Media Education is an increasingly significant field of education due to the fact that media permeates more and more the everyday life of children and families. Successful media education concerning television, computers, the internet and computer games requires parents – besides a general competence in education – to have their own media competence, along with adequate knowledge about how children learn to use media. How media education is practiced within families from different social backgrounds and at what point parents’ ideas collide with the ideas of their children and the potential resistance complicating the realisation of media education guidelines are the focus of this project, which is executed by the Hans-Bredow-Institut in cooperation with the JFF – Institut für Medienpädagogik in Forschung und Praxis [JFF – Institute for Media Education in Research and Practice]. Alongside a quantitative survey of 453 parents with children aged 5 to 12, 48 deepening case studies of families were conducted. Based on the qualitative data, six patterns of media education were identified and show how different families address the medial challenges in their everyday education. Some parents let their children do as they like; others excessively control what their children do on the internet. There are those parents who observe and act as soon as it is required, whereas others out there deliberately support their children’s use of digital media. The behaviour of media education depends on different factors, such as family constellation, as well as the situation within the family, the available resources, a general educational attitude towards media and the extent of media literacy. Looking at different types of parents, this study gives an insight into how parents can be supported in their daily media education.
RP3 - Knowledge for the Media Society