ABSTRACT
Research into children and media has grown rapidly over the last two decades. Nevertheless, I will argue that knowledge about children’s actual media practices-that is what children actually do with media, as well as what contributes to the regulation of their doings with the media technologies and content — is still relatively poor. This claim rests on three related observations. Firstly, the fact that most research in the fi eld seems to have restricted its focus on the discursive or linguistically expressed aspects of children’s media practices. Secondly, that the context-dependency, hence variability, in meaning of practice leaves researchers with interpretative challenges and uncertainties that need further attention. And thirdly, that the accounts parents and children give of their media environments and lives, grasp only but one aspect of what life in the new media environment actually entails.
