Transformation of BUMNTrack News Content on Digital Media In Achieving Sustainable Business

This study aims to determine the effectiveness of digital learning media in improving student learning motivation at SDN 2 Selat Hulu Kuala Kapuas. The study used a qualitative method with a case study approach. The subjects were teachers and sixth-grade students at SDN 2 Selat Hulu Kuala Kapuas. Data collection techniques were observation and interviews. The results showed that the use of digital learning media, such as instructional videos, PowerPoint presentations, illustrative images, and interactive platforms, significantly impacted student learning motivation. Digital media created a more interactive, enjoyable, and visual learning environment, thereby increasing student attention, enthusiasm, and active participation in the learning process. Students felt more enthusiastic, less bored, and grasped the material more quickly due to the engaging presentation through clear visuals and audio. The consistency between the results of interviews, observations, and data analysis strengthens the conclusion that digital learning media positively contributes to improving student learning motivation. This study recommends the use of digital media in a well-structured and well-scheduled manner to optimize its benefits in supporting optimal learning outcomes.

This study examines trends in adolescent health, well-being, risk behaviors, and digital media use among high school students in Finnmark, Arctic Norway. Using data from the Ungdata survey (2014-2023), trend analysis (N = 6,084 in Finnmark; N = 254,048 nationwide) revealed limited improvements in health indicators, with increases in digital media use, school-related stress, and depressive thoughts. Pairwise comparisons showed that Finnmark students had worse outcomes than the national average in most areas, except for substance use and antisocial behaviors. A deeper analysis of the 2021 Ungdata data among Finnmark students (N = 2,129), using PLS-SEM, identified peer interactions as a key driver of risk-taking behaviors, including substance use and rule-breaking. Family and school environments influenced rule-breaking but had limited effects on substance use. Digital media use was linked to drinking and rule-breaking behaviors, while experiences of bullying correlated with substance use and antisocial behaviors. Further investigation into digital and social media use (N = 2,086) revealed that digital media engagement was associated with family relationships, school connectedness, and local area satisfaction. In contrast, social media use was linked to peer dynamics, depression, and harassment. Excessive media use contributed to lower physical activity and reduced face-to-face interactions, exacerbating challenges related to geographic isolation and cultural diversity. The findings underline the need for public health interventions tailored to Finnmark's unique sociocultural context, emphasizing mental health support and addressing the role of digital and social media in adolescent development. Future studies should explore the behavioral dimensions of media use and incorporate ethnicity-related factors to gain a deeper understanding of these dynamics in the region.Key messages• Trend analysis shows limited health improvements among adolescents in Finnmark, with worse outcomes than the national average in most areas, highlighting the need to address regional disparities.• Internet use among adolescents in in Finnmark can improve social connections but is linked to increased risk-taking behaviors, substance use, and mental health issues like depression and bullying.

One indicator of development in early childhood is language development, however, a lack of stimulation for children can cause developmental disorders in early childhood. One of the stimulations in the digital era is the use of digital media, digital media is an audio-visual media which is calculated to be able to improve language skills in early childhood, where the use of digital media can help increase children's knowledge of vocabulary and color knowledge. , numbers, and text. This article aims to explain the role of digital media in early childhood language skills. Research on the role of digital media on young children's language skills uses a type of qualitative research in which data and information are obtained by collecting data through observation activities and case studies involving young children. The research results reveal that language skills in early childhood can be improved by using effective tools in the form of digital media, which need to be used wisely and under adult supervision. Language development in early childhood requires support from parents and educators by utilizing digital media, where in using digital media it is important to develop appropriate guidelines for parents and educators. Based on the previous explanation, it can be concluded that digital media has an important role as a development tool for young children, as long as it is used with full awareness of its impact and prioritizing healthy and in-depth social interactions in the language learning process. ABSTRAK Salah satu indikator perkembangan pada anak usia dini ialah perkembangan bahasa tetapi, dengan kurangnya stimulasi pada anak dapat menyebabkan gangguan perkembangan terhadap anak usia dini. Salah satu stimulasi di era digital ialah dengan pemanfaatan media digital, media digital merupakan suatu media audio visual yang diperhitungkan mampu meningkatkan kemampuan bahasa pada anak usia dini, yang mana dengan adanya pemanfaatan media digital dapat membantu dalam meningkatkan pengetahuan anak tentang kosa kata, pengetahuan terhadap warna, angka, dan teks. Artikel ini bertujuan untuk menjelaskan peran media digital terhadap kemampuan berbahasa anak usia dini. Penelitian peran media digital terhadap kemampuan berbahasa anak usia dini menggunakan jenis penelitian kualitatif yang mana dalam memperoleh data dan informasinya didapatkan dengan mengumpulkan data melalui kegiatan observasi dan studi kasus yang melibatkan anak usia dini. Hasil penelitian mengungkapkan bahwa kemampuan bahasa pada anak usia dini dapat ditingkatkan dengan menggunakan alat yang efektif berupa media digital, yang mana dalam penggunaannya perlu digunakan dengan bijak dan dalam pengawasan orang dewasa. Perkembangan bahasa pada anak usia dini perlu diberikannya dukungan dari orang tua dan pendidik dengan memanfaatkan media digital, yang mana dalam pemanfaatan media digital tersebut penting untuk mengembangkan pedoman yang tepat bagi orang tua dan pendidik. Berdasarkan penjelasan sebelumnya dapat disimpulkan bahwa media digital memiliki peran penting sebagai alat bantu perkembangan terhadap anak usia dini, asalkan dalam penggunaannya digunakan dengan penuh kesadaran akan dampaknya dan dengan mengutamakan interaksi sosial yang sehat dan mendalam dalam proses pembelajaran bahasa.

