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This article first outlines the characteristics of youth as a developmental stage, as well as the nature of youths' social and familial interactions, to explain the context in which youth digital culture emerges. Specifically, it explains how youth digital culture influences youths' identity formation and is both constitutive of and influenced by their peer culture.

Information and communication technology (ICT) is often heralded to boost student learning. In this paper, we investigate the supposed benefits of ICT on student educational performance by considering the varied forms of ICT resources – access, skills, efficacy and different usage practices. We also examine the relationship between parental background, ICT and educational performance, employing notions from social reproduction and mobility theory, thereby investigating its role in processes of intergenerational transmission of educational inequality. Using PISA 2018 data, we examine 123,006 students’ performance in Math and Reading. Results from fixed effects models indicate that ICT resources have a generic benefit to student learning, and mostly function as means to social reproduction. Our results indicate that having more ICT access and ICT skills seem to be most beneficial for students from advantageous family backgrounds, whereas using ICT for gaming seems most detrimental for high-SES students.

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The media frequently report on deviant activity because of its inherent newsworthiness. Fictional works in the form of visual, textual, audio, and video content often employ similar narratives as well. However, deviance is often sensationalized, and such extreme portrayals may trigger moral panics and public outrage. It is often claimed that extensive coverage of deviance may encourage further acts of deviance, yet such arguments ignore the active role audiences play in the consumption and interpretation of media representations.

Media literacy education in Singapore has a relationship of interdependence with the city‐state's economic priorities. Anticipating the general shift toward an information‐based society, the Singapore government has undertaken various initiatives to establish a robust information and communication technology (ICT) infrastructure and an ICT‐savvy citizenry. This discussion also situates media literacy education within the larger context of the highly duopolistic and regulated media industry and structured education system. The authors conclude with a discussion of media literacy education efforts both in the formal education system and in public education.