youthful media cultures: challenges and chances for librarians

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Youthful media cultures:Challenges and chances forlibrariansKirsten Drotner aa Centre for Child and Youth Media Studies,Department of Film and Media Studies , Universityof Copenhagen , DenmarkPublished online: 01 Jul 2009.

To cite this article: Kirsten Drotner (1998) Youthful media cultures: Challenges andchances for librarians, New Review of Children's Literature and Librarianship, 4:1,17-29, DOI: 10.1080/13614549809510600

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Youthful media cultures: challengesand chances for librariansKirsten DrotnerCentre for Child and Youth Media Studies, Department of Filmand Media Studies, University of Copenhagen, Denmark

The main argument of the paper is as follows: there exists an opposition betweencultural discourse, prioritising print media, and cultural practices engendered by amulti-faceted media culture of which print is only one dimension. This oppositionmaterialises very much as a generational opposition in cultural institutions ofleisure of which public libraries are absolutely central. Based on new quantitativeand qualitative data on juvenile media uses in Denmark, the paper first describesthe multimedia culture in two dimensions: innovation and integration. Together,these dimensions serve to relocate libraries in the everyday lives of the risinggenerations both materially and symbolically. Secondly, the paper focuses on waysin which these relocations call for renewed action by librarians and reflexivity ontheir professionalism.

Introduction

In Nordic mythology, the god Odin holds the power to chiselrunes and control their uses. Through the runes he may quenchfire, calm the sea and turn the wind as he pleases. The myths

invest written culture with magic forces. This connection betweenprint and power is still fundamental to the cultural discourses ofmodern, western societies: it permeates education, and it is acornerstone of our libraries. But today this discourse isincreasingly at odds with cultural practices and priorities.

My main argument is this: there exists an oppositionbetween cultural discourse and cultural practices engendered by amulti-faceted media culture of which print is only one dimension;and this opposition is very much a generational opposition that isplayed out in cultural institutions of leisure of which the publiclibraries are absolutely central.

In order to substantiate my argument, I shall first describesome important trends in youthful media cultures focusing on therelations between print, visual and digital media and takingDenmark as my empirical focus. Secondly, I shall outline somedilemmas facing the cultural discourse of public libraries as aresult of these new generational media practices in order to finally

The New Review of Children's Literature and Librarianship 1998 17

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suggest some possible routes of cultural action. The empiricalanalysis draws on results culled from a range of projects at theCentre for Child and Youth Media Studies at the University ofCopenhagen.

Empirical trends: InnovationThrough this century, the rising generations have been among thefirst to explore and experiment with new media technologies.Today, processes of media innovation are primarily related tocomputers and to new forms of media reception, respectively.

Children and young people of today are the first generationto grow up with computers - the most important and far-reachingof the new media - and the first to integrate them into theireveryday cultures. In general, older children and adolescents arethe social groups whose time use of media has increased mostdramatically since the introduction of computers. Moreover, thecomputer has hastened a decisive shift of emphasis in the directionof visual and digital over print media. The first national surveys ofDanish children's and adolescents' media usesNolcI demonstrate thatyoung Danes are at the international forefront in youthfulownership of computer media1:

FIG. 1. Percentage of 6-16-year-old Danes who own or have access to computer media.1998.

GameboyGames machineComputer-r cd-rom driveComputer+ cd-rom driveInternet link

Personal Ownership

All

342323

15

4

Boys

413030

23

7

Girls

271616

8

2

All

444073

52

25

Access in household

Boys

484977

59

29

Girls

403169

46

21

Despite the differences resulting from the time of data collection,it is obvious, that families with children are at the cutting edge inacquiring new media technologies which apart from the computercomprise VCRs, camcorders, fax, mobile phones and answeringmachines.

The New Review of Children's Literature and Librarianship 199818

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FIG. 2. Percentage of 15-18-year-old Danes who own or have access to computer media vsnational average, 1996."

