–10 Sefton-Green, J (2004), ‘Informal Learning with Technology Outside School’ Futurelab Series Report 7, accessed May 2007 Selwyn, N (2006), ‘Exploring the ‘Digital Disconnect’ between Net-Savvy S tudents and their S chools’, Learning, Media and Technology 31:1, 5–17 Skeggs, B (1997), Formations of Class and Gender: Becoming Respectable (London: Sage) Snyder, I (ed.) (2002), Silicon Literacies: Communication, Innovation and Education in the Electronic Age (London: Routledge) Soyibo, K and Hudson, A (2000), ‘Effects of Computer Assisted Instruction (CAI) on 11th Graders’ Attitudes to Biology and CAI in Understanding of R eproduction in Plants and Animals’, Research in Science and Technological Education 18, 191–9 Spender, D (1995), Nattering on the Net: Women, Power and Cyberspace (N orth Melbourne: Spinifex) Spillane, J.P., Hallett, T and Diamond, J.B (2003), ‘Forms of Capital and the C onstruction of L eadership: Instructional L eadership in U rban E lementary S chools’, Sociology of Education 76:1, 1–17 Stepulevage, L (1999), ‘Becoming a Technologist: Days in a Girl’s Life’, Information, Communication and Society 2:4, 399–418 Stern, S.T (2007), Instant Identity: Adolescent Girls and the World of Instant Messaging (New York: Peter Lang) Talay-Ongan, A and Ap, E.A (eds) (2005), Child Development and Teaching Young Children (Sydney: Thomson) Tapscott, D (1998), Growing Up Digital: The Rise of the Net Generation (N ew York: McGraw-Hill) Telegraph Media Group (2008), ‘Digital Life’, Telegraph.co.uk (online), accessed 31 July 2008 150 The Multiplicities of Internet Addiction Thomas, A (2005), ‘Children Online: Learning in a Virtual Community of Practice’, E-Learning 2:1, 27–38 Thorndike, E.L and Barnhart, C.L (1983), Scott, Foresman Advanced Dictionary (Glenview, IL: Scott, Foresman and Company) Torkildsen, G (1986), Leisure and Recreation Management (L ondon: E and F N Spon) Turney, C (2006), Bones, Rocks and Stars: The Science of When Things Happened (Hampshire: Macmillan) Wacquant, L (2006), ‘Pierre Bourdieu’, accessed 14 July 2008 Wajcman, J (2004), Techno Feminism (Cambridge: Polity Press) Ward, D.R and Tiessen, E.L (1997), ‘Adding Educational Value to the Web: Active L earning with Alive Pages’, Educational Technology 37, 22–31 Watkins, M and Bond, C (2007), ‘Ways of Experiencing Leisure’, Leisure Sciences: An Interdisciplinary Journal 29:3, 287–307 Webb, J., Schirato, T and Danaher, G (2002), Understanding Bourdieu (C rows Nest: Allen and Unwin) Webb, N (2005), The Dictionary of Bullshit (London: Robson Books) Webster, J (1996), Shaping Women’s Work: Gender, Employment and Information Technology (London: Addison Wesley Longman) Wenglinsky, H (1998), ‘Does it Compute? The Relationship between Educational Technology and S tudent Achievement in Mathematics’, Princeton, N J: E ducational Testing S ervice (ERIC D ocument R eproduction S ervice N o ED425191) White, R