The Media Habits of Young People in Sweden: The Use of Fictional Texts in School and Recreational Contexts

Autor/in	Svensson, Anette
Titel	The Media Habits of Young People in Sweden: The Use of Fictional Texts in School and Recreational Contexts
Quelle	In: Education Inquiry, 5 (2014) 3, S.337-357, Artikel 24611 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v5.24611
Schlagwörter	Recreational Activities; Educational Environment; Gender Differences; Time Management; Learning Processes; Leisure Time; Academic Achievement; Electronic Publishing; Computer Mediated Communication; Social Media; Audio Equipment; Video Technology; Foreign Countries; Self Concept; Story Telling; Secondary School Students; Student Attitudes; Films; Computer Games; Television; Printed Materials; Cartoons; Novels; Fiction; Correlation; Sweden + Suchen Sie Ihr Suchwort? Freizeitgestaltung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Zeitmanagement; Learning process; Lernprozess; Freizeit; Schulleistung; Elektronisches Publizieren; Computerkonferenz; Soziale Medien; Audio-CD; Ausland; Selbstkonzept; Sekundarschüler; Schülerverhalten; Film; Computer game; Computerspiel; Computerspiele; Fernsehen; Fernsehtechnik; Zeichentrickfilm; Novel; Roman; Fiktion; Korrelation; Schweden
Abstract	This article is based on a questionnaire study of the media habits of Swedish youth aged 17-18. It examines the time they spend on using fictional texts through various media forms as well as in relation to mode (production/consumption), context (spare time/school), and gender (male/female). It further analyses these media habits and, using media ecology theory, discusses their effects on the learning process. The study shows that the participants spend more time using fictional texts, predominantly through audio-visual media forms, in their leisure time than in school, that they consume more fictional texts than they produce, and that the female participants spend more time producing fictional texts than the male participants -- a result that is coloured by the amount of time they spend blogging, tweeting and writing diaries. The effects of such life-writings on teaching and learning processes, as well as on school performances are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01