Games machineComputer4- cd-rom driveComputer+ cd-rom driveInternet link

Personal Ownership Access in household National average

All

2525

13

3

Boys Girls All

4263

32

13

Boys

5169

40

16

Girls

3457 45

24 21

10 5

There are still marked gender differences in the use of computers.Young men spend an average of 1:19 hours a day with computers -more than twice as long as young women.4 Conversely, youngwomen spend twice as long reading for pleasure as do their malecounterparts. In general, young women are markedly moreinterested in print media than are young men (apart fromnewspaper reading), a result that accords well with studies in othercountries and for different ages.5

The gender differences are even more pronounced withchildren. Boys aged 9-16 spend an average of 1:22 hours per dayusing the computer - three times longer than girls who make dowith 27 minutes on an average day. However, book reading forpleasure show no marked gender differences with children: boysaged 9-16 spend an average of 19 minutes per day only slightlyless than their female friends who use 23 minutes.1

But while different media may divide the genders and whilewe see a shifting emphasis between print and digital media, thereis no indication that the visual and digital media are displacingolder media. The displacement theory is among the most recurringand resilient in research on children and television although neverproven according to Susan Neuman's recent overview.6 Certainly,our findings corroborate a positive correlation between televisionand leisure reading in the adolescent group. Thus, the most avidtv-consumers amongst those aged 15-18 are also the most avidreaders: 30 per cent of those who spend more than four hours perday watching tv read for pleasure for an hour or more according toFridberg.7 These results differ from those found, for example, in alongitudinal media study of Swedish children and adolescentswhere a negative correlation was found between book reading and

19The New Review of Children's Literature and Librarianship 1998 • •

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other forms of media use.8 Moreover, the minority of Danishadolescents outside education or paid employment are the mostdiligent readers of all, in that this group has the highest percentageof respondents spending more than four hours per day reading,namely six per cent, against, for instance, one per cent of theadolescents attending gymnasium.9

For young men, those who spend most time on computersalso read the most,10 a result which indicates that this group has itsbasis with middle-class families that have the strongest consumingpower and harbour a tradition for educative betterment with whichboth books and computers are associated. So, while the computer,as noted above, has accelerated the prominence of visual over printmedia, we do not see a general displacement of old media forn e w < Note2

The common-sense definition of the computer as yetanother medium in the range available, points to anotherinnovative trend in today's youthful media culture, a trend linkedto new forms of reception. For despite the increasing importance ofvisual media it is true to say that in general older children andnotably adolescents are media innovators in the sense that they arethe group in Danish society that makes the fullest use of the mostmedia. This may be gauged from two sources: their ownership oftechnological hardware and their time using it. Young Danes, andnotably boys, easily top the list when it comes to media equipmentin the home, and it is a fair guess that the industrial investmentsmade in media hardware over the last 15 years are rivalled bysimilar investments made by families with children at home.Young Danes also distribute their media use across a range of theirnumerous media gadgets.Note3

FIG. 3. Mean time use (hrssmin) oti average day of various media1"

Reading a bookWatching tvWatching a videoListening to radioUsing computer atat homeTotal

6-16-year-olds 1998

All

0:212:360:490:580:53

5:37

Boys

0:192:430:530:541:22

6:11

Girls

0:232:300:461:010:27

5:07

15-18

All

0:462:501:031:570:59

7:35

-year-olds 1996

Boys

0:313:001:061:501:19

7.5

Girls

0:582:421:012:020:39

7:22


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Two significant tendencies stand out from Figure 3: boysconsistently spend more time than girls on the media even if thegender gap narrows in adolescence. And the quite substantial totaltime use indicate that the young use various media together thusspurring what in many European countries is labeled as an"American" reception pattern. Hence, the rising generation may betermed a multi-media generation in three senses: they use thewidest range of media, they use them together and notably olderboys and young men actively explore interactive computing (cd-rom and internet). Conversely, it is not feasible to label today'syoungsters 'the computer generation' or 'N-gen'12 just as theirparents were defined as a television and possibly a rock musicgeneration in the sense that these media were new during theirformative years and still colour their media preferences, while thegeneration of grandparents belong to a film and radiogeneration.Nole4