and Wyn, J (2008), Youth and Society: Exploring the Social Dynamics of Youth Experience, 2nd Edition (South Melbourne: Oxford University Press) Widyanto, L and Griffiths, M (2006), ‘Internet Addiction: A Critical Review’, International Journal of Mental Health Addiction 4, 31–51 References 151 Wikipedia (2008), ‘Physical Dependence’, (web page) accessed 19 June 2008 Willett, R (2007), ‘Technology, Pedagogy and Digital Production: A Case Study of Children Learning New Media Skills’, Learning, Media and Technology 32:2, 167–81 Wood, R.T.A., Griffiths, M.D and Eatough, V (2004), ‘Online Data Collection from Video Game Players: Methodological Issues’, CyberPsychology and Behavior 7:5, 511–18 Woodfield, R (2000), Women, Work and Computing (C ambridge: C ambridge University Press) Woodrow, J (1994), ‘The Development of Computer Related Attitudes of S econdary S tudents’, Journal of Educational Computing Research 11, 307– 38 Wu, C.-S and Cheng, F.-F (2007), ‘Internet Cafe Addiction of Taiwanese Adolescents’, CyberPsychology and Behavior 10:2, 220–5 Yelland, N and Rubin, A (eds) (2002), Ghosts in the Machine: Women’s Voices in Research with Technology (New York: Peter Lang Publishing) Yellowlees, P.M and Marks, S (2007), ‘Problematic Internet Use or Internet Addiction?’ Computers in Human Behavior 23, 1447–53 Yoon, S (1996), ‘Power Online: A Poststructuralist Perspective on CMC’, in C Ess (ed.) Young, K.S (1998), Caught in the Net: How to Recognize the Signs of Internet Addiction – and a Winning Strategy for Recovery (New York: John Wiley and Sons, Inc) –––– (1999), ‘Internet Addiction: Evaluation and Treatment’, Student British Medical Journal 7, 351–2 –––– (2001), Tangled in the Web: Understanding Cybersex from Fantasy to Addiction (Bloomington: 1st Books Library).� –––– (2007), ‘Cognitive Behavior Therapy with Internet Addicts: Treatment O utcomes and Implications’, CyberPsychology and Behavior 10:5, 671–9 This page has been left blank intentionally Index access 4, 7, 9, 15, 16, 21, 24, 30, 46, 51, 70, 71, 75, 78, 79, 94, 101, 103, 104, 105, 107, 108, 109, 111, 115 act(s) of resistance 86, 114, 117, 119 agent(s) 17, 54, 55, 56, 57, 58, 61, 78, 79, 94, 97, 98, 102, 117, 119 Age, The 123 agricultural age 6, 39, 42–3 alcohol 9, 13, 20, 35 Anne (participant) 70, 73, 81, 83, 91, 102, 103, 104, 106, 108, 114, 115, 117 anti-schooler 27, 28 avatar 35, 36 BBC news biological 6, 13, 34, 35, 125 blog(s) 21, 84, 123, 124 Bourdieu, Pierre 6, 7, 53–63, 86, 94, 95, 97, 98, 101, 102, 107, 108, 110, 111, 113, 114, 115, 117, 118, 119 booster 27, 28, 30 capital 6, 7, 53, 56, 58, 59–63, 94, 95, 98, 101–11, 113, 114, 116, 117, 118 cultural 7, 59, 60–2, 95, 101, 102, 107–108, 113, 118 embodied 196, 117 institutionalized 106–107, 115 objectified 107 economic 7, 59, 60, 79, 101, 103–105, human 101–102 social 7, 59, 62–3, 79, 95, 102, 103, 105–106, 114, 115, 121, 125, 127, 131 