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Abstract
Based on an overview of Anglo-American stocktaking of media and communication studies, this article situates Nordic media studies as a third route staked out between academic binaries of administrative and critical approaches. The key argument is this: Nordic media studies displays distinctive features of development that are shaped by Nordic welfarist ideals from the 1970s and 1980s rather than by international trends in the academy. Furthermore, these ideals are worth holding on to if the field of media studies is to thrive with quality and relevance in a globalised, connected, and deeply datafied platform society. I take media studies – not communication studies – as my point of departure, since this is the most feasible umbrella term when studying current modes of communication that are technologically mediated in ways that can be stored, shaped, and shared across time and space.

Globally connected and commodified digital means of communication offer a wealth of information across age-bands and across formal and informal sites of learning, yet few students obtain systematic training in transforming this information to knowledge that is tailored to their level of understanding and to the settings of learning. This gap between access to unsorted and often unsolicited information across boundaries of space, learning and generation and training in the formation of valid knowledge poses a threat to democratic societies that are based on informed citizens' joint debate and decision-making. This article addresses the gap between students' information access and their knowledge formation and discusses the challenges and possible solutions with empirical focus on the transition between upper-secondary and tertiary education. Globally connected social network sites ('social media') are key information sources for many students. Owing to their commodified, algorithmic and non-transparent character, these sites offer little guidance in terms of validation and verification of claims. I propose Media and Information Literacy (MIL) as an important means of minimizing the gap between information access and sound knowledge formation. This is because MIL goes beyond training of access to digital technologies and information search and retrieval. It also trains skills in applying communication technologies for validation, critique and knowledge production. I discuss the challenges posed to education to apply (MIL) as a key pathway to minimizing the gap in order to advance public value and societal resilience and suggest that educational systems shift their focus from teaching to learning in tandem with more inclusive approaches to where learning takes place.

This article explores how we may study children's digital content creation as creative processes of production. Based on a case study of 6-16-year-olds' filmmaking in an out-of-school context, the analysis identifies three interlaced categories marking the production processes: Social interaction, semiotic negotiation and practicebased learning. Results demonstrate that joint creation of new film narratives unleashes students' playful exploration, trains multimodal skills, and catalyzes modes of reflexivity that are germane to complex problem-solving. In conclusion, it is argued that digital content creation needs added pedagogical attention as a means of advancing children's democratic rights of expression as societal resources, not as individual requisites. ; This article explores how we may study children's digital content creation as creative processes of production. Based on a case study of 6-16-year-olds' filmmaking in an out-of-school context, the analysis identifies three interlaced categories marking the production processes: Social interaction, semiotic negotiation and practice-based learning. Results demonstrate that joint creation of new film narratives unleashes students' playful exploration, trains multimodal skills, and catalyzes modes of reflexivity that are germane to complex problem-solving. In conclusion, it is argued that digital content creation needs added pedagogical attention as a means of advancing children's democratic rights of expression as societal resources, not as individual requisites. Children, adolescents, filmmaking, media, youth media, digital creativity, children's rights, film education, digital content creation, media literacy

This is a normative article in the second degree. I claim there is a correlation between Nordic welfarist ideals and the formation of media studies in the Nordic countries in the 1970s and 1980s. Both, I argue, are essentially normative projects centred around claims of the common good, democratic justice and equity. Furthermore, I make the normative contention that it is important to explore this correlation because it holds important insights that are worth holding on to if the field of media studies is to thrive with quality and relevance in a globalized, connected, and deeply capitalist platform economy. ; This is a normative article in the second degree. I claim there is a correlation between Nordic welfarist ideals and the formation of media studies in the Nordic countries in the 1970s and 1980s. Both, I argue, are essentially normative projects centred around claims of the common good, democratic justice, and equity. Furthermore, I make the normative contention that it is important to explore this correlation because it holds important insights that are worth holding on to if the field of media studies is to thrive with quality and relevance in a globalised, connected, and deeply capitalist platform society.

Drawing on results from a four-year project of basic research, and applying quantitative as well as qualitative methods, this article describes important, recent trends in young Danes' media culture and discusses the research implications that these trends enforce and enhance. Three empirical trends stand out: innovation in media applications, increased interaction between media types and genres, and a more `seamless' social integration of media into everyday life. First, contemporary adolescents are a multi-media generation in two senses: notably young men are pioneers in computer use and both genders mix a variety of media. Second, contrary to much postmodern discourse young people do not necessarily demonstrate media reflexivity as a result of increased intertextual crossbreeding. Third, adolescents' leisure culture is undergoing important reshufflings because of the changing media landscape: public and private spaces are becoming regendered, and the computer acts as a catalyst in shaping more vertical forms of interaction resembling premodern forms of socialization. Finally, it is argued that these trends call for more interdisciplinary, multifaceted research that integrates textual and social dimensions of analysis.

Artiklen bygger på to hovedsynspunkter, nemlig for det første at medierne i dag er grundlæggende kompetence- og dannelsesmidler, og for det andet at forskellige medier nærer forskellige kompetencer. Det må således an- tages, at en bred brug af forskellige medier udgør en nødvendig, omend ikke tilstrækkelig, basis for at udvikle en bred vifte af kompetencer. Her- udfra analyseres unge danskeres medieforbrug i forhold til uddannelse og erhverv, fritidsjob, køn samt alder, og det diskuteres hvilke krav og mulig- heder resultaterne stiller til fremtidens kultur- og uddannelsespolitik.