ABSTRACT
The present chapter claims that digital media serve to complexify adult discourses on children’s means of knowledge formation. This is because children’s digital media usage both challenges and supports norms of correct knowledge formation that are traditionally codified by education. The claim is supported by analyses of public discourses as they have played out in the Nordic countries of Europe since around 2000. Overall, the results demonstrate two important joint trends. One is a focus on individual and nation state regulation with little attention being paid to transnational regulation of digital platforms. Another trend is defining digital media as technologies while neglecting their substance and communicative functions.