Empirical trends: IntegrationThe enormous rise over the last 15 years in the output andavailability of media for leisure-time use have made mediatedforms of communication an almost imperceptible part of everydaylife. Most media are integrated as routine aspects also in the livesof children and young people which is indicated by the fact thatthese groups will often apply various media at the same time anduse them as a backdrop to other activities. Hence, the increasingintegration of the media turn them into what may be calledbackground media. But not least for the rising generation the verysame media may quickly turn into centre-stage media: youngchildren look forward to the children's hour on tv or the cartoonson Saturday mornings, while older children and adolescents willregularly turn certain films or tv-series into events, even rituals:thus the teen soap Beverly Hills 90210 made groups of youngDanes congregate every week, staging pyjama parties and eatingparticular forms of food.13

This dual function of the media indicates two differentforms of reception: many older children and young people use themedia extensively, they are able to scan a wide range of mediatedexpressions and select those that 'feel right' for intensiveenjoyment. This more complex orientation into and selection of

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various media and genres, the combination of extensive andintensive media use, nuances the widespread labeling in publicdiscourse of contemporary youngsters as a zapper generationwithout ability of concentration or immersion into a singlepreoccupation.

And as the Swedish media and youth researcher ErlingBjurstrom has recently demonstrated in a major empirical study,the very combination of different media forms nurture processes oftaste distinction across the media landscape, processes that werepreviously left to different genres of music.14

But the media today are not only embedded into the socialfabric. They increasingly act also as catalysts in the formation ofsocial networks in childhood and adolescence: youngsters maymeet with particular friends only for special video nights and notfor other occasions.15 16-year-olds phone up their fathers'colleagues to ask for new versions of computer programmes andvice versa: 45-year-old men seek advice with boys twenty yearstheir junior about the latest fad in Red Alert or MUDs.16 As may beseen, this social networking tends to reverse what may be calledthe 'horizontal patterns of social and cultural socialisation' thathave been prominent in industrialised countries over the lastgenerations: peers have taken priority over kin in everydayinteraction so that today most of the young know relatively fewpeople outside their own cohorts. Now, the multi-media generationapproaches a more 'vertical pattern of socialisation' prevalent withmost children and young people until the late-19th century whenolder siblings, cousins or adults of authority operated as foci ofeveryday interaction. It seems evident that the rapidly increasingimportance played by chat groups on the Internet will hasten suchmodes of vertical communication - even if they may notimmediately be known and acknowledged as such by theparticipants.

The gendering of media and cultural spaceThe Danish surveys of media use in childhood and adolescencegenerally show very few regional differences while the mostmarked differences are differences of gender, and here computeruse and leisure reading top the list: as mentioned young womenspend twice as long time on leisure reading as do young men and


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vice versa on computing. It seems obvious that for the young printculture has no particular magic powers anymore. It has becomeinstitutionalised as part of statutory schooling and holds littlepersonal enchantment for boys once the ability to read has beenacquired. Our data paint a picture in which girls grow up tobecome the caretakers of traditional culture as documented in printmedia such as novels, poetry and magazines, while their malepeers nurture a virtual future in cyberspace if they are not busytraining their strategic skills in complex computer games of actionand exploration.

Will the future development of computer technologystrengthen already marked gender boundaries? Or will theseboundaries be crossed by multi-media that speak less totechnological exploration? And how may cultural and educationalpolicies - including the policies governing public libraries - serveto help redress these gendered imbalances? Several studies havenoted that girls and women apply the computer as a means to anend while boys and men will often treat computing as a goal initself.1718 Perhaps, girls' exploratory interest will be advanced byfuture generations of computers with more appealing graphics,user-friendly interfaces and software genres that appeal to girlsand women. Conversly, the rapid advancement of micro-computers applied in everyday commodities from toothbrushes tokeys and heating systems may sensitise boys' to more pragmaticviews on computing.