Abstract. In the digital era, print media has been replaced by digital media which is developing very quickly, therefore Pikiran Rakyat follows digital changes by managing news content at media convergence which makes it easier for readers to get the news they want, but the news content at that media will be problematic if not managed well, so that news content management is needed by managers in media convergence.This research aims to understand the management of news content in media convergence in Pikiran Rakyat. This research uses a case study with data collection techniques of in-depth interviews, literature study and observation. This research aims to explain in depth the management of news content in people’s minds during media convergence. The results of this research show that management policies are held by chief editor. The management’s strategic steps include searching for sources, planning, pouring, editing and distributing. In terms of management, the obstacles are human resources (human resources), while the reasons for the strength of the People’s Thought news content are business media and competitor positioning that differentiates them from competitors. Abstrak. Di era digital, media cetak telah tergantikan oleh media digital yang berkembang sangat cepat, oleh karena itu Pikiran Rakyat mengikuti perubahan digital dengan mengelola konten berita pada konvergensi media yang memudahkan para pembaca untuk mendapatkan berita yang diinginkan, namun konten berita pada media tersebut akan bermasalah jika tidak dikelola dengan baik, sehingga diperlukan suatu pengelolaan konten berita oleh para pengelola pada konvergensi media tersebut. Penelitian ini bertujuan untuk mengetahui pengelolaan konten berita pada konvergensi media di Pikiran Rakyat. Penelitian ini menggunakan Studi kasus dengan teknik pengumpulan data yaitu wawancara mendalam, studi pustaka serta observasi. Penelitian ini adalah untuk memaparkan secara mendalam mengenai pengelolaan konten berita pada konvergensi media di Pikiran Rakyat. Hasil penelitian ini menunjukan bahwa kebijakan pengelolaan dipegang oleh kepala redaksi yang dituangkan pada buku pedoman media. Pada langkah strategis pengelola yaitu dengan cara pencarian sumber, perencanaan, penuangan, pengeditan dan pendistribusian. Dalam hambatan pengelolaan yaitu pada SDM (manusia) sedangkan alasan sumber kekuatan konten berita Pikiran Rakyat sebagai media bisnis dan positioning competitor yang membedakan dengan competitor.

This study aims to describe the use of digital learning media in the IPAS subject (a combination of science and social studies) within the implementation of the independent curriculum in elementary schools. This research employs a descriptive qualitative design. The findings show that the use of digital learning media has been implemented effectively, meeting various educational media criteria. The selection of digital learning media follows the ACTION model (Access, Cost, Technology, Interactivity, Organisation, Novelty), although certain aspects like access and technology remain suboptimal. This study is expected to contribute to the development of more effective learning theories for digital media and to enrich knowledge about digital learning media appropriate for early childhood development. This study contributes to digital learning media analysis in elementary education by examining the use of digital media in the IPAS subject within the Independent Curriculum framework using the ACTION model. The findings highlight both effective implementation and persistent challenges in access and technology, offering practical guidance for selecting age-appropriate digital learning media in elementary schools.

This chapter analyzes what happens to media use when everyday life is suddenly disrupted, focusing on how the COVID-19 pandemic transformed work, socializing, communication and everyday living. The empirical case is changing media use in Norway during the pandemic, building on a qualitative questionnaire survey conducted in early lockdown, and follow-up interviews eight months later. Expanding on the ideas of destabilization of media repertoires developed in the former chapter, this analysis discusses transforming media repertoires as more digital, as less mobile (but still smartphone-centric) and as essentially social. The chapter further explains new concepts for pandemic media use practices, such as doomscrolling and Zoom fatigue. Can you remember when you first heard of COVID-19, and did you think it would change your life? 'They started talking about it on the news', said Inger, a Norwegian woman nearing 70, whom we interviewed in late 2020. She continued: 'I still found people were quite relaxed. Who would have thought such a thing could happen to the whole world? It is like science fiction'. 'We talked about it when they speed-built that hospital in China', said Einar, a man in his 40s working in the cultural sector, 'but no one thought it would come here. Former epidemics happened elsewhere'. He added: 'It is like that with a lot of things'. School employee Karla remembered a conversation at work about the need for kids to stay home at the smallest sign of cold symptoms: 'Parents would never get to work! We laughed about it, thinking it was impossible. And then it took three weeks, and the country shut down'.

