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This is the first book to take us inside Youth Radio for a fascinating, behind-the-scenes look at a unique, Peabody Award-winning organization that produces distinctive content for outlets from National Public Radio to YouTube. Young people come to Youth Radio, headquartered in Oakland, California, from under-resourced public schools and neighborhoods in order to produce media that will transform both their own lives and the world around them. Drop That Knowledge weaves their compelling personal stories into a fresh framework for understanding the relationship between media, learning, and youth culture at a moment when all three spheres are undergoing dramatic change. The book emphasizes what is innovative and exciting in youth culture and offers concrete strategies for engaging and collaborating with diverse groups of young people on real-world initiatives in a range of settings, online and in real life.

Seen as a land of sunshine and opportunity, the Golden State was a mecca for the post-World War II generation, and dreams of the California good life came to dominate the imagination of many Americans in the 1950s and 1960s.Nowhere was this more evident than in the explosion of California youth images in popular culture.

In The Young and the Digital, S. Craig Watkins skillfully draws from more than 500 surveys and 350 in-depth interviews with young people, parents, and educators to understand how a digital lifestyle is affecting the ways youth learn, play, bond, and communicate. Timely and deeply relevant, the book covers the influence of MySpace and Facebook, the growing appetite for ';anytime, anywhere' media and ';fast entertainment,' how online ';digital gates' reinforce race and class divisions, and how technology is transforming America's classrooms. Watkins also debunks popular myths surrounding cyberpredators, Internet addiction, and social isolation. The result is a fascinating portrait, both celebratory and wary, about the coming of age of the first fully wired generation.From the Trade Paperback edition.

Seen as a land of sunshine and opportunity, the Golden State was a mecca for the post-World War II generation, and dreams of the California good life came to dominate the imagination of many Americans in the 1950s and 1960s. Nowhere was this more evident than in the explosion of California youth images in popular culture. Disneyland, television shows such asThe Mickey Mouse Club,Gidgetand other beach movies, the music of the Beach Boys--all these broadcast nationwide a lifestyle of carefree, wholesome fun supposedly enjoyed by white, middle-class, suburban young people in California.Tracing the rise of the California teen as a national icon, Kirse May shows how idealized images of a suburban youth culture soothed the nation's postwar nerves while denying racial and urban realities. Unsettling challenges to this mass-mediated picture began to arise in the mid-1960s, however, with the Free Speech Movement's campus revolt in Berkeley and race riots in Watts. In his 1966 campaign for the governorship of California, Ronald Reagan transformed the backlash against the \"dangerous\" youths who fueled these actions into political triumph. As May notes, Reagan's victory presaged a rising conservatism across the nation.

This book explores the relationship of the media and politics to America's largest generational group, the millennial generation. As the group has become voting eligible since the 2008 election, the traditional news media has been largely critical of youth behaviors, civic engagement, and political participation. Novak addresses how this primarily negative coverage has significantly influenced the generation's views of politics and news media, and has contributed to their adoption of digital technologies in the search of more equitable and trustworthy political information. Media, Millennials, and Politics explores how this relationship has unfolded across the 2008, 2010, 2012, and 2014 American elections and provides insight into what political participation in the millennial generation may look like in the future.

There is much controversy about the dangers of a free media when it comes to children and adolescents. Many believe that this constitutional right should be amended, altered, or revoked entirely in order to prevent the young from being negatively influenced. Graphic violence, sexual content, and the depiction of cigarette smoking have all come under fire as being unacceptable in media that is geared toward adolescents, from television and movies to magazines and advertising. Yet not much has been written about the developmental science behind these ideas, and what effects a free media really has on adolescents. This book presents a synthesis of all current knowledge about the developmental effects of a free media on adolescents. The author first presents a full analysis of research studies into the media's effects on adolescents in four key areas: sexuality, violence, smoking, and body image. All findings are assessed within the context of normal adolescent development. The author then discusses how this knowledge can be used to inform current standards for the regulation of free speech with regard to adolescents. Both legal restrictions and less formal regulatory bodies (schools, parent groups, etc.) are reviewed in order to present a full picture of the ways in which a free media is constrained to protect adolescents' development.

Examining the 1950s debate over the media and juvenile delinquency, this study shows how the development of youth culture and the rise of a mass-media society became intertwined and confused.

This new work summarizes the research on all forms of media on children, looking at how much time they spend with media everyday, television programming and its impact on children, how advertising has changed to appeal directly to children and the effects on children and the consumer behavior of parents, the relationship between media use and scholastic achievement, the influence of violence in media on anti-social behavior, and the role of media in influencing attitudes on body image, sex and work roles, fashion, & lifestyle.The average American child, aged 2-17, watches 25 hours of TV per week, plays 1 hr per day of video or computer games, and spends an additional 36 min per day on the internet. 19% of children watch more than 35 hrs per week of TV. This in the face of research that shows TV watching beyond 10 hours per week decreases scholastic performance.In 1991, George Comstock published Television and the American Child, which immediately became THE standard reference for the research community of the effects of television on children. Since then, interest in the topic has mushroomed, as the availability and access of media to children has become more widespread and occurs earlier in their lifetimes. No longer restricted to television, media impacts children through the internet, computer and video games, as well as television and the movies. There are videos designed for infants, claiming to improve cognitive development, television programs aimed for younger and younger children-even pre-literates, computer programs aimed for toddlers, and increasingly graphic, interactive violent computer games. *Presents the most recent research on the media use of young people*Investigates the content of children's media and addresses areas of great concern including violence, sexual behavior, and commercialization*Discusses policy making in the area of children and the media*Focuses on experiences unique to children and adolescents

American youth are awash in media. They have television sets in their bedrooms, personal computers in their family rooms, and digital music players and cell phones in their backpacks. They spend more time with media than any single activity other than sleeping, with the average American eight- to eighteen-year-old reporting more than six hours of daily media use. The growing phenomenon of \"media multitasking\"--using several media concurrently--multiplies that figure to eight and a half hours of media exposure daily. Donald Roberts and Ulla Foehr examine how both media use and media exposure vary with demographic factors such as age, race and ethnicity, and household socioeconomic status, and with psychosocial variables such as academic performance and personal adjustment. They note that media exposure begins early, increases until children begin school, drops off briefly, then climbs again to peak at almost eight hours daily among eleven- and twelve-year-olds. Television and video exposure is particularly high among African American youth. Media exposure is negatively related to indicators of socioeconomic status, but that relationship may be diminishing. Media exposure is positively related to risk-taking behaviors and is negatively related to personal adjustment and school performance. Roberts and Foehr also review evidence pointing to the existence of a digital divide--variations in access to personal computers and allied technologies by socioeconomic status and by race and ethnicity. The authors also examine how the recent emergence of digital media such as personal computers, video game consoles, and portable music players, as well as the media multitasking phenomenon they facilitate, has increased young people's exposure to media messages while leaving media use time largely unchanged. Newer media, they point out, are not displacing older media but are being used in concert with them. The authors note which young people are more or less likely to use several media concurrently and which media are more or less likely to be paired with various other media. They argue that one implication of such media multitasking is the need to reconceptualize \"media exposure.\"