Maybe of more immediate importance for cultural politics isthe re-gendering of public and private spaces induced by VCR'sand home computers. Notably in the middle classes, these mediatechnologies have acted as catalysts in a domestication of boys'and young men's leisure patterns that, at least in Denmark, isreinforced by boys dropping out earlier than girls of sports clubsand social centres after-school hours. For male adolescents, a well-established interest in visual media meet with their wish to evadeadult supervision in an often intensive preoccupation with videosand computer games. For them, spatial domestication, culturalmediation and informalisation of leisure converge.

Conversely, girls and young women, who for generationshave had the bedroom as their physical and mental point ofdeparture, take more and more control over public spaces: they


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form increasing parts of associations and clubs, and since 1987they comprise the majority of teenage cinema audiences inDenmark. Several studies indicate that many young women todaytreat public spaces as arenas of assessing autonomy and exertingtheir social participation.1920 For them, mediation and leisure gotogether with an intensification of public social life. It seems avital question for cultural politics in general and for librarypriorities in particular to help influence these complex genderpractices and discourses of power.

Discourses of power and library practicesIn advanced modernized societies such as Denmark the mediaoccupy a central role as providers of intellectual and emotionalexperiences for the young and as tools for action. The rapidlyincreasing output of media has intensified the demands made onusers ' abilities to select and interpret mediated forms ofcommunication. From the above it should be clear that themajority of young Danes live in a dual media culture: in schoolprint culture still holds primary power together with oral forms ofcommunication. Conversely juvenile leisure time is a multi-faceted media culture in which print media is only one dimension -and one of decreasing importance to older boys and young men.Moreover, it should be obvious that girls and young women orientthemselves more towards public places while boys and young mendomesticate themselves. Together, these trends put the publiclibraries in a particularly difficult position given that they want tocontinue serving both genders and all ages of the young.

Seen from a female user's point of view and painting a verygeneral picture, the public libraries may be described as follows:they are useful because they offer an opportunity to get away fromhome to explore an activity approved and overseen by adults.Once inside, one encounters a number of 'good reads' chosen by agood number of adult women with insight into a wide range ofliterary genres. Seen from a male user's point of view thetraditional picture of the public libraries is less illustrious: to getthere is no big deal. And once inside, one is reminded of schoolwith the many books and the dominance of adult women with littleinterest or insight into visual or digital media.

While most librarians will know that this picture is no way


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near the truth, it undoubtedly colours children's and youngpeople's perceptions and actual use of libraries. Thus, in generalgirls and young women are more diligent users of public librariesthan are their male friends. But the tables are reversed when itcomes to using the Internet. Here schools top the list closelyfollowed by libraries: 30 percent of all Danes aged 6-16 have usedthe Internet at school (32 per cent boys and 28 per cent girls),while 26 per cent have tried it at libraries (29 per cent boys and 23per cent girls) - only third comes the home with 19 per cent (21per cent boys against 17 per cent girls). This strongly indicates thatthe library is still very attractive and is actually used given that thelibrary offers the right things. Not unnaturally, the use of librariesfor Internet use increases with age: 47 per cent of all adolescentsaged 15-16 have used the Internet at libraries against only two percent of those aged 6-7. What is more interesting in terms ofcultural politics is that children from the lowest social groups usethe Internet at libraries more than do their better-off friends: 28 percent of the low social groups against 27 per cent in the highestsocial group (Drotner 1998). Perhaps the public libraries todayserve similiar functions in terms democratising access to digitalmedia as they did previously in terms of print media?

These figures point to some interesting gender differences inthe use of public libraries, differences that it is essential forlibrarians to acknowledge and act upon. As I see it, the main assetof public libraries to boys and young men are not their location -most boys and young men already enjoy a wider and lesscircumscribed public range than do girls - and as alreadymentioned many middle-class boys have domesticated themselvesin recent years. Rather the main asset of the libraries may be whatis found inside - if boys like what is on offer such as access tocomputer use beyond the possibilities found at home or at school.Conversely with girls. To them, a main asset of public libraries istheir definition as semi-public spaces located between what adults(and many girls too) see as the safe but unexciting domestic spaceand the unsafe, but exciting public space. Once inside the library,however, girls often get rather few surprises since the selection andstaffing of the libraries comply with their female sphere ofreference and preference.


