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Digital media have become integral to schoolchildren's lives, both within educational and non-educational settings. Educators emphasize the importance of bridging the gap between school learning and children's out-of-school activities. To identify potential variations and commonalities, we investigated key situations with digital media among lower secondary schoolchildren in Germany, aiming to determine which themes are especially relevant in different settings. We analyzed the media usage of German schoolchildren (ages 10 to 17) in class and outside of school using a mixed-method approach with a focus on the qualitative facets of key situations. For this purpose, 49 schoolchildren from seven schools were asked to complete media diaries. Over a six-week period, they documented key situations with details on setting, emotional experiences, post-communication, social support, and self-reflection. We analyzed the key situations using content and frequency analyses. The schoolchildren reported 145 key situations, from which we developed a categorization system comprising 15 distinct categories. The most reported key situations involved \"playing video games\", \"digital learning or homework\", and \"online communication or content sharing\". Most key situations (115) took place outside of school, while 30 occurring in class. Schoolchildren mostly reported key situations that involved feelings of happiness and low levels of arousal. They discussed key situations more often and in greater depth with family members and school friends, and less often with school staff or non-school friends. Key situations were discussed more often face-to-face than online. Notably, schoolchildren engaged in self-reflection on their key situations, including concerns about excessive media use. Overall, the study provides comprehensive insights into the digital media behaviors of schoolchildren, highlighting individual differences and preferences. The discussion offers valuable implications for both educational practice and future research, particularly regarding the integration of digital media into formal educational settings.

Digital media have become integral to schoolchildren's lives, both within educational and non-educational settings. Educators emphasize the importance of bridging the gap between school learning and children's out-of-school activities. To identify potential variations and commonalities, we investigated key situations with digital media among lower secondary schoolchildren in Germany, aiming to determine which themes are especially relevant in different settings. We analyzed the media usage of German schoolchildren (ages 10 to 17) in class and outside of school using a mixed-method approach with a focus on the qualitative facets of key situations. For this purpose, 49 schoolchildren from seven schools were asked to complete media diaries. Over a six-week period, they documented key situations with details on setting, emotional experiences, post-communication, social support, and self-reflection. We analyzed the key situations using content and frequency analyses. The schoolchildren reported 145 key situations, from which we developed a categorization system comprising 15 distinct categories. The most reported key situations involved \"playing video games\", \"digital learning or homework\", and \"online communication or content sharing\". Most key situations (115) took place outside of school, while 30 occurring in class. Schoolchildren mostly reported key situations that involved feelings of happiness and low levels of arousal. They discussed key situations more often and in greater depth with family members and school friends, and less often with school staff or non-school friends. Key situations were discussed more often face-to-face than online. Notably, schoolchildren engaged in self-reflection on their key situations, including concerns about excessive media use. Overall, the study provides comprehensive insights into the digital media behaviors of schoolchildren, highlighting individual differences and preferences. The discussion offers valuable implications for both educational practice and future research, particularly regarding the integration of digital media into formal educational settings.

Digital media have become integral to schoolchildren's lives, both within educational and non-educational settings. Educators emphasize the importance of bridging the gap between school learning and children's out-of-school activities. To identify potential variations and commonalities, we investigated key situations with digital media among lower secondary schoolchildren in Germany, aiming to determine which themes are especially relevant in different settings. We analyzed the media usage of German schoolchildren (ages 10 to 17) in class and outside of school using a mixed-method approach with a focus on the qualitative facets of key situations. For this purpose, 49 schoolchildren from seven schools were asked to complete media diaries. Over a six-week period, they documented key situations with details on setting, emotional experiences, post-communication, social support, and self-reflection. We analyzed the key situations using content and frequency analyses. The schoolchildren reported 145 key situations, from which we developed a categorization system comprising 15 distinct categories. The most reported key situations involved \"playing video games\", \"digital learning or homework\", and \"online communication or content sharing\". Most key situations (115) took place outside of school, while 30 occurring in class. Schoolchildren mostly reported key situations that involved feelings of happiness and low levels of arousal. They discussed key situations more often and in greater depth with family members and school friends, and less often with school staff or non-school friends. Key situations were discussed more often face-to-face than online. Notably, schoolchildren engaged in self-reflection on their key situations, including concerns about excessive media use. Overall, the study provides comprehensive insights into the digital media behaviors of schoolchildren, highlighting individual differences and preferences. The discussion offers valuable implications for both educational practice and future research, particularly regarding the integration of digital media into formal educational settings.

The most frequently encountered symbiont on tree roots is the ascomycete Cenococcum geophilum, the only mycorrhizal species within the largest fungal class Dothideomycetes, a class known for devastating plant pathogens. Here we show that the symbiotic genomic idiosyncrasies of ectomycorrhizal basidiomycetes are also present in C. geophilum with symbiosis-induced, taxon-specific genes of unknown function and reduced numbers of plant cell wall-degrading enzymes. C. geophilum still holds a significant set of genes in categories known to be involved in pathogenesis and shows an increased genome size due to transposable elements proliferation. Transcript profiling revealed a striking upregulation of membrane transporters, including aquaporin water channels and sugar transporters, and mycorrhiza-induced small secreted proteins (MiSSPs) in ectomycorrhiza compared with free-living mycelium. The frequency with which this symbiont is found on tree roots and its possible role in water and nutrient transport in symbiosis calls for further studies on mechanisms of host and environmental adaptation. The ascomycete Cenococcum geophilum is a beneficial mycorrhizal symbiont found frequently on tree roots. Here the authors use comparative genomics and transcriptomics to define genomic signatures that differentiate the beneficial C. geophilum from its saprotrophic and pathogenic relatives.