This conclusion summarizes key insights from the former chapters, and highlights political dimensions of media use in digital everyday life. I particularly underline how our more digital everyday lives intensify communicative dilemmas, in which individuals in everyday settings negotiate with societal norms and power structures through their uses of media technologies. I also discuss how everyday media use connects us to different societal spheres and issues, also pointing to global challenges such as the pandemic and the climate crisis, arguing that everyday media use is key to our understandings of society. I discuss how to analyze this in media use research, emphasizing attention to processes of change and disruption.

The development of digital technology has brought significant changes to the field of education, especially in the process of learning English. The use of digital learning media enables the delivery of materials to be more interactive, flexible, and engaging for students. This study aims to explore the perceptions of tenth-grade students at a secondary school in Banyuwangi, East Java, Indonesia, regarding the use of digital learning media in English language learning. Employing a qualitative case study approach, data were collected through classroom observations, semi structured interviews with 11 students, and questionnaires involving 30 participants. The findings, which were analyzed using thematic analysis for qualitative data and descriptive statistics for questionnaire results, indicate that the majority of students hold positive to very positive perceptions of digital media, particularly in terms of enhancing comprehension (average score 4.17) and making the learning process more engaging (average score 4.23). Classroom observations reinforced these results, showing that over 75% of students demonstrated active engagement when the teacher used interactive tools such as Quizizz, Wordwall, and YouTube-based instructional videos. Interviews revealed that digital media increases motivation and makes learning more enjoyable and interactive. Despite these benefits, the study also identified significant challenges, including limited device availability, unstable internet connectivity, and insufficient teacher guidance in using digital media. Approximately 20% of students showed passive behaviour or lacked confidence in technology based learning environments. Students also expressed the need for additional teacher training, the provision of stable Wi-Fi, and more structured and varied digital-based assignments. This study emphasizes that the successful integration of digital media in English learning relies heavily on adequate infrastructure, teacher readiness, and inclusive instructional strategies. These findings contribute valuable insights for educational policy and practice in the digital era, offering recommendations to improve digital literacy, professional development for educators, and equitable access to technological resources for all students

The aim of this research is to obtain data about the use of digital media and literacy classes together on student learning outcomes at RA Perwanida Lengkong, Sukorejo, Ponorogo. This research is quantitative research. The research instrument used to obtain data is a scale of digital learning media use and interest in learning. The data analysis technique used is descriptive statistical analysis.Data regarding the use of digital learning media on student learning outcomes was obtained through questionnaires by researchers by measuring something that has a relationship that: (1) There is a significant influence of the use of digital learning media on student learning outcomes. This is proven by obtaining a value of Fo = 9.109 and Sig. 0.000 < 0.05. Together, the variable use of digital learning media contributes 24.2% to the variable student learning outcomes. (2) There is a significant influence of the use of digital media on student learning outcomes. This is proven by the obtained value of tcount = 2.214 and Sig. 0.031 < 0.05. The variable use of digital learning media contributes 12.67% in improving student learning outcomes.

Since digital media such as smartphones, tablets or laptops are available in almost every household in industrialised countries, parents are challenged to integrate them into their everyday family life. To gain more information on parents' mediation of digital media, the relationships between their educational intentions, objectives and their children's use of digital media were investigated in consideration of the children's age. Overall, 150 Austrian parents with children aged one year and a half to six years participated in the study (two groups were formed based on the age of the children: toddlers and preschool children). They filled in a questionnaire on their intentions and rules for their children's use of media. Moreover, the parents provided information concerning their objectives for digital media use and the kind of activities for which their children use interactive digital toys or passive digital media. Results show that parents' intentions of their children's media use is mainly to gain time for household chores or work. Whereas the age of the children does not seem to be of great importance to parents concerning the media regulation, the results for the objectives and activities parents want their children to do with digital media do indeed differ between the two age‐groups. Practitioner notesWhat is already known about this topic Average households in industrialised countries are well equipped with digital media technologies. Digital media increasingly become a part of young children's living environment. Parents find it necessary to prevent their children from potential negative effects of digital media use and try to implement rules eg, concerning the time spent with media or content restrictions. What this paper adds Parents' intentions for their children's digital media use as well as the rules they apply for the use of digital media do not differ between toddlers and preschool children. Parents' objectives for their children's use of digital media as well as why and for which purpose their children should use interactive digital toys and passive digital media differs between toddlers and preschool children. Implications for practice and/or policy Support is needed for parents on digital media use with toddlers together. Awareness for digital media use in connection to the rules and objectives needs to be created.

