offers simple explanations for a complicated world and creates an online community that provides escape and even friendship.

An Illinois woman inspired by pro-Trump QAnon conspiracy theory videos who traveled to New York City armed with more than a dozen knives and who intended to kill former Vice President Joe Biden.

The perception of the apocalyptic (‘opening’) came on 6 January and produced militant action, but perceived to be working toward deliverance from the oppression and persecution.

anthropological definition, a ‘a system of symbols which act to establish powerful, pervasive, long-lasting moods and motivations and formulating conceptions of a general order of existence’.

We found in one particular congregation that there are allusions to global forms of Christian victimization, especially the threat of Islam; pictures of martyrs in Nigeria and Libya: and a call to sacrificial action for the test of the ‘true Christian’. This pulls on the dated ‘strictness’ paradigm in sociology of religion’s rational choice theory (Iannaccone, 1994). The challenge of ordeals ‘tests’ the religious group member’s resolve.

rejects the bridge of faith and reason, of individual to institutions or society. Therefore, it fosters separatism, special knowledge, and a libidinal connection between the believers as insiders

we argue that they frame ideas, history, and culture through the cognitive mindscape of special, ‘hidden knowledge’. They also serve as a unifying theory of conflict and narration of history.

QAnon is a baseless and debunked conspiracy theory propagated through Internet social media, with bizarrebeliefs that are nevertheless shared by millions of Americans.

devices might be forms that externalize memory,such as a database, or they can be devices that externalize processes (Shaffer & Kaput, 1999),such as the widely used spell checker

youthneed skills for working within social networks, for pooling knowledge within a collective intel-ligence, for negotiating across cultural differences that shape the governing assumptions in dif-ferent communities, and for reconciling conflicting bits of data to form a coherent picture ofthe world around them.

Children need a safe space withinwhich they can master the skills they need as citizens and consumers, as they learn to parsethrough messages from self-interested parties and separate fact from falsehood as they begin toexperiment with new forms of creative expression and community participation

often are limited in their ability to examine the media them-selves

No longer are children and young people only or even mainly divided by those with orwithout access, though ‘access’ is a moving target in terms of speed, location, quality andsupport, and inequalities in access do persist. Increasingly, children and young people aredivided into those for whom the Internet is an increasingly rich, diverse, engaging andstimulating resource of growing importance in their lives and those for whom it remains anarrow, unengaging, if occasionally useful, resource of rather less significance

Both reports suggest we are moving away from a world in whichsome produce and many consume media, toward one in which everyone has a more activestake in the culture that is produced

new participatory cultures represent ideal learning environments

The computer is discussed as a magic black box with the potential to create alearning revolution (in the positive version) or a black hole that consumes resources that mightbetter be devoted to traditional classroom activities (in the more critical version).

n; every child deserves the chance to express him- or herselfthrough words, sounds, and images, even if most will never write, perform, or draw profession-ally. Having these experiences, we believe, changes the way youth think about themselves andalters the way they look at work created by others

The Participation Gap — the unequal access to the opportunities, experiences, skills, andknowledge that will prepare youth for full participation in the world of tomorrow.The Transparency Problem — The challenges young people face in learning to seeclearly the ways that media shape perceptions of the world.The Ethics Challenge — The breakdown of traditional forms of professional training andsocialization that might prepare young people for their increasingly public roles as mediamakers and community participants.Educators must work together to ensure that every American young person has access to theskills and experiences needed to become a full participant, can articulate their understanding of3

potential benefits of these forms of participatory cul-ture, including opportunities for peer-to-peer learning, a changed attitude toward intellectualproperty, the diversification of cultural expression, the development of skills valued in the mod-ern workplace, and a more empowered conception of citizenship. Access to this participatoryculture functions as a new form of the hidden curriculum, shaping which youth will succeedand which will be left behind as they enter school and the workplace

higher proportion of older teens (defined as fifteen- to seventeen-year-olds)go online daily, own mobile phones, and communicate daily via mobilephone calls, text messages, IMs, and messages through social networksites

Rather, those who engaged in high amounts of mediareported spending more time on average with family, hobbies, and physicalactivity

Pew reports asteady increase in teen Internet use, from 73 percent in 2000, to 87 percentin 2004, to 95 percent in 2007, and a rapid increase in mobile phone owner-ship, going from 45 percent in 2004 to 71 percent

withinher home environment, seems unremarkable; she moves fluidly betweensitting in her bedroom with her friend going through the clothes in hercloset and hanging out playing GameCube after school or sitting downfor an hour to try to get to the next level on Millsberry Farms

They con-tributed ideas and offered advice in terms of what they liked or did not like. In addi-tion to being audience and critic, they also occasionally contributed sound effectsto the fi lms.

The clubhouse coordinators included Luis in field trips connected to his interests

mportant twenty- fi rst-centurycapacities such as collaboration, knowledge of how to build social networks, man-age information, direct one’s own learning, engage in design, and capitalize onopportunities for distributed cognition and the building of collective intelligence.Design activities, including information gathering, creative thinking, prototyping,improvisation, and tinkering, are thought to provide potential pathways to thesecrucial twenty- fi rst-century capacities

Parents also played instrumental roles when they shared their technicalexpertise through informal teaching processes or provided their children withlearning resources such as books or new media tools.