An increasingly mediatized childhood (Drotner, 2005; Livingstone & Drotner, 2008) and coming of age can no longer be thought of outside of highly digitized social contexts (Green et al., 2021; Mascheroni & Siibak, 2021). Children and adolescents need digital and media skills to function autonomously in these contexts, which they acquire in different social spaces - most frequently and first and foremost at home, followed by peer groups, school, and extracurricular activities. Studies show that media use in leisure time is more advanced than use in school, making family and peers important spaces for acquiring "informal media skills" (Drotner, 2005, pp. 47-48). When it comes to the use of technologies and the different modalities of their use, the relationships of connections and disconnections of the mentioned spaces are also interesting, e.g., school and home. Since children's and young people's everyday practices of information, knowledge, and media use, and of course learning, reading, homework, seminar, and project work, as well as self-expression, socializing, playing, etc., are constructed alongside mass media or increasingly through social media, it is necessary to understand what role the sources mentioned above and spheres of activity play for children and adolescents in shaping both their diverse media repertoires and their subjectivities more generally.

Particular attention should also be paid here to the question of gendered digital and media practices. As we know from existing research, despite equality and gender mainstreaming, women and girls still have fewer opportunities to use ICT effectively, even though access to and availability of new technologies has increased significantly. Moreover, gender gaps in digital inclusion likely lead to gender inequalities in other areas, such as labour markets, fair-paying jobs, etc. (Mariscal et al. 2019).

If we are to achieve gender equality as proposed in objective five of the 2030 Agenda for Sustainable Development (United Nations, 2015), we must work to eliminate gender inequality, including the gaps in media and digital literacy (Buckingham, 2011; Livingstone and Bovill, 2013).

Regarding education, girls are, on average, more successful than boys. Data show that girls outperform boys at all levels of education. In recent decades, they have also advanced into prestigious disciplines such as medicine and law, which were historically male strongholds (Bourdieu, 2001). However, despite this success of girls and women in the educational field, a closer look at the available data shows that we are still witnessing gendered educational choices; i. e., young women show more interest in humanities, social sciences, education, nursing professions like social and health care, or administrative work; on the other side, young men choose computer science, mathematics, natural sciences, engineering, construction, and production and technologies) (Tašner & Rožman, 2015).

The reasons for this lie in the conventional images of masculinity and femininity (Bourdieu, 2001) that contribute to our expectations of boys and girls, which essentially also shape expectations of and perceptions of their parents, including their digital and media skills and abilities. The socialization of boys and girls is gendered not only because their parents' expectations of them are gendered but also because mothers and fathers have different skills and capitals or are perceived differently by their children. One of the contexts in which gender and generational differences appear to have a strong influence relates to digital and media literacy (Buckingham, 2003; Buckingham et al., 2005; Livingstone & Bovill, 2013). Our findings from a qualitative part of a Slovenian research project suggest that there appear to be gendered views of parental technology literacy among school children. Several gendered positions on parental use of technology and media emerge from semi-structured in-depth interviews conducted online with 67 primary and secondary school students across Slovenia.

Our paper presents selected partial results from a Slovenian research project on youth's media repertoires. The project focuses on studying how media forms an integral part of young people's everyday lives and how the conglomerate of various media, different media uses and practices, tastes, skills, etc., is integrated into their lives. The project has several sub-foci, including digital and media literacy and gender differences. For the project, we adopted the definition of critical media literacy (Kellner & Share, 2005), which according to Ranieri and Fabbro (2019), demands a four-dimensional educational approach: 1. material and cognitive access to the media, 2. familiarity with the mechanisms that govern the media landscape, 3. productive-creative competencies, and 4. environment that is promoting learning opportunities aimed at reflection and participation in the digitized everyday live (2019, p. 57). Furthermore, we base our work on a Bourdieusian framework and understand digital and media literacy as developing in interaction with different social arenas. For our research, the three most important were peers, school, and family, especially the latter, as the family represents the primary arena of socialization - the formation of media repertoires and media literacy, which depends heavily on the culmination of different forms of family capital. We conducted 67 semi-structured in-depth interviews with primary and secondary school students throughout Slovenia. Thirty-seven of them were women, and 30 were men. Twenty-seven attended elementary school, 16 attended vocational school, and 24 attended high school (gymnasium). They were between 12 and 19 years old and were from urban, suburban, and rural areas.

Our interviewees' responses give us an insight into their parents' gender-specific digital and media skills. While fathers are generally seen as more tech-savvy, they consider their mothers less interested and less competent in using media, except for social media. In a way, this is similar to some findings on boys' and girls' media use, which show that girls are more likely to engage with the social aspects of digital than boys, while boys are seen as more competent in dealing with the technical aspects. However, this finding raises more questions than it answers. First, knowing, for example, that in most families, mothers are still the principal caregivers this raises the question of gender-specific media regulation, not only in terms of different rules for boys and girls but also in terms of approaches to regulating media use in general and teaching media and digital skills to their children. If mothers are, as our insights suggest, less interested in media use and less knowledgeable about the workings of media and devices, how do they regulate their children's media practices? Is this a new area that provides unique opportunities for fathers as caregivers? Second, with media shaping more and more of our everyday lives, including family lives, how does this impact the parental and gendered division of labour, and what are the implications of this division for labour for boys and girls and their media and digital literacy?

Bourdieu, P. (2001). Masculin Domination.Polity Press Buckingham, D. (2003). Media education : Literacy, learning and contemporary culture. Polity Press. Buckingham, D., Banaji, S., Carr, D. B., Cranmer, S., & Willett, R. (2005). The media literacy of children and young people: a review of the research literature. Drotner, K. (2005). Mediatized Childhoods: Discourses, Dilemmas and Directions. In J. Qvortrup (Ed.), Studies in Modern Childhood: Society, Agency, Culture (pp. 39-58). Palgrave Macmillan UK. https://doi.org/10.1057/9780230504929_3 Green, L., Holloway, D., Stevenson, K., Leaver, T., & Haddon, L. (Eds.). (2021). The Routledge companion to digital media and children. Routledge. Kellner, D., & Share, J. (2005). Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse, 26(3), 369-386. https://doi.org/10.1080/01596300500200169 Livingstone, S., & Bovill, M. (2013). Children and their changing media environment: A European comparative study [Book]. Elsevier Scopus. https://doi.org/10.4324/9781410605184 Livingstone, S., & Drotner, K. (2008). Editor's introduction. In K. Drotner & S. Livingstone (Eds.), The international handbook of children, media and culture (pp. 1-16). SAGE Publications. Mariscal, J., Mayne G., Aneja, U.&Sorgner, A. (2019). Bridging the Gender Digital Gap. Economics: The Open-Access, Open-Assessment E-Journal, 13 (2019): 1-12. http://dx.doi.org/10.5018/economics-ejournal.ja.2019-9 Mascheroni, G., & Siibak, A. (2021). Datafied childhoods: Data practices and imaginaries in children's lives. Peter Lang Publishing. Ranieri, M., & Fabbro, F. (2019). Theorising and designing media and intercultural education : A framework and some guidelines. In M. Ranieri (Ed.), Media education for equity and tolerance : Theory, policy, and practices (pp. 51-82). Aracne editrice. Tašner, V., & Rožman, S. (2015). The influence of changes in the field of education on the position of women in Slovenian society and politics. In Gender Structuring of Contemporary Slovenia (Vol. 9, pp. 37-54). Elsevier Scopus. https://doi.org/10.3726/978-3-653-05498-9