In this research on Catholic Religious Education and Character, selecting and presenting appropriate media will help students capture and understand the material presented. In the end, you can achieve effective and efficient learning outcomes and achieve learning goals.
 This research is based on problems: (1)Is the use of Digital media through ModelsDiscovery Learning can it improve the learning achievement of class VIII Catholic students at SMPN 13 Madiun?; (2) What is the use of Digital media through ModelsDiscovery Learning can it increase the creativity of Catholic students in class VIII SMPN 13 Madiun?; (3) What is the use of Digital media through ModelsDiscovery Learning can support students' interest in participating in learning activities in the subjects of Catholic Religious Education and Character in class VIII SMPN 13 Madiun?. Meanwhile, the objectives of this research are: (1) Improving student learning achievement with digital media through modelsDiscovery Learning, for class VIII Catholic students at SMP Negeri 13 Madiun; (2) Increasing students' creativity with digital media through modelsDiscovery Learning, for Class VIII Catholic students at SMP Negeri 13 Madiun. (3) Increasing students' interest in Catholic Religious Education and Character Education subjects with Digital media through ModelsDiscovery Learning, for class VIII Catholic students at SMP Negeri 13 Madiun.
 This research used two rounds of action research. Each round consists of four stages, namely: design, activities and observations, reflection, and revision. The research targets were class VIII students at SMP Negeri 13 Madiun. The data obtained is in the form of formative test results, observation sheets of learning activities.
 Based on the results of the analysis, it is proven that (1) Application of digital learning media modelsDiscovery Learning in the subjects of Catholic Religious Education and Character Education provide quality benefits for increasing students' achievement and creativity, which is shown in students' answers which state that students enjoy learning by using digital learning media which attracts interest and motivates them to improve their learning to be better. understand and deepen the subject matter. (2) During the learning process using digital learning media modelsDiscovery Learning in the subjects of Catholic Religious Education and Character Education have a positive impact on increasing student learning achievement and students' creativity as evidenced by an increase in students' learning completeness in each cycle, namely cycle I (76.14) and continued in cycle II (80 .57).

This study aims to explore the use of digital smartphone media for sexuality education of children with low-income parents by emphasizing the usage of digital media for protection from sexual violence against children. This research method uses case studies with children (aged 3-6 years) in 25 low-income families. Data collection was carried out for eight rounds using an ecocultural approach to examine the experiences of children and parents in using digital media technology for sex education for children aged 3-6 years. This research explains 1) What technology is used by children at home ?, 2) what is the role of parents at home in helping children in providing sex education learning using digital media ?, 3) What are the benefits of using digital media for sex? education for children? This is done because of the adaptation of technology to the curriculum for early childhood education. Due to the increasing use of digital media in all layers of parents, so the use of digital technology can help children to learn to increase their knowledge of sexuality. So they can protect themselves from sexual violence.

Digital media have become integral to the everyday life of people with disabilities. So far, research about disability and digital media use is rather scarce and narrowed on issues of accessibility and social media. This paper draws on qualitative interviews with people with visual or motoric impairments to provide an in-depth analysis of their everyday experiences relating to barriers and benefits of digital media. The findings reproduce previously identified barriers and extend these by adding novel sub-aspects of individual cognitive and attitudinal barriers like non-use of digital media due to their (perceived) complexity and a feeling of greater dependence on digital technology. However, the results also shed light on highly individualized ways that people with disabilities actively make use of digital media to improve their daily life. Despite persisting and new barriers, the general findings suggest that, with the appropriate training and support, digital media are largely beneficial. Points of interest About 15 percent of the population worldwide are directly concerned by the issue of disability and digital media (for example smartphones, apps, online news). In this study, forty people with visual or motoric impairments were interviewed about their everyday experiences with digital media. They reported both benefits and problems of digital technology. Benefits: digital media allow people with disabilities to lead a more independent life; for example, shopping without assistance, reading the newspaper, or using social media. Problems: fear of technology, feeling dependent on digital devices, and lack of know-how are obstacles for digital media use. Increasingly complex websites and apps create additional barriers. A solution would be individual support and training.

The associations between digital media use and mental well-being among children and adolescents have been inconclusive. We examined (i) the associations between digital media use and mental health outcomes, anxiety, depression, and ADHD, (ii) whether family resilience and neighborhood factors attenuate the associations, and (iii) whether sleep mediates these associations. We used the National Survey of Children’s Health data from 2019 to 2020. A total of 45,989 children’s (6–17 years) data were analyzed in this study. Multivariate logistic regression was used to assess the associations between digital media use and anxiety, depression, and ADHD. Path models and Paramed command in STATA were used to test the role of sleep as a mediator of these associations. The prevalence of heavy digital media users (who spent 4 or more hours per day) among the analytic sample was 30.52%, whereas anxiety was 13.81%, depression was 5.93%, and ADHD was 12.41%. Children in the heavy media user group had 63% increased odds of anxiety (95% CI: 1.32–2.01) and 99% increased odds of depression (95% CI: 1.35–2.94) after adjusting for sociodemographic factors, compared to the children in light media user group (who spent < 2 h per day), and these relations were significant at 0.01 level. However, family resilience and community factors significantly attenuated the effect of digital media use on anxiety and depression. Sleep did not mediate the associations between digital media use and anxiety or depression. Conclusions: Family resilience and neighborhood factors protect against the harmful effects of digital media use. Further research is needed to examine the relationships of media contents, the presence of electronic devices in bedrooms, and sleep quality with mental health.What is Known:• Spending long hours on digital media may adversely affect children and adolescents' health and development. However, the mediating role of sleep in the association between digital media use and mental health outcomes is inconclusive.What is New:• Digital media use has detrimental effects on anxiety and depression. However, family resilience and neighborhood factors attenuated the association. The study highlights the importance of positive family functioning and neighborhood conditions reducing the harmful effects of digital media use.

