MEGATRENDS AND MEDIA

TRANSFORMATION OF THE MEDIA GARDEN
mind that media contents can serve as a base for family communication,
sharing of experiences, intergenerational learning and intergenerational
solidarity. Moreover, in some cases children can educate their parents
about the media better than the other way around. This way, children can
become more involved in the family system and assume responsibility for
what is happening in the family. In many families children occasionally
have become family “network administrators”, “directors” of the image
gallery of family events and holidays, or teachers of older generations in
the use of new media. Sharing of information between generations can
work as a valuable form of daily communication initiated by the contents
and use of the media.
There are various projects in which children assume the role of teachers;
however, more attention should be given to working with the media
in relation to older generations, the issue of family space and “inverse
media education”. Engaging children in setting the rules for media use
may lead to the building of responsibility, enhancing of participation
on family matters and critical thinking in children. It could also support
their communication skills. It has been mentioned that the media and
their contents are a frequent sources of family conlicts. However, they
may also have a positive impact because they create competencies on
both sides. By using the media in the family, approaching them in a
certain way, discussing them, setting the rules concerning their use,
respecting the preferences of other family members, we can use the
media to enhance family relationships. This approach is a good base for
family cohesion and successful media socialization of both the younger
and older generations.
Conclusion
Contemporary family life cannot be separated from the use of the media.
They are seen as a part of the daily rhythm of family, family activities,
family history and memories, family communication and shared
moments. The differences of generations pose a problem of children and
parents which they have to face. However it is certainly possible to use
these generational differences for advantages and to expand the view
at media education in the contemporary family to other dimensions.
Perhaps today there could be also children who can fast and reliably point
to the danger of media manipulation, misinterpretation and formation of
public opinion. Media socialization and the concept of media education
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