Reading in the digital age: Differences and commonalities across research approaches

Reading, a cornerstone of children’s education, is deeply influenced by cultural and traditional factors. Despite a consensus on its critical role, divergent definitions of reading persist across disciplines and theoretical paradigms. In this perspective article, we capitalise on recent research, including our own, to illustrate how divergent approaches to reading can enrich each other. We argue that diverse perspectives on reading can transcend the simplistic dichotomy of print versus digital reading in contemporary public discussions, and foster a more nuanced understanding of literacy. Each of the authors outlines their distinctive approach and research findings, and we synthesise these insights to provide a more integrated comprehension of the intricate nature of reading in the current global educational context.publishedVersio

Navigering i utrygge medielandskap – revurdering av de unges kritiske og produktive mediebruk.

In this article, we turn our attention to different understandings of two key aspects of media pedagogy - critical media awareness and creative production. Critical media literacy describes young people's ability to understand media messages and not be uncritical of content they encounter through various channels. Creative media production concerns how young people learn to create themselves through various social media. Drawing on qualitative and quantitative data we explore to what extent and in what ways young people are critical and productive in their approaches to today's media culture. The findings highlight how children and young people relate to media development as media actors in a complex digital media ecology