Abstract
In large parts of media education research, there is a strange contradiction: on the one hand, numerous studies confirm the media-formedness of perception and world appropriation processes in children and adolescents, on the other hand, only relatively few colleagues make media self-productions of children and adolescents the subject of their research. While self-testimonies of children and adolescents, such as diaries, have long been a part of research in childhood and youth studies (cf. Winterhager-Schmid 1997), the analysis and interpretation of media self-productions developed only slowly in media education research. This is despite the fact that media educators know that articulation and communicative understanding take place not only in the medium of language and text, but also in that of images or moving pictures.
