What adolescents (and young adults) actually consume and produce on their smartphone devices, though, has not been documented, in part because people’s self-reports of use are inaccurate (correlations between reported and actual use, rs <. The technology provides opportunity to play games, do school work, listen to music, have social relationships, watch videos, and more – all within seconds of each other. Digital experiences are curated in real time as individuals select what application to engage with, for how long, and to what purpose. Individuals can build personalized threads of digital experience that cut instantly between applications, platforms, and devices. Once on a screen, individuals’ engagement with others, information, and the world can be paused, restarted, reordered, and atomized in any manner a user sees fit. Digitalization and representation of adolescents’ developmental tasks onto personal screens provides new opportunity for observing how those tasks manifest in daily life ( Lundby, 2014 Subrahmanyam & Smahel, 2011). Many of the developmental processes driving individuals through adolescence are available, facilitated by, influenced by, or expressed in digital life ( Coyne, Padilla-Walker, & Howard, 2013). Digital media is now used ubiquitously for formation and management of personal relationships, exploration of new domains and identities, and expression and development of autonomy from parents ( Ko, Choi, Yang, Lee, & Lee, 2015 Padilla-Walker, Coyne, Fraser, Dyer, & Yorgason, 2012). A substantial body of research highlights how adolescents (and children and adults) engage digital media in the service of developmental tasks – for better or worse ( Uhls, Ellison, & Subrahmanyam, 2017). New behaviors and ways of interacting with the world emerge as adolescents adjust to the plethora of biological, physical, and social changes that accompany puberty and movement into adult roles ( Hollenstein & Lougheed, 2013). Little is known about the details of what adolescents actually see and do with their screens, second-to-second, during use.Īdolescence is characterized by a variety of developmental tasks, including academic achievement in secondary school, engagement with peers, abidance of laws and moral rules of conduct, identity exploration and cohesion, and exploration of romantic relationships ( McCormick, Kuo, & Masten, 2011). Generalizations in both the scientific literature and popular press are almost exclusively based on surveys of what adolescents remember and later report.
Surveys, the current de facto standard for describing digital life landscapes, regularly ask adolescents how they use media ( Lenhart et al., 2015 Rideout & Robb, 2018). Smartphones, in particular, are prized personal possessions that are used many hours per day to gather and share information, facilitate a variety of entertainment and peer communication behaviors, and interfere with homework and sleep (e.g., Pea, et al., 2012 O’Keefle & Clarke-Pearson, 2011 Strasburger, Hogan & Mulligan, 2013 American Academy of Pediatrics, 2018). The data about adolescents’ digital lives suggest that media are important – probably as important as any other socialization source during this period of the life course ( Calvert & Wilson, 2010 Gerwin et al., 2018 Twenge, 2017).
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