This chapter presents the research questions, approaches, and arguments of the book, asking how our everyday lives with media have changed after the smartphone. I introduce the topic of media use in everyday life as an empirical, methodological, and theoretical research interest, and argue for its continued centrality to our digital society today, accentuated by datafication. I discuss how the analytical concepts of media repertories and public connection can inform research into media use in everyday life, and what it means that our societies and user practices are becoming more digital. The main argument of the book is that digital media transform our navigation across the domains of everyday life by blurring boundaries, intensifying dilemmas, and affecting our sense of connection to communities and people around us. The chapter concludes by presenting the structure of the rest of the book, where these arguments will be substantiated in analysis of media use an ordinary day, media use in life phase transitions, and media use when ordinary life is disrupted. Citation Ytre-Arne, B. (2023), "Introduction: Media Use and Everyday Life in Digital Societies", Media Use in Digital Everyday Life, Emerald Publishing Limited, Bingley, pp. 1-16. https://doi.org/10.1108/978-1-80262-383-320231001 Publisher: Emerald Publishing Limited Copyright © 2023 Brita Ytre-Arne License Published by Emerald Publishing Limited. This work is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this book (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode. Can you remember your first smartphone, and did it change your life? I bought my first smartphone in the early summer of 2011, right before the birth of my first child. I can safely say that life was never the same again. Although the new phone was hardly the most significant change that happened, it became part of how I reconfigured everyday life. My coincidental timing of these events might be a personal particularity, but the early 2010s, only a little more than a decade ago, was a period in which smartphones became part of everyday life for lots of people. This happened in Norway where I live, and in other countries in the Global North, soon followed by broader proliferation worldwide (Avle et al., 2020). In 2021, it was estimated that more than 90 per cent of people had smartphone access in a growing number of countries around the globe (Deloitte, 2021). ‘Smartphones changed everything’, wrote the Wall Street Journal in 2020: ‘smartphones upended every element of society during the last decade, from dating to dinner parties, travel to politics. This is just the beginning’ (Kitchen, 9.9.2020). But while all of this was happening, people lived their lives, using smartphones along with other media old and new, interwoven with what was going on in their lives, and in the world around them. This book explores the role of media in our everyday lives in digital societies, after the proliferation of smartphones and in conditions of ubiquitous connectivity. I analyze everyday media use across platforms, content types and modes of communication, taking the perspective of how we live our lives with media – how we manage plans and practicalities, keep in touch with friends and family, seek information and entertainment, work and learn, take part in shared experiences, and connect to our social lifeworlds. We might do all of this in the space of one single day, and we might experience such a day as ‘ordinary’ – just normal everyday life. But media technologies are also part of our less ordinary days, important to how we manage life-changing transitions and special events in our personal lives, and to how we relate to local communities, political processes or global events. We use media to connect to each other, and to society – throughout an ordinary day, across the life course, and in times of disruption. The smartphone is emblematic of how our everyday lives with media are changing in a digital and hyper-connected society, and as such it is essential to the topic of this book. A central question I discuss is what it means that most of us now have a smartphone to reach for, from where we are and what we are doing, to manage multiple aspects of our daily lives: A mobile, flexible device we rely on to communicate, find information, entertain and assist us, often used in combination with other media, but also a device that enables tracking and surveillance of our movements and engagements, informing feedback loops based on our personal data. How has digital media use in everyday life changed after the smartphone? To answer these questions, I draw on classic scholarship on media and communication technologies in everyday life (Baym, 2015; Silverstone, 1994), and on recent analysis of digital ambivalence and disconnection (Syvertsen, 2020). With a user perspective, I situate smartphones and other kinds of digital platforms as part of broader media repertoires (Hasebrink & Hepp, 2017), with an interest in the totality and internal relationships of any kind of media that people use and find meaningful in their everyday lives. I further understand everyday media use as central to public connection (Couldry et al., 2010), to how we orient ourselves to a world beyond our private concerns. The book provides an updated perspective on media in everyday life after digital media has become increasingly embedded and ingrained in society. A purpose for the book is to fill a gap between classic (but old) discussions on everyday media use, and recent (but sometimes narrowly focused) studies of new technologies. Our understandings of everyday media use are still shaped by theories developed before the internet, before digital and social and mobile media. This book highlights rather than discards these understandings, but moves forward in tackling dilemmas of technological transformations, and by considering recent crises such as the COVID-19 pandemic. I untangle how media becomes meaningful to us in the everyday, connecting us to each other and to communities and publics. The book offers empirical, methodological and theoretical insight on media use in digital everyday life. Why Everyday Life? ‘Everyday life’ is one of those concepts that everyone understands, but which is still difficult to define. The term is not internal jargon belonging to a particular research field, but instead recognizable across a range of contexts – we might even describe it as an ‘everyday’ term. One of the early ideas behind this book was to answer the questions: ‘But what do you mean by everyday life?’ and further ‘Why do you [meaning media use researchers] go on about everyday life?’