This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019-2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children's communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child-media relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children's screen time to bring in new insights about the nature of children's digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

1. The book analyses cutting-edge examples of innovative museological practice from around the globe, thus demonstrating how museums can design, apply and assess new modes of audience engagement and participation. 2. Taken together, the chapters offer a new paradigm in approaching museum practice. As a result, the book will be of great value to academics and students in the fields of museum, gallery and heritage studies, as well as architecture, design, communication and cultural studies. It will also be of interest to museum professionals. 3. The book includes contributions from a number of established academics, as well as a practitioner perspective, which sets it apart from competing titles.

1. The book analyses cutting-edge examples of innovative museological practice from around the globe, thus demonstrating how museums can design, apply and assess new modes of audience engagement and participation. 2. Taken together, the chapters offer a new paradigm in approaching museum practice. As a result, the book will be of great value to academics and students in the fields of museum, gallery and heritage studies, as well as architecture, design, communication and cultural studies. It will also be of interest to museum professionals. 3. The book includes contributions from a number of established academics, as well as a practitioner perspective, which sets it apart from competing titles.

Museums today find themselves within a mediatised society, where everyday life is conducted in a data-full and technology-rich context. In fact, museums are themselves mediatised: they present a uniquely media-centred environment, in which communicative media is a constitutive property of their organisation and of the visitor experience. The Routledge Handbook of Museums, Media and Communication explores what it means to take mediated communication as a key concept for museum studies and as a sensitising lens for media-related museum practice on the ground. Including contributions from experts around the world, this original and innovative Handbook shares a nuanced and precise understanding of media, media concepts and media terminology, rehearsing new locations for writing on museum media and giving voice to new subject alignments. As a whole, the volume breaks new ground by reframing mediated museum communication as a resource for an inclusive understanding of current museum developments. The Routledge Handbook of Museums, Media and Communication will appeal to both students and scholars, as well as to practitioners involved in the visioning, design and delivery of mediated communication in the museum. It teaches us not just how to study museums, but how to go about being a museum in today's world.

Visitor engagement and learning, outreach, and inclusion are concepts that have long dominated professional museum discourses. The recent rapid uptake of various forms of social media in many parts of the world, however, calls for a reformulation of familiar opportunities and obstacles in museum debates and practices. Young people, as both early adopters of digital forms of communication and latecomers to museums, increasingly figure as a key target group for many museums. This volume presents and discusses the most advanced research on the multiple ways in which social media operates to transform museum communications in countries as diverse as Australia, Denmark, Germany, Norway, the UK, and the United States. It examines the socio-cultural contexts, organizational and education consequences, and methodological implications of these transformations.

The formative role played by digital communication in knowledge-based societies is widely acknowledged. Not least, young people's rapid adoption of a variety of social software applications serves to challenge existing forms of communication for learning, since these innovations allow and assume users' own creation, sharing, and editing of content. This volume presents advanced research on digital content creation, its socio-cultural contexts, and educational consequences. In the midst of ubiquitous commercial hype about digital innovation, as well as policy concerns, the volume offers the sobering perspectives of theory-driven empirical research, in order to examine the complexities, highlight the nuances, and illuminate the pedagogical affordances of creative digital contents. This book brings together the work of an international group of scholars from a range of disciplines including media and ICT studies, education, psychology, anthropology, sociology, and cultural studies.

Visitor engagement and learning, outreach, and inclusion are concepts that have long dominated professional museum discourses. The recent rapid uptake of various forms of social media in many parts of the world, however, calls for a reformulation of familiar opportunities and obstacles in museum debates and practices. Young people, as both early adopters of digital forms of communication and latecomers to museums, increasingly figure as a key target group for many museums. This volume presents and discusses the most advanced research on the multiple ways in which social media operates to transform museum communications in countries as diverse as Australia, Denmark, Germany, Norway, the UK, and the United States. It examines the socio-cultural contexts, organizational and education consequences, and methodological implications of these transformations.

The formative role played by digital communication in knowledge-based societies is widely acknowledged. Not least, young people's rapid adoption of a variety of social software applications serves to challenge existing forms of communication for learning, since these innovations allow and assume users' own creation, sharing, and editing of content. This volume presents advanced research on digital content creation, its socio-cultural contexts, and educational consequences. In the midst of ubiquitous commercial hype about digital innovation, as well as policy concerns, the volume offers the sobering perspectives of theory-driven empirical research, in order to examine the complexities, highlight the nuances, and illuminate the pedagogical affordances of creative digital contents. This book brings together the work of an international group of scholars from a range of disciplines including media and ICT studies, education, psychology, anthropology, sociology, and cultural studies.

Museums today find themselves within a mediatised society, where everyday life is conducted in a data-full and technology-rich context. In fact, museums are themselves mediatised: they present a uniquely media-centred environment, in which communicative media is a constitutive property of their organisation and of the visitor experience. The Routledge Handbook of Museums, Media and Communication explores what it means to take mediated communication as a key concept for museum studies and as a sensitising lens for media-related museum practice on the ground. Including contributions from experts around the world, this original and innovative Handbook shares a nuanced and precise understanding of media, media concepts and media terminology, rehearsing new locations for writing on museum media and giving voice to new subject alignments. As a whole, the volume breaks new ground by reframing mediated museum communication as a resource for an inclusive understanding of current museum developments. The Routledge Handbook of Museums, Media and Communication will appeal to both students and scholars, as well as to practitioners involved in the visioning, design and delivery of mediated communication in the museum. It teaches us not just how to study museums, but how to go about being a museum in today's world. The book is available for free in PDF format as Open Access at www.taylorfrancis.com. It has been made available under a a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

As young people today grow up in a world saturated with digital media, how does it affect their sense of self and others? As they define and redefine their identities through engagements with technology, what are the implications for their experiences as learners, citizens, consumers, and family and community members? This addresses the consequences of digital media use for young people's individual and social identities. The contributors explore how young people use digital media to share ideas and creativity and to participate in networks that are small and large, local and global, intimate and anonymous. They look at the emergence of new genres and forms, from SMS and instant messaging to home pages, blogs, and social networking sites. They discuss such topics as "girl power" online, the generational digital divide, young people and mobile communication, and the appeal of the "digital publics" of MySpace, considering whether these media offer young people genuinely new forms of engagement, interaction, and communication.ContributorsAngela Booker, danah boyd, Kirsten Drotner, Shelley Goldman, Susan C. Herring, Meghan McDermott, Claudia Mitchell, Gitte Stald, Susannah Stern, Sandra Weber, Rebekah Willett David Buckingham is Professor of Education at the Institute of Education, London University, and Founder and Director of the Centre for the Study of Children, Youth and Media.

How do young audiences play with the cultural spectacle offered by reality shows like Big Brother? How does interactive media influence learning the process in educational and everyday settings? How can corporate communicators address their ethical commitment more effectively to the general public? And is there a link between television viewing and violent behaviour?;This text is a practical, hands-on guide to the main types of empirical fieldwork that have established themselves in academic, policy and commercial research. It should help media and communication students explore what audience members do with the media, how they make sense of the media, and how the media may influence social affairs from the micro to the macro level.;The book introduces and discusses four complementary key approaches to empirical research: media ethnography, reception research, survey research and experimental research. Each section includes a full-scale presentation of a best-practice example of the approach; the key concepts used by its practitioners and an overview of its scholarly history; and a comprehensive toolbox that equips students with the methodological prequisites needed in order to emb