symbolic 59, 62–3, 94, 118 C astells, Manuel 126–7 C enter for Internet Addiction R ecovery (CIAR) 10 Charli (participant) 70, 73, 81, 82, 83, 91, 102, 103, 104, 105, 108, 109, 114, 116 childhood 1, 6, 31, 37, 39, 40, 49, 54, 55, 57, 66, 71, 90 Chris (participant) 70, 74, 81, 83, 91, 102, 103, 104, 105, 109, 114, 115, 117 C lub Penguin1–2 compulsive Internet use 22 continued-growth state 50–2, 127 continuum 20, 69, 79 of addiction 9, 19 of dispositions 19–20 co-option 97 critic 27, 28 crosswords culture 31, 32, 45, 46, 47, 49, 51, 58, 65, 68, 75, 98, 101, 120 acoustic 48 digital 7, 28, 29, 46, 80, 85, 98, 115, 119, 120 oral 46, 48 popular 7, 28, 65, 66, 68, 77, 86 print 7, 46, 115, 119 scribal 46 tribal 47, 79 youth 65, 66, 79, 98, 105, 108 cyber-relations 78, 79 cyberspace 11, 46, 47, 52, 79, 86, 111, 115, 121 Daily Telegraph 123 delegitimate 119 delegitimation 69 dependence 2, 5, 11, 13, 14, 15, 16, 17, 22, 24, 46, 68, 91, 96, 98, 127, 130 digital age 6, 7, 28, 34, 39, 41, 47, 48, 50, 51, 52, 71, 78, 79, 101, 111 digital faiths 120 digital insiders 6, 7, 29, 65, 69, 71–2, 75, 77, 78, 79, 83–5, 90, 93, 95–8, 101, 115, 120, 124–26, 130–31 digital media 1, 52, 69, 71, 79, 98, 99, 124, 125, 126, 130 154 The Multiplicities of Internet Addiction digital myths 7, 113, 120–121 digital newcomers 6, 29, 65, 69, 71, 85, 87, 97, 98, 115, 120, 124, 125–26, 130–31 digital outsiders 6, 29, 65, 71, 79, 87, 96, 111, 115, 120, 124–26, 130, 131 discourse 5, 7, 9, 10, 19, 25, 27–8, 57, 58, 66, 93, 94, 96, 111 digital 29 popular 1–3, 5, 6, 14, 16, 24, 89, 127 public 32, 47 D isney™ dispositions 16, 19, 20, 34, 53–6, 57, 61, 63, 69, 71, 89, 90, 93, 95, 96, 98, 106, 118 dominant 43, 46, 55, 62, 80, 86, 94, 101, 111, 114, 118, 120, 125 doomster 27, 28, 32 doxa doxic 7, 93, 95, 96 drug(s) 3, 9, 13, 14, 15, 20, 23, 25, n129 DS M-IV-TR 11–12 DS M-V 12 eBay 23, 24 education 27–30, 42, 43, 53, 57, 59, 61, 65, 85, 86, 101, 115, 119, 126 educational 12, 29, 57, 59, 61, 73, 81, 101, 120 email 1, 10, 16, 21, 22, 34, 77, 80, 83, 124, 126 embodied 53, 54, 60, 93 endorphins 15 environment 5, 16, 49, 54, 81, 84, 86, 90, 108, 127 Internet 5, 9, 11, 16, 23, 34 essence 2, 43, 69 essentialism essentialist 71 excessive Internet use 21, 22 expert 1, 74, 83, 89, 95, 102, 105, 106, 107, 108, 109, 110, 111 expertise 6, 7, 34, 45, 52, 63, 65, 73, 74, 75 77, 79, 85, 89–90, 93–6, 98, 101–6, 108–110, 113, 115, 117–120, 123, 125, 128, 129, 130 technological 6, 54, 72, 77, 79, 108, 109, 111, 115, 117, 125 experts 6, 62, 63, 65, 72, 73, 78, 79, 80, 89, 105, 106, 107, 108, 111, 115 Facebook 2, 4–5, 21, 36, 84, 121, 124, 125, 126, 130 field 3, 6, 7, n14, 21, 23, 53, 54, 56, 57–9, 61, 75, 78, 80, 84, 85, 86, 87, 89, 90, 93, 94, 95, 96, 97, 98, 101, 102, 105–8, 110–111, 113–120, 125, 128, 129 flow 89–90, 93–6, 98 focus of 41, 67, 75, 78 gambling 5, 9, 11–12, 13, 18, 19, 20, 22, 23, 36, 40, 42, n96 gamers 3, 75, 78 