Sefton-Green, Julian. (2006) Youth, Technology, and Media Cultures. Review of Research in Education 2006 30: 279-306
This piece looks at the changing nature of research questions related to youth and media culture from approximately the last twenty years. In this time there is a shift from media being viewed as a force that acts upon a child’s mind (usually in a negative sense) to being something that the child interacts with. Now media is approached as if “the relationship between individuals and social phenomena can be analyzed in the same way as pedagogy (i.e., as an interactive, iterative process rather than a simple, crude, “effect”).” (283)
The author asks, ff interactions with media are now being characterized as part of learning, then how do we define formal or informal modes of learning? and is this even important? (298). “Research on media learning seems to find limited opportunities to negotiate with the regimes of more formal and narrowly defined schooling.” (299). “The focus of the debate needs to turn away from what counts as learning towards who is doing the counting, when, how often, and so forth.” (299)