. These are good questions. Let us start with the latter: Why everyday life? More precisely, why would someone interested in media use find it important to refer to everyday life for contextualization? In media and communication studies, interest in everyday life has a long history. The idea of everyday life has been central to approaches and research interests in cultural studies (Gray, 2002; Morley, 1992), media phenomenology (Pink & Leder Mackley, 2013; Scannell, 1995) or media ethnography (Hermes, 1995; Radway, 1984). The term has been particularly central to theories of domestication (Haddon, 2016; Silverstone et al., 2021) focused on processes of gradually integrating media technologies in the home. Roger Silverstone wrote a classic volume on Television and everyday life (Silverstone, 1994), arguing that in order to move past debates on television as ‘good’ or ‘bad’ and actually understand what it is, we have to consider television as embedded in tensions and dynamics of everyday life. Shaun Moores (2000) applied everyday life as a framework for understanding the historical development of broadcast media, and Maria Bakardjieva (2005) analyzed the domestication of computers and internet technologies in everyday life. Elizabeth Bird (2003) wrote The Audience in Everyday Life to argue for the relevance of ethnographic methods to understand our media-saturated reality, while Tim Markham (2017) wrote an introductory textbook titled Media and Everyday Life to present topics and thinkers in media studies through their relevance to daily life. All of the above are books on media with ‘everyday life’ in the title. Moreover, the term keeps popping up in journal articles on a variety of topics regarding media use: A comparative study of why people read print newspapers in the digital age refer to how different media are integrated into everyday life (Boczkowski et al., 2021), while a study of people who prefer online media at home find that digital alternatives are perceived to be better integrated into domestic everyday life (Müller, 2020). In analysis of how and why we follow news, the idea of the everyday provides a way of situating ordinary users at the centre of attention, by discussing everyday news use (Groot Kormelink & Costera Meijer, 2019) or everyday public connection (Swart et al., 2017). In debates about datafication and emergent technologies, the notion of the everyday is used to highlight human and social experiences with for instance self-tracking (Lomborg & Frandsen, 2016), smart homes (Hine, 2020) or algorithmic media (Willson, 2017). What do these different contributions have in common? They refer to everyday life to signal a position, because referencing ‘everyday life’ holds some empirical, methodological or theoretical implications. The term can be invoked to answer the ‘so what’-question: A compelling reason for why we need to study media at all is its relevance to everyday life (Silverstone, 1999). Today we can adapt this argument to why we need to study the smartphone – it is part of everyday life. Through such statements, we frame the smartphone as a technology and research topic that is recognizable and relevant to experiences and dilemmas each of us encounter. The smartphone has transformed society, but it has done so through our everyday interactions. Similarly: Why does it matter if people read international news or look at cat videos online, watch Netflix or Linear TV, listen to music on Spotify or prefer vinyl records? If you are interested in media business models or media policies, and find the choices users make a bit puzzling, you might need to look into motivations and contexts in everyday life to gain a deeper understanding of what goes on. Attention to everyday contexts can both complicate and enhance insights gained from other types of tracking and measurements of media use (Groot Kormelink & Costera Meijer, 2020). To understand new technologies, or connect critiques of these phenomena to people’s experiences, everyday life is an essential framework: It is easier to grasp the idea of ‘the Internet of Things’ (Bunz & Meikle, 2018) as having to do with whether your refrigerator needs internet connection, than through concepts such as machine learning or smart sensors. Sometimes the position signalled by referring to everyday life is explicitly normative. A key example is the debate on everyday experiences with datafication, or ‘the quantification of human life through digital information, very often for economic value’ (Mejias & Couldry, 2019). The idea of so-called ‘big data’ as more precise or valuable has been met with critical questions (Boyd & Crawford, 2012), and with concern for how audience engagement can be harvested and utilized for opaque purposes (Ytre-Arne & Das, 2020). In criticizing these developments, the notion of ‘everyday life’ is central to put the human experience of living in datafied conditions front and centre (Kennedy & Hill, 2018), or to focus on the people rather than systems (Livingstone, 2019). This interest further corresponds to feminist (D’Ignazio & Klein, 2020) and postcolonial critiques (Milan & Treré, 2019) of datafication and power. We can also signal analytical and methodological interests by referring to everyday life: The term is used to prioritize context over generalizability, and ordinary user perspectives and experiences over media professionals and institutions. This could imply attention to small acts of engagement in social media (Picone et al., 2019), and inclusion of seemingly mundane practices of media use (Hermes, 1995; Sandvik et al., 2016). An everyday life perspective is a backdrop for cross-media research (Lomborg & Mortensen, 2017; Schrøder, 2011) rather