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Dialogic professionalismFor many librarians the acquisition of computer media areviewed as essential for two reasons: computers may help retain amale interest in libraries, and computers may help legitimatecontinued public funding to libraries because digital culture isviewed with awe in most public discourses. I, too, find it essentialthat public libraries enter the 21st century as centres of digital aswell as print media. But I also see some problems along the way tothis ideal. Leaving aside the pressing problems of economy, copy-right and access in getting libraries equipped with powerfulcomputers, I would like to point to two sets of issues relating tothe youthful users: One is the way in which the needs of boys andgirls are defined, the other is the way in which the professionalismof librarians is developed.

As for the definition of gendered needs, let me state thesepointedly: girls need computers too, and boys need to read. Andboth need professional adult guidance along the way. In anunderstandable effort to upgrade libraries with digital media,librarians may risk enhancing existing gender differences byfocusing all their energy on getting the lost male sheep into thelibrary fold while downplaying the computer needs of girls andyoung women and perhaps even obliterating to nurture theirliterary competences.

Librarians are among the top professionals in culturalcounseling. In order to retain this position into the 21st century itis vital that as a group librarians develop into multi-mediaprofessionals to match the present generation of young users -who, in turn, will be the future generations of adult users. In orderto do so, it is necessary that librarians extend their existingcompetences in assessing and disseminating literary quality to alsoencompass visual and digital media. The solution in thisdevelopment is not to substitute old media for new - as noted thiseasily widens existing gender gaps. Nor is the solution to simplymime youthful preferences in a populist attempt to be democratic.Rather the challenge is to retain and refine the librarian'sprofessional judgements of quality in print as well as visual anddigital media while enhancing the dialogue with both genders ofyoung readers. Luckily, experiments with this has been carried outalso in Denmark.21 In an age of informational overflow and


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increasing demands made on discrimination in the selection andinterpretation of mediated messages, the librarian's professionalguidance and suggestions of choice is needed more than ever alsoin the field of visual and digital media. Librarians shouldstrengthen their ability to listen to the young while daring to offerthem challenging answers: more than ever before do children andyoung people need librarians as lighthouses of quality in the sea ofinformation.

Personally, I think the public libraries are in a veryfavourable position to take on that role. Being positioned in localareas and being defined as part of youngsters' leisure sphere, thelibraries occupy a prime position to develop into focal areas ofinterest and concern for young users. To many children beyondthe age of 11-12 school is considered a necessary but uninterestingbasis of their daily lives. Conversely, leisure is often the focus oftheir daily lives: this is where they exert some autonomy andexplore experiences of pertinence. Local libraries hold the key tobecome part of, indeed locus of, such experiences given theirability to make themselves visible and valuable as lighthouses ofmulti-culture both in terms of the media on offer and the range ofusers. Odin may extend his magical powers.Financial support for the projects carried out at the Centre forChild and Youth Media Studies has been provided by the DanishResearch Council for the Humanities, 1994-98, Danish TeleComand the Danish Ministry of Culture.

Notes1. The findings are culled from two separate surveys. The first is a postal survey,

comprising nearly 3.000 Danes aged 15-18 and with data collection made in April1996; the second is a school-based, random-sample survey, comprising 1.400 childrenin four age bands (6-7, 9-10, 13-13, 15-16) with data collection made in February 1998.The latter is part of a major European research project on 'Children, Young People andthe Changing Media Environment', directed by Sonia Livingstone and George Gaskell,London School of Economics and involving 12 countries.22

2. It should be noted that to link computer media with innovation as is done in this sectionis an adult, analytical connection. Few children and young people in Denmark think ofthe computer as a new medium.23 They simply make use of the media available andassociate innovation with unusual design or alternative uses rather than with aparticular technology.

