Abstract
A major challenge of media pedagogical research into mediatised childhood is to open up empirical access to children's perspectives on their own (digital) media culture. Within the framework of an adequate development of such a generational, intersubjectively produced media reality, special attention must be paid to the social in its significance for the genesis of individual media preferences and practices of reception and appropriation of media-mediated content (cf. Schäffer 2001). This requires appropriate methodological approaches that are suitable for empirically recording collective phenomena in childhood.
