About the division
The media landscape is rapidly evolving, so requiring constant updating of media education content, educational practices and didactics, especially during the time of crisis. Digitalisation and datafication create continuously new challenges for researchers and specifically those of us, focusing on youth media studies. Young people are often the first ones to adopt new technology, platforms, applications and fresh ways of using media. This time, Division 7, invites in particular papers, panels and workshops that take up a perspective of youth: what kind of perspectives and understanding can youth as consumers and prosumers offer for adults on media literacy and education? So, what can adults learn from young people’s media uses? How could they empower us to boldly embrace new approaches, thinking and uses of media and act as our experiential experts? How could the youth help others to become more resilient, active and critical in the participatory and performative media culture? How can we collaborate with young people as co-researchers of the digital landscape?
Proposed presentations can focus on all kinds of topics such as: young people and algorithm-driven media; children in an age of datafication; youth as co-researchers, security ability in the digital world; self-representation in social media; gamification; cyberbullying; digital divides; digital wellbeing; media participation; media education policies; transculturality in media culture etc. The context of the presentations can be formal, informal and non-formal settings, such as schools, youth work, libraries, museums, cityscape, spare time etc. Besides adults, the perspectives of young people can develop the media literacy and education of marginal and vulnerable groups (e.g. migrant, babies, children, elderly). In addition, all kinds of presentations dealing with media literacy or media education can be offered to the division. This division accepts full papers, long abstracts, panel presentations and workshops. Discussants will be appointed to papers and long abstracts. Still, the division also assumes that all participants will read each other’s papers in order for the discussion to be more informed.