ECREA16-Abstract

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Saturday, November 12

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MED08 Mediatized Childhood and Youth: Changing Social Experiences and Representations

PP 698

Mediatization of Parent-Children Relationship in Everyday Life Experiences of Preschoolers’ Families in Istanbul

E. Ercan Bilgic

Istanbul Bilgi University, Media and Communication Systems, İstanbul, Turkey

Children of the 21

century are surrounded by digital media. Not only content producers but also content providers and distributors altogether form a huge

digital media industry that target parents and children as consumers of digital media. On the other hand, digital media also provide opportunity for young

children to creatively produce their own content and become active participants of the digital media ecosystem.Within this context, parents and children to‑

gether are more and more exposed to digital media in their daily lives. Most recent researches highlight the importance of interactive relationship between

parents and children while using digital media. As pointed out in LSE’s parenting for a digital future blog’s recent highlights of 2015“Media use has changed

the lives of parents, too – as a new generation of ‘digital native’ parents build communities and find support online while creating opportunities to share

and engage with their kids.”As a matter of fact, this situation should be evaluated and understood within the broader concept of“mediatization”. The main

objective of this paper is to scrutinize the mediatization of parent-children relationship in everyday life experiences of preschoolers’ families in İstanbul,

Turkey. The theoretical framework of the study will be based on the writings of Hjarvard, Hepp, Livingstone, Schulz and Lundby etc. The processes of change

in family relationships within which digital media play a key role will be analyzed in line with the concepts ‘extension’, ‘substitution’, ‘amalgamation’ and

‘accommodation’(Schulz , 2004). Besides, the quantitative and qualitative aspects of mediatization of the parent-children relationship will be discussed in

detail (Hepp, 2009). The methodology of the study will be based on face to face in-depth individual interviews with parents who reside in Istanbul. The in‑

terviewees will be contacted with the help of the administrations of selected nursery schools in Istanbul. 10 to 15 individual interviews are intended to be

conducted. The findings of the study will constitute a first on the mediatization of everyday family life in Turkey and will attempt to fill a gap in the area.

PP 699

Living Media(Tized)Life: Social Genres of Media Use

A. Cuvalo

Faculty of Political Science, Department of journalism and PR, Zagreb, Croatia

The focus of the paper is on media uses of young media savvy users in the contemporary complex media environment. Paper is based on the unpublished

doctoral dissertation with the title:„Media life of youth Application of the Theory of Practice to the Analysis of Media Habits in Multimedia Environment“

(Čuvalo, 2015). The aim is to understand how young and skilled media users (mediatized habitus) navigate their multimedia environment how they con‑

struct their social reality and themselves through the interaction with media. Young people are here understood as active and creative social actors who

use media in order to respond to the numerous challenges of the contemporary mediatized societies (Lepa et al., 2014; Lundby, 2009) and as the partners

in the research process (Gauntlett, 2011; Thompson, 2008; Smith, 1990, 1987). Following the line of arguments shared within the social practice theory

(Couldry, 2012, 2010; Latour 2007; Giddens, 1984; Bourdieu, 1977) as a theory of social action (Stones, 2009), media use is conceptualized as the social

practice or meaningful interaction with human and non-human environment in the certain social, temporal and spatial context. Applied typology of media

use is developed based on the typologies of social action from the social theory (Habermas, 1984; Bourdieu, 1977; Weber, 1976, Simmel, 1950) feminist

theory (Gilligan, 1982; Chodrow, 1978; Lever, 1978), and media and communication theory (Lull, 1990). The findings are based on the qualitative interpre‑

tative analysis of the diaries and autobiographical reflections on media use written by 64 students of the first year of the graduate study of journalism on

the Faculty of Political Science in Zagreb who consider themselves as the media savvy and competent users (intensity sample). The nine (9) social genres

of media use are identified through the analytical process: genres of coordination, sociability, strategical genres, referential genres, educational genres,

procedural genres, consumerist genres, techno-objectivations and immersive genres (virtual reality). Three types of mediatized habitus are identified and

analysed in relation to the social genres of media use: networked, mixed and constrained. Key words: mediatised habitus, social genres of media use, media

environment, media savvy users

PP 700

Media Citizenship and the Mediatization of School: Curricula, Educational Materials, Teachers

M. Forsman

, S. Ericson

School of culture and education/Södertörn University, Media and Communiction, Stockholm, Sweden

The aim of this paper is to introduce a recently started research project: “Media Citizenship and the Mediatization of School: Curricula, Educational Mate‑

rials, Teachers”(2016–2018, financed by The Swedish Central Bank’s foundation for Humanities and Social Science). In this project mediatization theory

is combined with curriculum theory, in order to study the training of what we call “the media citizen” (social subjects whose critical abilities, historical

awareness and inclination for democratic participation are assumed to be media-dependent). The project comprises three sub-studies; covering curricula,

education material and teacher’s training, in Sweden, during the period 1962−2016. The starting point for this project is that the areas of ICT and media

literacy are currently suffering from a lack of historical awareness, and of independent research. In Sweden as well as in many other countries there has been

much emphasis on the structural transformation of education through digitalization; promoted as well as implemented by a conglomerate of influential

political-economical-pedagogical interests (municipalities, principals, teacher unions, Apple, Google, digitalization apostles) in ventures to raise ”digital

competence through “1–1”, cloud-services, mandatory courses in computer programming, E-learning etc. While much of the debate on the digitalization

of education is policy-oriented, shortsighted and techno centric, this project seeks to add an informed, critical and historical perspective. In general terms,

mediatization theory refers to the historical “meta-process”, in which different spheres of social life (politics, science, religion, etc.) are increasingly influ‑

enced by the institutions, technologies, and “logics of the media”. So far, this research tradition has had relatively little to offer on the mediatization of ed‑

ucation. Curriculum theory refers to the study of how “goals, content, and methods” of educational processes are shaped in specific societies and cultures,