than pre-selecting which media to study based on the researchers’ preconceived notions of what matters. Qualitative researchers and ethnographers also draw on ‘everyday life’ as a term that points towards preferred methods: Talking to people about a day in the life (del Rio Carral, 2014), ‘capturing life as it is narrated’ (Kaun, 2010) with diary methods, and exploring experiences and reflections in informants’ own words. Some quantitative studies of media use also use the term (Hovden & Rosenlund, 2021) and research on everyday media repertoires can combine qualitative and quantitative approaches (Hasebrink & Hepp, 2017). I am also someone who often explain and position my key research interests through the notion of everyday life. A long-running interest in everyday life has informed my preference for qualitative and user-focused methods, in the studies I draw on in this book and in other projects. I have used the term ‘everyday life’ in the title of publications (Moe & Ytre-Arne, 2021; Ytre-Arne, 2012), and also explored how media use changes with biographical disruption to everyday routines (Ytre-Arne, 2019) or discussed audience agency in everyday encounters with digital and datafied media (Ytre-Arne & Das, 2020; Ytre-Arne & Moe, 2021a). For me, the everyday signals a perspective on why and how to study media use: it is important because it is part of daily life, it is interesting because everyday life is diverse and meaningful, and it is impossible to be done with because it changes constantly. I do not think there is any necessary contradiction between an everyday perspective versus a societal or political perspective on media use – instead, everyday life is where political dimensions of media are experienced, interpreted, and acted upon. This point runs as an undercurrent through the analyses of this book and is highlighted in the concluding chapter. What is Everyday Life? We have established that media are part of everyday life, and that research on media use is interested in everyday life. That is not to say that definitions everyday life abound in the literature referenced above, or in the field at large. Even classic contributions observe that commenting on the topic of everyday life might seem simplistic (e.g. Silverstone, 1994, p. 19). There is considerable variation in how precisely or extensively the concept is explained: Some works develop distinct philosophical understandings (e.g. Bakardijeva in Sandvik et al., 2016), or ground the term in substantial discussion of different theoretical positions (e.g. Cavalcante et al., 2017). Some authors define the term and how it connects to methodological and analytical frameworks in their studies). Others explain adjacent concepts to the everyday, such as the study mentioned above of why people still read print newspapers (Boczkowski et al., 2021), which draws on theories of ritualization, sociality and cultural contexts. Nevertheless, everyday life is theorized in disciplines from human geography (Holloway & Hubbard, 2001) to psychology (Schraube & Højholt, 2016). Some central philosophical contributions are Henri Lefebvre’s Critique of Everyday Life (1947), which formulates a Marxist-inspired argument about the importance of this sphere of human conduct in the face of capitalism and technological change, and Michel De Certeau’s The Practice of Everyday Life (1984) which emphasizes the concept of potentially subversive tactics in people’s navigation through daily life. Another key work is The Structures of the Lifeworld (Schutz & Luckmann, 1973) which formulates Alfred Schutz’ theory of the lifeworld in which everyday life is enacted, including spatial, temporal and social dimensions, and how we move through ‘zones of operation’ where people and places beyond our immediate surroundings are yet within ‘restorable reach’ to us, through the familiarity or routines in the everyday which we take for granted (1973). This understanding has been particularly important to phenomenological and sociological studies of media and technologies in everyday life. Such philosophical works on everyday life are briefly to referenced in studies of everyday media use, a understanding that is more or less For (1984) to discuss the role of media in daily on and a growing as as philosophical interest in everyday life as a research that media are not used in from one or from personal an example of the of media use in dynamics at that media are an part of the way the everyday is p. and points that have been up in discussions of media (Hasebrink & Hepp, and of media use as mundane but yet meaningful in everyday (Hermes, 1995; Sandvik et al., 2016). In study of early internet use at Bakardjieva provides a theoretical discussion of how and Lefebvre’s theories relate to communication technologies, the idea of a critical phenomenology to understand users as as Roger work on everyday life also Schutz’ understanding of the and further of the in a discussion of whether this lifeworld is different in conditions of (Silverstone, Silverstone debates about order and in a world of societal and new communication with an that television is we have seemingly to take for as a technology and social and as part of our everyday lives. these Silverstone emphasizes the of routines and familiarity in in the of the world at and a sense of these are the of social order and everyday life. the and for as as through the and our lives take and within those and and we to go about our or for the most the and the that to our and (Silverstone, 1994, p. In this everyday and a sense of a concept to describe of and in people’s experience of the world and sense of central to how people position in the world and to life is also a key concept in more recent theory of digital communication as when we through digital media, and in have our continued in the world 2021). discussion how of or through digital media can to the of the these theories of everyday life, some key dimensions Everyday life has to do with the of space and people and through which we make and relate to the and our position in it I draw on these dimensions to further situate media use in everyday life, how we use media for navigation across