Europe has experienced deep social changes over the last thirty years, and they have been profound and significant ones (Delors, 1993). Some of these changes are:

•        Inversion of the population pyramid.
• Extension of compulsory education systems and the increase of population in non-compulsory educational systems.
• Changes in family structures: a major incorporation of women into the labour market, parents spend less time with their children, new types of family ...
• Development of new information and communication technologies and audiovisual media.
• Childhood, youth and adulthood culture (an earlier physical and mental maturity, an early sexual initiation, an increasingly shorter childhood, an increase on youth criminality, a growth of young victims of crimes...).
• Changes in the patterns of consumerism and social life use.
• Among the changes cited, it is worth highlighting the technological revolution; (Kraut, Lundman and Patterson have compared the impact of the technological revolution to the effects of telephone and television (1998)). It is undeniable that today we are experiencing a massive use of electronic tools that have modified and are still modifying the way we communicate, the way we entertain ourselves, the way we use our time (Suoronta, 2003), the way we get educated or the way we work. That being the case, and as a consequence new forms of knowledge and know-how are being demanded, and in the same way new ways of being and doing are appearing (Delors, 1993).

Consequently new debates and discussions within the world of education are being put forward. It is unquestionable that:

“ The educational environment cannot remain outside the enormous wealth of the communication revolution that is taking place” (Salinas, 2003:31)

Therefore, in this research the following objectives are considered:

1. The analysis of young¹ people comprehension of the media culture and the technology that surround them (the role these technologies play in their lives, the needs they answer to, the conflicts they lead to and the emerging interactions).

2. The analysis of the participation of these young people in the construction and deconstruction of the above mentioned culture.

3. The analysis of the kind of informal knowledge originated and produced from the use of digital technologies.

In this sense, this project focuses on young (1) people case studies, those who being consumers of digital technologies in private (or in public) are also involved in their development. For this reason, it is required to know and analyse the learning (and teaching) strategies concerning the use of ICTs. In the present study it is assumed that the various uses of ICTs carried out by the youth, whether in formal or informal contexts, may be considered as learning (and teaching) tasks.

This research do not just pretend to know and understand, but also to report youth productions and contributions to digital culture, to understand how they develop their creative capability, and to define accurately the same concept from their own perspectives.

[1] This research focuses on young people between 15 and 30 years old (as specified by the European Union).

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