"Lifeworlds in Online Social Networks in Germany: ONLINE MARKET SEGMENTATION THROUGH SOCIAL STRUCTURE ANALYSIS" provides information about the German Social Network Market during the raising period of WhatsApp and Instagram. The research targets on a comparison of existing lifeworld (oriented on the German SINUS MILIEUS) and their online behavior. The research is influenced by the social structure analysis of Pierre Bourdieu which questioner was used to ask Internet users in Germany regarding their preferences and behavior. For the analysis 1.607 fulfilled questionnaires could be used. The resulting analysis provides information about the online and offline preferences of digital vanguards and responsibility-driven individuals. Those preferences were distinguished regarding i. e. media usage, purchase behavior und social network interaction.

This volume showcases interdisciplinary research on young people’s media lifeworlds originating from the research platform #YouthMediaLife at the University of Vienna and its first international conference in 2021. From big questions about our research practices during pandemic times to smaller data sets focusing on specific platforms and historical or geographical particularities, the volume constitutes a diverse collection with a broad thematic heading and, as such, demonstrates the range and scope of this research field. It offers to its readers the opportunity to learn about broader approaches to interdisciplinary research and provides case studies that are very specific in their focus and illustrate irritations and concerns with contemporary media practices.

In religious education, digitization and mediatization processes result in the transformation of conventional media formats. This leads to the development of new media formats, which in turn necessitates a redefinition of the relationship between religious education and the media. Keeping this in mind, this volume first examines the importance of media for specific theological disciplines, and then discusses current media-pedagogical and media-didactic approaches. Later in the book, the authors develop didactic perspectives on various methods; these include internet-based archive work and the use of digital teaching materials. They also deal with current questions regarding religious education, such as inclusion and cyber bullying, etc. Finally, they identify some of the main didactic challenges for religious instruction in a mediatized world. This volume is a plea for a wider understanding of education, and is based in part on a German-Swedish teaching and research cooperation. Following this example, it focuses on a future-oriented networking of plural forms of education. This resource is designed for students of theology and religious sciences as well as for religious education teachers.

This book provides a wide-ranging theoretical and empirical overview of the disparate achievements and shortcomings of global communication. This exceptionally ambitious and systematic project takes a critical perspective on the globalization of communication. Uniquely, it sets media globalization alongside a plethora of other globalized forms of communication, ranging from the individual to groups, civil society groupings, commercial enterprises and political formations. The result is a sophisticated and impressive overview of globalized communication across various facets, assessing the phenomena for the extent to which they live up to the much-hyped claims of globalization’s potential to create a globally interdependent society. The setbacks of globalization, such as right-wing populism and religious fundamentalism, can only be understood if the shortcomings of global communication are taken more seriously. Covering all types of cross-border global communication in media, political and economic systems, civil societies, social media and lifeworlds of the individual, this unique book is invaluable for students and researchers in media, communication, globalization and related areas.

An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by 'pedagogy 2.0') of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers' professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education. - Includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT) - Provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning - Gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways