Abstract
This article explores how upper secondary students reflect on their media practices while participating in the learning activity of mediagraphy. Mediagraphy involves researching four generations of one’s own family with respect to e.g. media use, identity, and education and then writing an essay based on this information. A case study is presented, in which mediagraphy was implemented in upper secondary school for the first time. The data sources are classroom observation, student essays, and interviews. The analysis is guided by a categorization of reflection types: qualification, competence, creativity, meta-perspectives, and critical reflection. The findings show that the students identify and question implicit characteristics of culture and society, and critically evaluate their own choices and actions in a mediasaturated everyday life.
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