The complex process of children's identity in new landscapes of media and culture
Bibliographic record
Abstract
Media's effects on children's behaviour and emotional status, as well as their vulnerability as Internet users and exposers are with no doubt two important areas within children and media studies. Nevertheless, research including children in the assumptions of media's role in everyday life needs to be emphasized. How children navigate in complex life worlds is of importance to many different research fields. Studies of media's role in children's lives will gain from including aspects of everyday life and notions of culture and identity processes. In order to understand the complexity of the modern landscapes of media and culture, the theoretical perspectives in this article are based on media and space, and how media influence cultures locally and globally. The aim is to discuss how children and adolescents reflect on culture and identity in their relationship to media. This discussion is based on two studies involving children in three disparate places, but with the similarities of having an extraordinary complex cultural and national structure: The Faroe Islands, Åland and Canada. The studies are based on different research methods, like interviews and text analysis. The findings suggest broader paths for the research of children and media for a deeper understanding of young media users' awareness of media's role in shaping and maintaining cultural identities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".