gaming 3, 12, 21, 89, 130 generation 17, 32, 48, 63, 65–71, 75, 79, 85, 95, 96, 105 Generation M 67, 75 Generation X 67–8 Generation Y 67–8 generational 66, 69, 71 Glasser, William 5, 13, 19, 20 global village 46, 78, 79 Goldberg, Ivan n22 Google 77, 124 habit 14, 18, 20, 128–9 habitus 6, 7, 53–7, 58, 59, 60, 61, 62, 63, 79, 93, 94–5, 97, 98, 105, 108, 110, 114, 115, 117, 119 definition of 56 high usage 1, 5, 13, 27, 33 hysterisis 6, 7, 94, 97, 98, 119 identity 1, 35, 48, 52, 65, 66, 68, 78, 79, 84, 108, 109 industrial age 6, 39, 48 informal learning 7, 84, 85, 87, 101, 120, 123 definition of 84 instant chat 21, 77 instant messaging 51, 52, 77, 83, 84, 85, 130 intelligence 1, 31, 52, 80, 81 interactive 52, 55 Index Internet 1, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 28, 32, 34, 36, 46, 51, 65, 70, 71, 74, 75, 77, 80, 81, 82, 83, 84, 85, 91, 92, 94, 103, 104, 106, 107, 108, 109, 110, 114, 116, 119, 120, 121, 123, 124, 125, 127, 130, 131 Internet access 4, 7, 16, 70, 71, 79, 101, 103, 107, 111 Internet addiction 2, 5, 6, 7, 9–25, 35, 89–99, 127, 130 Internet Addiction Disorder (IAD) 5, 16, 22 Internet Addiction Test (IAT) 10 Internet obsession 129–130 Internet use 1, 5, 96, 97, 99, 103 iPod 21 iTunes 21 Jake (participant) 70, 74, 80, 81, 83, 86, 91, 106, 109, 114, 116, 117 Joe (participant) 70, 74, 81, 82, 83, 86, 91, 102, 103, 106, 109, 110, 113, 114, 117 learning 2–3, 6–7, 21, 28, 30–31, 34, 36, 39–40, 52, 59, 61, 66, 71, 74, 77, 79, 80–3, 84–7, 93, 95, 97–8, 101–103, 105, 110, 113–120, 123, 125, 127, 130 legitimate 5, 28, 58, 66, 71, 97, 107, 111, 113, 115, 117, 118 leisure 1–3, 6–7, 11, 16–17, 18–19, 23, 33–4, 36, 37, 39–44, 47, 48–52, 54, 59, 61, 65–6, 68, 71–2, 75, 77–80, 84–7, 89, 93, 98, 101–102, 105, 107–108, 113, 114, 115, 117, 120, 123, 125, 127, 129, 130 Lisa (participant) 70, 73–4, 81, 83, 91, 103, 105, 110, 114, 116–17 Matthew effect, the 79 McL uhan, Marshall 45–6 medium theorists 46, 120 medium theory 45–8 millennials 67–8 155 misrecognition 6, 7, 58, 69, 87, 93, 96, 98, 113, 117–120 misrecognized 7, 90, 97, 102, 113, 118, 120, 131 moral panic 7, n24, 33, 96, 113, 120 MP3 77, 107 MSN (instant chat web messenger) 77, 105, 106, 124 MyS pace 84 NetAlert 27 networked society 125, 126 New York Times 123 N ew Zealand 6, 65, 72, n73, 123 nicotine 3, 15, 18 N intendo Wii™ 18 obsession 4, 7, 14, 15, 16, 20, 21, 33, 125, 128–129, 131 O ne L aptop Per C hild 28, n79 online 1, 2, 3, 4, 6, 9, 11, n12, 13, 16, 17, 18, 21–4, 27, 34, 35, 51, 73, 75, 77, 78, 80, 84, 85, 91, 96, 105, 108, 120, 121, 124, 126, 127, 129, 130, 131 paedophilia 9, 36 pathological 5, 11, 13, 14, 96–7, 128, 129 Pathological Internet Use (PIU) 5, 9, 21–3, 127 general(ized) 22, 23, 127 specific 22, 127 play 1, 28, 31, 32, 37, 39–44, 48–50, 51, 52, 54, 58, 71, 83, 87, 90, 110, 125 play on words 9, 13, 36 PlayS tation 74, 103, 104 pornography 5, 9, 13, 18, 23, 36 positive addiction 