Has free access to the universe of the Internet, via more digital devices than any parent can keep track of, really enabled young people to create for themselves worlds that are new and unknowable (to adults) within the core contexts of their adolescence? Some would argue that access to digital technologies is enabling young people to alter their worlds in quite substantial ways:

. . . children are using new technologies and digital media to build social connections across space-time, produce virtual ‘places’ in online spaces, and otherwise interrupt the spatiotemporal contours of their lives.