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The brief connects youth-centered research with organizational learning, experimentation, and innovation, emphasizing inquiry, experimentation, youth participation in design, and the role of relationships in program development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Teens  \nElizabeth Rood Summer 2022  \nMary Madden  \nThe Joan Ganz Cooney Center at Sesame Workshop  \nThis research was funded by the Corporation for Public Broadcasting as part of the By/With/For Youth: Inspiring Next Gen Public Media Audiences project.  \naBout the authoRs  \nElizabeth Rood, EdD  \nElizabeth Rood is an education adviser, researcher, and writer with expertise in youth development, learning, and participatory program design. She is the founder and principal of Learning Designs Consulting, which provides advisory services in educational media and experiential learning. She has served as vice president of education at the Bay Area Discovery Museum and director of the Center for Childhood Creativity, the research arm of the museum. Elizabeth has a background in formal urban education, as a teacher, principal, and leadership coach in San Francisco public schools. She currently serves asthe national vice president of the Children’s Media Association, a professional organization connecting people in a wide range of kids’ media and technology industries.  \nMary Madden  \nMary Madden is a veteran researcher, writer, and nationally recognized expert on privacy and technology, trends in social media use, and the impact of digital media on teens and parents. She is an affiliate at the Data & Society Research Institute in New York City, where she recently directed an initiative to explore the effects of data-centric systems on Americans’ health and well-being and led several studies examining the intersection of privacy and digital inequality. Mary has been a senior researcher for the Pew Research Center’s Internet, Science & Technology team in Washington, DC and an affiliate at the Berkman Klein Center for Internet & Society at Harvard University.  \nsuggested citation  \nRood, E., & Madden, M. (2022) . Understanding youth: A prerequisite for creating programs by/with/for tweens and teens. Joan Ganz Cooney Center at Sesame Workshop.  \nThis report is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.  \nA full-text PDF of this publication is available as a free [download from www.joanganzcooneycenter.org](download from www.joanganzcooneycenter.org).  \nPublic media stations are well known for their developmentally appropriate work with preschool audiences. Decades of research shape best practices for educationally meaningful shows and interactive content for young children (Fisch & Truglio, 2001; Pasnik, 2019; PBS Learning Media, n.d.). Stations understand how media can connect with young children, teach them wide-ranging skills, and encourage important co-learning with adults. This foundation is now being applied to new technologies and is informing innovative approaches to engaging young children, their families, and their educators.  \nPublic media work with tweens and teens, by comparison, is emerging as a key, new area of focus. A growing cohort of stations has begun the work of developing a parallel experience and research base in the interest of expanding offerings for middle and highschool-aged youth. Building on public media’s strong track record of trustworthy, inspiring, and educationallyvaluable content, the Next Gen Public Media initiative is supporting stations’ efforts to launch new programs and initiativess for youth, centered on their needs and informed by recent research (Bulger et al, 2021).  \nI think that our generation is a lot more about change, and I feel like sometimes some adults don’t really fully understand that.  \n—giRl, 13*  \nWe don’t always follow trends; we come up with new ideas.  \n—Boy, 14*  \nThese efforts are timely and opportune. Youth use of digital media has skyrocketed in recent years, accelerated by the COVID-19 pandemic (Rideout et al., 2022). According to the Common Sense Census: Media Use by Teens and Tweens, 2021, the most common screen activities for tweens and ","cbCaivK0N1hANUX4","https://ap.wps.com/l/cbCaivK0N1hANUX4","pdf",614088,14,"English","# A Prerequisite for Creating Programs By/With/For Tweens and Teens\n## Background: Public Media and Emerging Focus on Youth\n## Youth Digital Media Use and Context\n## Designing for Impact: Inquiry, Experimentation, and Relationships","[{\"question\":\"Why does the report treat understanding youth as a prerequisite for program design?\",\"answer\":\"It frames youth experiences, needs, motivations, and preferences as the essential first step for building teams’ capacity to engage and innovate with young people for greater impact.\"},{\"question\":\"How is public media’s focus on tweens and teens described in the report?\",\"answer\":\"Public media work with tweens and teens is described as an emerging key area, with stations developing parallel experiences and research bases to expand offerings for middle and high school audiences.\"},{\"question\":\"What digital media context does the report highlight for tweens and teens?\",\"answer\":\"It notes increased youth digital media use accelerated by COVID-19, with common activities including watching online videos and television and YouTube as the most-used and most-liked platform, alongside high daily screen time and multi-device use.\"}]","Understanding Youth: A Prerequisite for Creating Programs By/With/For Tweens and Teens - Research Brief | PDF",1792052267,35]