Literalität und Partizipation

Changed media practices in childhood and adolescence demand an expanded concept of literacy. The didactic challenge lies, among other things, in relating the complex and heterogeneous media experiences of young recipients to school learning activities, thereby making them fruitful for linguistic and cultural learning processes that, in turn, underpin participatory capabilities. Based on empirical studies or in the form of didactic-programmatic concepts, the contributions in this volume address questions such as: What linguistic and (literary) aesthetic experiences do children and adolescents have alone or within shared attention with digital and analog media? How do children and adolescents express and process their media experiences? To what extent do access, content, and perception patterns change depending on the mediality of aesthetic offerings? How can qualification demands for language education in dealing with digital and other media worlds be implemented in curricula, teaching materials, and teaching and learning forms? This volume offers didactic perspectives that engage with and utilize the broad spectrum of media preferences and practices of bilingual and multilingual children and adolescents in classroom situations. The contributions take into account the age-specific manifestations of media preferences throughout childhood and adolescence.