social Media Use in Everyday Life To understand media use – applied as an term for all kinds of relationships and with media and communication technologies – we need to situate media use as part of everyday life, in people’s lifeworlds. on the ideas above, of familiarity and and of spatial, social and dimensions, we can different and positions for media. I am particularly interested in how we use media to orient ourselves as we move through our everyday lives, as part of what I navigation across social What does this Everyday media use is because we do not it from – we rely on that we are regarding media use as as other aspects of everyday up in the and not you have done before – instead of the same of and the same on your smartphone. other and and media use practices are particularly essential to the of everyday life by Silverstone, Markham and are also a central concept in media and communication psychology and central to studies to grasp user over or across We everyday in and around – including media Everyday life multiple social domains – such as work and life – that are meaningful to us and that we with and that also important contexts for how we use media. There are research that of media use in different social for instance focused on life such as or experiences such as (e.g. Das, & 2020). between life such as a or a are so significant because the social domains of our everyday lives change with these events. These social domains are essential to the we find in life, the conduct of everyday life an We with social domains in – including media use and A interest I in this book is how we use media across and social for what I refer to as Everyday media use navigation across multiple social domains because an ordinary day can an of and in which we different social with different people. Everyday life can be and with to at or or but whether we have plans for or go with the some of and navigation is both and We conduct such navigation in – including media use and Digital technologies have become to this navigation – and but also and to We have established that media are part of daily and that such routines are essential to everyday life We can also discuss if and how the social domains of everyday life are or and how these processes (Couldry & Hepp, 2017; Hepp, 2020). But my main interest in this book is how our navigation across the social domains of everyday life changes with digital media – how we use digital media to connect to different social orient ourselves to what goes on and across contexts. Media use is essential to the navigation of everyday life, and the role of media in this navigation holds for how we experience our lives as meaningful, for how we understand and situate ourselves in the How we conduct this navigation is changing with the and datafication of the media, particularly after the smartphone. Media Use in Everyday Life The theories of everyday life that are most central to media and communication studies from an of and the domestic sphere is the social that has the most dynamics and the of the home are central to analyses from discussion of who the to what when the people television also have and computers & 2016). we can as Silverstone could in classic that is a domestic It is at home. at home. at (Silverstone, 1994, p. and mobile and social media a of the established when living and for a question in internet studies of whether and how people would actually to make space for computers in their homes is more not just by and but also by and technologies. The home is still but our navigation with media and beyond the home has A broader point is that the proliferation of digital media has it more difficult to make about how to situate media in everyday life, while media might be more important than to how we across our daily lives. This also has for the analytical concepts and approaches we to study everyday media To analyze media in everyday life, it is to a particular or media and look for its and in everyday to into how the cultural role of television in people’s everyday lives. But to for the for variation in everyday media use, it is more relevant to start with people and how we live our lives, and how media matters. of the scholarship discussed in this chapter for the of less approaches to media studies – media might need to be in order to understand what it I will particularly draw on approaches to situate media use in everyday life through a user Media repertoires and public Media repertoires is a concept to the totality and meaningful between media a (Hasebrink & & Hepp, 2017). the essential insight that are a key of approaches is to focus less on experiences with The of or using and instead how these or different are to each other in the context of a everyday media media approaches which media users have a how prioritize between different and how people and the totality of their media Media research has from how to of repertoires towards growing interest in repertoires as and how are and change over & Schrøder, et al., 2021; et al., Ytre-Arne, 2019). connection is a concept that people’s to society, in a sense – how people connect to public life, or (Couldry et al., et al., 2017; Ytre-Arne & Moe, The of a public connection – as to a focus on whether people follow news or – is to more what people are interested and how follow those across but also beyond (Couldry et al., & Ytre-Arne, 2021). Media is important to public connection, but not the only means of societal and public connection can take and define public connection as ‘the shared of that to and in and political in everyday life’ (Swart et al., and that relevance and engagement are dimensions in how media becomes meaningful in everyday life. of these perspectives imply that there is answer to or why media in everyday life – it is and perspectives are up to analysis of the that have to everyday media In this book, I draw on media approaches to analyze everyday media use from the perspective of and on the public connection concept to discuss how people connect to society through everyday media A More Digital Everyday Life A different way of situating media in everyday life is to if one the other, and if which way