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The paper explores the issues faced when shaping the legal framework for electronic democracy in Ukraine and management for further development. Special focus is on the pilot local and regional Concepts on e-democracy, and on digital participation developed in Vinnytsia, Dnipro, and Vinnytsia region. Authors analyze compliance of local and regional Concepts with the National Concept for E-democracy development in Ukraine approved by the Cabinet of Ministers of Ukraine in November, 8, 2017. For the most part, the documents comply with the national Concept and provide the detailed strategy for electronic democracy and digital participation development on the regional and local level. The current situation demonstrates that an effective management system should be in place for the decision-making process that includes all target groups. The article also considers shortcomings of integrative and autonomous approaches of electronic democracy tools, and indicates the need to use integrative approach in management for drafting regional and local policies in electronic democracy. Authors consider that national legal framework should be the basis to develop local and regional solutions since the key element is democracy of decision-making. This is provided by coordination of policies of different levels for making e-decisions in the area of participation in addition with the management approach for its sustainable functioning. Digital participation requires effective strategical framework together with the effective usage of digital tools and citizen involvement in the decision making processes. Finally, authors admit that a coherent regulatory framework for e-governance and e-democracy, and common management approaches and standards for the development of digital tools will increase the transparency, openness and participation in the decision-making processes.

One of the far-reaching implications of the current global COVID-19 pandemic has been the sudden boost in use of digital media due to social distancing and stay-at-home orders. In times of routine, youth are often the first to adopt new technologies and platforms, to experiment with modes of production and practices of sharing, and often spend significant time and energy socializing online. Now such digital practices have become common among much wider demographics. Moreover, the move to online learning in schools and the spurt of innovative digital experiences offered has abruptly shifted the rhetoric of concern often associated with youth's so-called "screen time." The articles in this thematic issue—though written long before the COVID-19 pandemic—address many of the questions that now are significantly brought to the forefront. What are the potentials and opportunities offered by youth digital participation for learning, for self-expression, for identity formation, and for social connection? How does digital participation shape civic and political life? And finally, especially when digital participation is so ever-present, what are barriers to youth participation online, and what are the challenges and risks it poses?

One of the far-reaching implications of the current global COVID-19 pandemic has been the sudden boost in use of digital media due to social distancing and stay-at-home orders. In times of routine, youth are often the first to adopt new technologies and platforms, to experiment with modes of production and practices of sharing, and often spend significant time and energy socializing online. Now such digital practices have become common among much wider demographics. Moreover, the move to online learning in schools and the spurt of innovative digital experiences offered has abruptly shifted the rhetoric of concern often associated with youth's so-called "screen time." The articles in this thematic issue - though written long before the COVID-19 pandemic - address many of the questions that now are significantly brought to the forefront. What are the potentials and opportunities offered by youth digital participation for learning, for self-expression, for identity formation, and for social connection? How does digital participation shape civic and political life? And finally, especially when digital participation is so ever-present, what are barriers to youth participation online, and what are the challenges and risks it poses?

Trotz des schnellen Wachstums des Anteils der Bevölkerung in einem Alter ab 80 Jahren an der Gesamtbevölkerung (Statistisches Bundesamt, 2019) ist das Wissen über diese Bevölkerungsgruppe bislang gering. Zwar gibt es thematisch, methodisch und regional spezifische Studien, jedoch keine repräsentative Erfassung der Lebenssituation und Lebensqualität dieser Altersgruppe für den gesamtdeutschen Raum. Eine gute Datenlage ist jedoch notwendig: Zum einen, um den besonderen Unterstützungsbedarfen im hohen Alter zukünftig besser gerecht werden zu können. Zum anderen, um Lösungsansätze für sozialpolitische Herausforderungen wie der sozialen Sicherung im Alter sowie im Hinblick auf eine Generationengerechtigkeit entwickeln zu können. "Hohes Alter in Deutschland" (D80+) ist eine bundesweit repräsentative Querschnittsbefragung der hochaltrigen Menschen in Privathaushalten und in Heimen. Die Studie baut auf dem im Hochaltrigenpanel NRW80+ (Wagner et al., 2018) entwickelten Studienprotokoll und dem interdisziplinär entwickelten Rahmenmodell zur Erklärung von Lebensqualität im hohen Alter (Neise et al., 2019) auf. Die Studie D80+ "Hohes Alter in Deutschland" wird vom Bundesministerium für Familie, Senioren, Frauen und Jugend (BMFSFJ) für drei Jahre gefördert und gemeinsam vom Cologne Center for Ethics, Rights, Economics, and Social Sciences of Health (ceres) und dem Deutschen Zentrum für Altersfragen (DZA) durchgeführt. Die Studie vereint Perspektiven der an den beteiligten Institutionen verorteten Disziplinen wie Soziologie, Psychologie, Versorgungswissenschaften, Gerontologie und Medizin. Aufgrund der Coronapandemie konnte eine persönliche Befragung nicht umgesetzt werden. Stattdessen wurde zunächst eine schriftliche Befragung, und darauf aufsetzend eine zusätzliche telefonische Befragung realisiert. Dabei wurden auch Fragen zu Erfahrungen im Zusammenhang mit der Coronapandemie gestellt. Insgesamt beteiligten sich 10.578 Personen und damit mehr als jede vierte angesprochene hochaltrige Person an der Studie. Die Fragen des Fragebogens konnten auch telefonisch beantwortet werden. Am zusätzlichen telefonischen Interview mit über die erste Befragung hinausgehenden Inhalten beteiligten sich 3.233 der Teilnehmenden. Für Hochaltrige, die an der Befragung aus gesundheitlichen Gründen nicht selbst teilnehmen konnten, bestand die Option, durch ein telefonisches Stellvertreterinterview an der Studie zu partizipieren. Umfang und Anlage der Studie erlauben erstmals einen differenzierten Blick auf die Lebenssituation von Männern und Frauen sowie von verschiedenen Gruppen sehr alter Menschen (80-84 Jahre, 85-89 Jahre, 90 Jahre und älter) in Deutschland. Die gewichteten Daten berücksichtigen die unterschiedlichen Auswahl- und Teilnahmewahrscheinlichkeiten in Subgruppen und sind mit Blick auf wesentliche demographische Daten wie Alters- und Geschlechtsstruktur, Familienstand, Haushaltsgröße, Institutionalisierung, Gemeindegröße und Bundesland für die Über-80-Jährigen in Deutschland repräsentativ. Aussagen zu überzufälligen Merkmalsunterschieden oder Merkmalszusammenhängen sind mit einem konventionellen Fehlerniveau (α=0.05) abgesichert und berücksichtigen die komplexe Stichprobenstruktur (Gemeinden als Untersuchungscluster) mit. Die Ergebnisse dieses Berichtes basieren auf den Daten des zusätzlichen telefonischen Inter-views mit folgenden Fallzahlen für die dargestellten Subgruppen hochaltriger Menschen in Deutschland: Männer (n=1.226, 37,9%), Frauen (n=2007, 62,1%); 80-84 Jahre (n=1909, 59,1%), 85-89 Jahre (n=870, 26,9%), 90 Jahre und älter (n=454, 14,0%); Bildung hoch (n=570, 18,2%), mittel (n=1.840, 58,8%), niedrig (n=720, 23,0%); Privathaushalt (n=2.906, 89,9%), Heim (n=327, 10,1%); einkommensstark (n=296, 11,2%), mittleres Einkommen (n= 1.779, 67,7%), einkommensschwach (n=555, 21,1%); altersadäquate Kognition (n=1.695, 57,0%), leichte kognitive Beeinträchtigung (n=739, 24,9%), Verdacht auf beginnende Demenz (n=539, 18,1%). Weitere Informationen zur Studie D80+ "Hohes Alter in Deutschland" finden sich unter https://ceres.uni-koeln.de/forschung/d80.