5, 20, 35 Postman, N eil 32 praxis 3, 58, 89, 90, 95, 96, 97, 98, 115, 116, 117, 118 preference 20, 125, 126, 128 print 16, 32, 48, 68, 79, 86, 115 age 6, 39, 41, 48, 51 printing press 43, 46, n48 privacy 13, 24, 121, 126 privilege 7, 27, 48, 78, 79, 86, 89, 101, 111 156 The Multiplicities of Internet Addiction problematic Internet use 12, 19, 23, 34, 35, 96, 97, 130 Protestant 43 qualitative 6, 65, 67, 72 radio 3, 17, 21, 47, 75 recreation 39–44, 48–52, 87 R udd, Kevin29–30 school 7, 13, 17, 27, 28, 29, 30, 31, 40, 42, 52, 63, 65, 70, 72, 73, 74, 75, 77, 81, 82, 83, 84, 85, 86, 91, 92, 96, 101, 103, 104, 106, 107, 108, 115, 117, 118, 119, 120, 125 schooling 7, 28, 57, 61, 62, 63, 65, 66, 69, 71, 78, 80, 85, 86, 101, 113, 114, 115, 117, 118, 119, 120 screenagers 67–8 S econd L ife 9, 35, 51 sex 4, 9, 18, 19, 22 cyber 9, 10, 13, 22, 36 Skype 21, 130 space 1, n14, 33, 43, 47, 49–50, 55, 58, 71, 74, 80, 85, 86, 97, 116, 118, 119, 123, 125 steady-state society 50–51 structure 21, 45, 46, 55, 56, 57, 58, 62, 63, 66, 80, 86, 90, 94, 95, 102, 114, 117, 118, 119, 120, 123 Sudoku Sydney Morning Herald 123 technological addictions 15 technology 2–4, 6, 10, 17, 24, 27–30, 32, 35–7, 39, 40, 41, 45, 47, 48, 50, 65, 68, 71, 78, 79, 80, 96, 102, 104, 105, 109, 110, 123, 124, 126, 127, 130 definition of 44 gendering of 44–5 Teenage Expertise Network, The n72 teenagers 4, 6, 52, 59, 63, 65, 72, 80, 83, 84, 95, 102, 106, 111, 113, 115, 117, 118, 119 television 1, 2, 3, 10, 11, 15, 16, 17, 18, 25, 32, 36, 40, 47, 51, 52, 63, 65, 75, 77, 86, 104, 127, 129 temporary obsession 5, 7, 15, 21, 24 Tim (participant) 70, 74, 75, 81, 83, 92, 93, 104, 106, 110, 114 Today Tom (participant) 70, 74, 75, 80, 81, 83, 86, 92, 95, 103, 104, 106, 110, 114 trajectory 51, 55, 90, 93, 95, 96, 98, 102, 104, 105, 108, 117 UNESCO UNICEF 49 49 virtual 1, 9, 22, 125, 130 lives 6, 34, 35, 51 worlds 1, 35, 121 western 6, 17, 27, 29, 36, 39, 43, 48, 51, 62, 65, 79, 94, 111 Wikipedia 14, 124 World of Warcraft (WOW) 75, 80, 92, 103 World Wide Web 2, 107, 123 XBO X 103 Young, Kimberly 5, 9, 10–11, 13, 18, 21, 22, 23 young people 2, 4, 6, 7, 24, 33, 49, 52, 55, 66, 68, 71, 75, 75, 77, 78, 84, 94, 95, 101, 107, 111, 113, n115, 120, 121, 124, 125 youth 1, 6, 12, 65, 66, 69, 77, 84, 114, 125 YouTube 123 ... Johnson, N icola F The multiplicities of Internet addiction : the misrecognition of leisure and learning Internet - S ocial aspects Internet addiction I Title 303.4'833 Library of Congress Cataloging-in-Publication... whether one can consider a lot of Internet use to be addiction, and critiques the notion of Internet addiction itself There is much discussion as to whether Internet Addiction Disorder (IAD) (Young... criteria to the use of the Internet is awkward and incommensurable In a recent editorial in the American Journal of Psychiatry, Block (2008) argued for the inclusion of Internet addiction in the DS