3 To the time use shown in figure 3 should be added cinema-going, and music-listeningdistributed across a range of media (cd, radio, casettes) and traditionally the mostimportant form of mediated culture for older children and adolescents.24,14


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4. That the young are innovators of media culture is no recent trend. Historically, theyhave often been the first to explore and apply new media forms - notably commercialmedia - from popular magazines and film to today's computerized infotainment. Whatis new is that the competences gained and needs served by the media are vital for thefuture prospects of the young both economically, politically and emotionally.

References1. DROTNER, K. Media for the Future: Danish Children and the Changing Media

Environment, 1998 (forthcoming), p. 42.

2. FRIDBERG, Torben et al. (1997) Mønstre i mangfoldigheden: de 15-18-årigesmediebrug i Danmark Copenhagen: Borgen. 1997, p. 42.

3. Danmarks Statistik. Nyt fra Danmarks Statistik 404 Copenhagen: Danmarks Statistik,1997, Table One.

4. Ibid., p. 42, 73.

5. ROE, K. and MUIJS, D. Literacy in the Media Age: Results from the First Wave of aLongitudinal Study of Children's Media Use and Educational Achievement Centre forAudience Research, Dept. of Communication, Katholieke Universiteit Leuven, 1995, p.43.

6. NEUMAN, S. Literacy in the Television Age. Norwood, NJ: Ablex, 1991.

7. FRIDBERG. Op. cit. p. 95.

8. JOHNSSON-SAMARGDI, U. 'Models of change and stability in adolescents' mediause', pp. 97-130 in Rosengren, Karl-Erik (ed), (1994) Media effects and beyond:culture, socialization and lifestyles. London: Routledge, 1994.

9. FRIDBERG, Op. cit., p. 139.

10. FRIDBERG, Op.cit., p. 96-98.

11. FRIDBERG, Op. cit., p. 94.

12. TAPSCOTT, D. Growing up digital: the rise of the net generation. New York:McGraw-Hill, 1998, p. 3.

13. POVLSEN, K.K. 'Global teen soaps go local. Beverley Hills 90210 in Denmark'Young: Nordic Journal of Youth Research 4 (4), 1996, 3-20.

14. BJURSTRÖM, E. Högt och lågt: Smak och stil i ungdomskulturen. Umeå: Boréa,1997. Dissertation.

15. JERSLEV, A. Personal communication on research project concerning youthful formsof horror film reception. Centre for Child and Youth Media Studies, University ofCopenhagen (work in progress).

16. LANGEMARK, G. Personal communication on ph.d. project concerning youngpeople's computer cultures. Centre for Child and Youth Media Studies, University ofCopenhagen (work in progress).

17. NISSEN, J. Pöjkarna vid datorn. Stockholm: Symposion Graduale, 1993.

18. TURKLE, S. The Second Self: computers and the human spirit. New York: Simon andSchuster, 1984.

19. KLEVEN, K.V. 'Deadly Earnest or Postmodern Irony: New Gender Clashes?' Young:Nordic Journal of Youth Research, 2 (3), 1993, 40-59.

20. NIELSEN, H.B. and RUDBERG, M. Psychological Gender and Modernity. Oslo:Scandinavian University Press, 1994.

21. KJÆ-OLESEN, T. Vores bibliotek: Rapport fra Projekt born og ungesmedbestemmelse på Bibliotekerne. Copenhagen: Det TværministerielleBorneudvalg/Danish Ministry of Culture, 1998.

22. LIVINSTONE, S. and GASKELL, G. (eds.) "Children and Young People in Front ofthe Screen' special issue. European Journal of Communication, 1998 (forthcoming).


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23. STALD, G. 'Borns mediebrug mellem fortid og fremtid' paper to the 13th NordicConference for Mass Communications Research, Finland, 1997.

24. ROE, K. Mass Media and Adolescent Schooling: Conflict or Co-existence? Stockholm:Almqvist & Wiksell, 1983. Dissertation.


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youthful media cultures: challenges and chances for librarians

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