High school journalism programs nurture student voice, information literacy, and collaboration. Journalism programs do not merely produce commodities; they help students constitute a public within a school community. When publishing online, student journalists navigate relationships behind the scenes with stakeholders, including peers, adults, and the institution. Publishing can be fraught with hesitation and fear of consequences for speaking out. Because of this implication, journalism programs can serve as "potentially valuable yet imperfect" settings for the amplification of student voice and civic development, but can also unduly limit students' self-expression, especially for girls (Bobkowski & Belmas, 2017). What might be the affordances and constraints of digital participation in a high school journalism program? How might youth journalists and other participants navigate exigencies of publishing online in this context? We, the head editors and adviser, use grounded theory to examine processes and develop pragmatic knowledge (Glaser & Strauss, 2017). Through a mix of prompts, group interviews, and participant observation, we develop a case study that demonstrates implications for 'risk context,' or the total situation of an actor's vulnerability brought on by digital participation in publishing online. We describe what digital participation is good for, and for whom, thus further theorizing relationships between agency and co-production.

This article explores the relationship between surveillance capitalism, big data, and the emergence of a new type of datafied citizenship by looking at two different, yet interconnected, dimensions. In the first place, it considers how under surveillance capitalism individuals are being profiled simultaneously as consumer and citizen subjects by a complex political economic infrastructure that brings private and public entities together. In the second place, it argues that surveillance capitalism depends on the systematic coercion of digital participation, which forces citizens to comply with data technologies and give up their personal data. If we want to understand the extent of these transformation, the article argues, we need to look at children. Children have traditionally been excluded from debates about citizenship because they have often been understood as not-yet citizens or future citizens. Yet, in the study of the relationship between data and citizenship, children today are the key. They are the very first generation of citizens who are datafied from before they are born and are coerced into digitally participating to society through the data traces produced, collected, and processed by others without their consent or control. Drawing on the findings of the Child | Data | Citizen project, an ethnographically informed research project on big data and family life in the UK and US, this article will highlight some of the democratic challenges that emerge when we think about data, surveillance capitalism, and citizenship in everyday life.

This practitioner research study examines one critical race media literacy (CRML) activity that invited students to digitally redact deficit framings of youth from minoritized and historically marginalized backgrounds. I illustrate how Latinx and Asian students used the project to re-articulate deficit narratives of themselves, their friends, and family members. I also convey how white students used the assignment to author incipient identities as racial allies. Based on these findings, I develop the notion of legitimate digital participation to distill how young people used CRML to craft more humanizing cultural narratives and self-determined political identities.

Citizen Science is part of a broader reconfiguration of the relationship between science and the public in the digital age: Knowledge production and the reception of scientific knowledge are becoming increasingly socially inclusive. We argue that the digital revolution brings the "problem of extension" - identified by Collins and Evans in the context of science and technology governance - now closer to the core of scientific practice. In order to grasp the implications of the inclusion of non-experts in science, the aim of this contribution is to define a role-set of non-certified knowledge production and reception, serving as a heuristic instrument for empirical clarifications.