![Sample our Humanities journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5939/TOC-Subject-Sample-2021-Humanities.jpg"})
ABSTRACT
This article is a contribution to a discussion on how surveys of cultural and media consumptions among children and young people can be as accurate and relevant as possible. Digital culture represents challenges for both cultural statistics, cultural research and cultural policy: Cultural policy tools and categories of cultural statistics need to be developed to reflect digital cultural consumption and production. Using a survey among upper secondary school pupils in Norway about their cultural and media consumption, we discuss how surveys can become more precise tools for both research and policy. We argue in favour of a type of inductive and multi-dimensional cultural consumption survey in which questions and categories are developed based on broad knowledge of the relevant target group’s cultural consumption. We show that there is a mismatch between public statistics and actual consumption and discuss how statistics and the categories on which they are based can be developed further.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 This paper is based on the revision and rewriting of a paper previously published in Norwegian (Hylland and Kleppe Citation2022).
5 This is the case in e.g. Sweden, France and Switzerland.
6 The pupils were from 9th grade, which is the mid-year of the three-year lower secondary school. The basic, mandatory education in Norway is 10 years long. This is divided into seven years primary schooling, from the age of six years, and three years of lower secondary school.