Session Information
ERG SES H 10, ICT and Education
Paper Session
Contribution
Modern societies are increasingly influenced by media coverage and meditation to mediated communication (Donner, J. & Ling, 2009: Hepp & Hartmann, 2010: Hepp, A & Krotz, F, 2012: Krotz, 2001, 2007, 2009). Ever since the introduction of smartphones and mobile Internet, communication processes have changed and ushered in a new era of socialization processes (Theunert, H., 2010: Schulmeister, R., 2009: Schulz, I., 2012). Especially young people are arrested in this media change and take advantage of those technologies such as chat programs, Facebook and instant messenger to deal with their everyday life, the interconnectedness and the preservation of social contacts. While in the international discourse the phenomenon of mobile communication and further the phenomenon of instant messengers had much attention over the past years (for instance Bertel, T., 2013: Donner, J. & Ling, R, 2009: Livingstone, S. & Haddon, L., Görzig, A. & Olaffson, K., 2011), in Germany it is paid only step-motherly attention and can be considered as a peripheral phenomenon of Internet research (for instance Schulmeister, R., 2009: Schulz, I., 2012: Schmidt, J. & Paus-Hasebrink, I. & Hasebrink, U., 2009: Van Eimeren, B. 2013).
Smartphones are - besides common Cellphones - widely used among young people in Germany. The current JIM study in 2013 (MPFS., 2013) has observed an increasing number of young smartphone users with 72% of all young people living in Germany, which is significantly higher than it was a few years ago. Responding to question of what is the most important app among adolescents, young people selected the messengerapp WhatsApp with 81% as their favourite app (MPFS., 2013). But how does it stand - especially with regard to young people - with communication routines of such devices and in particular with instant messengers? Are teenagers today still able to make a life far away from constant communication pressure? What is the influence peers and peergroups do have in such communication processes and how reflexive young people can actually deal with such instant messengers or any communication routines? Therefore, the study is attempting to interview young people in terms of their ability to reflect themeselves. Furthermore, the question of structures of individual user behavior and action and communication practices should be clarified. The underlying construct of self-reflection goes back on the structural education of media by Winfried Marotzki and Benjamin Jörissen (Jörissen, B. & Marotzki, W., 2009). These assume, that there are dimensions of life-world orientation in which individuals can view an increasingly complex world and perceive, on which they can make a reflexive relation to themselves and others through the four dimensions of knowledge, action, borders and biography.
Method
Expected Outcomes
References
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