Vol. 14 No. 1 (2023): MEDIA EDUCATION – Studi, ricerche e buone pratiche

Fra i banchi di… casa. Il punto di vista dei giovani sulla didattica a distanza nei giorni del lockdown

Antonella Mascio
Università di Bologna
Cosimo Marco Scarcelli
Università degli Studi di Padova
Martina D'Ariano
Ricercatrice Indipendente

Published 2023-01-30


  • distance learning,
  • youth,
  • digital media,
  • school,
  • university


The pandemic brought to the re-definition of some of the typical modalities of the scholar culture, both from the educators’ and the students’ points of view. In this situation emerged some new practices, new ways of teaching, and at the same time new forms of subtraction – or ‘resistance’ – from the students’ side, which created ‘unusual’ forms of digital scholastic and academic culture. The aim of this research is to investigate how much – and in particular how – the daily routine of the second grade and university students changed, compared to the previous phase of Covid-19, evaluating in particular the role of digital media inside these dynamics. The main tool used has been the interview, hand out to forty boys and girls from secondary and university degree, leaving in different Italian regions. The interviews arose that thanks to digital media, during the pandemic periods, boys and girls used several strategies such as resistance and re-signification of domestic spaces, aiming at responding to a previously unknown and unexpected situation.


Alderson, P. (2001). Research by children. International journal of social research methodology, 4(2), 139-153. https://doi.org/10.1080/13645570120003

Aroldi, P. (2018). L’adozione delle ICT nel contesto familiare, in CISF (Ed,), Nuovo rapporto CISF 2017. Le relazioni familiari nell’era delle reti digitali (pp.55-81), Edizioni San Paolo.

Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. Internet and Higher Education, 12, pp. 152– 155.

Balzola, A. (2020). L’educazione a distanza alla luce e all’ombra della pandemia. Mediascapes journal, 15, pp. 203-210, https://rosa.uniroma1.it/rosa03/mediascapes/article/view/17126

Bataille, G. (1976). La notion de dépense. Les Éditions de Minuit.

Bell, B. S., & Fedeman, J. E. (2013). E-learning in postsecondary education. The Future of Children, 23(1), 165–185.

Boccia Artieri, G. (2012). Stati di connessione: pubblici, cittadini e consumatori nella (social) network society. FrancoAngeli.

Boccia Artieri, G., Gemini, L., Pasquali, F., Carlo, S. Farci, M., Pedroni, M. (2017). Fenomenologia dei social network: presenza, relazioni e consumi mediali degli italiani online. Guerini.

Bonini, T. (2020). L’immaginazione sociologica e le conseguenze sociali del Covid-19. Mediascapes Journal, 15, pp. 13–23, https://rosa.uniroma1.it/rosa03/mediascapes/article/view/16762

Bourdieu, P. (1979). La distinction. Critique sociale du jugement. Editions de Minuit.

boyd, d. (2014). It’s Complicated. The Social Lives of Networked Teens. Yale University.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Brown, J. D. (2000). Adolescents’ sexual media diets. Journal of Adolescent Health, 27(2), 35–40. https://doi.org/10.1016/s1054-139x(00)00141-5

Burgess, J. (2007). Vernacular Creativity and New Media, PhD Dissertation, Queensland University of Technology.

Castells, M. (1996). The rise of the network society. Blackwell.

Chambers, D. (2013). Social media and personal relationships: Online intimacies and networked friendship. Palgrave Macmillan.

Cole, M. T., Shelley, D. J., Swartz, L. B. (2014). Online instruction, E-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distance Learning, 15(6), 111–131.

Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, pp. S95–S120, http://www.jstor.org/stable/2780243

Couldry, N. (2012). Media, Society, World: Social Theory and Digital Media Practice. Polity Press.

Couldry N., & Hepp A. (2017). The Mediated Construction of Reality. Polity Press.

Colombo, M., Poliandri, D., Rinaldi, E. (2020). Gli impatti dell’emergenza COVID-19 sul sistema scolastico-formativo in Italia, Scuola Democratica, Early access, 1-11. https://doi.org /10.12828/97098

Corsaro, W.A. (1985). Friendship and Peer Culture in the Early Years. Ablex.

Corsaro, W.A. (1997). The sociology of childhood. Pine Press.

Corsaro, W.A. (2003). We’re friends Right? Inside Kids’ Culture. Joseph Henry Press.

D'Agostini, M., Cantone, D., Pascut, S., Paschetto, A., & Feruglio, S. (2022). The effects of distance learning on adolescents’ relationships and emotional well-being. Form@ re-Open Journal per la formazione in rete, 22(2), pp. 111-122.

Delgado, M. (2006), Method for Youth-led research, Sage.

Demaria, C., & Neergard, S. (2008) (a cura di), Studi Culturali. Temi e prospettive a confronto. McGraw-Hill.

Deuze, M. (2011). Media life. Media, Culture & Society. 33(1), pp.137–148. https://doi.org/10.1177/0163443710386518

Di Nunzio, D., Toscano E., Pirro, F., Pedaci, M. (2021). La didattica a distanza durante la pandemia di covid-19: il lavoro dei docenti e la diversità dei contesti scolastici. Economia e società regionale. 1, Franco Angeli. http://digital.casalini.it/10.3280/ES2021-001008

Drusian, M., Magaudda, P., Scarcelli, C.M. (2022). Young people and the smartphone. Everyday life on the small screen, Palgrave.

De Certeau, M. (1990). L’invention du quotidien. I Arts de faire. Éditions Gallimard.

Floridi, L. (2014). The Fourth Revolution: How the Infosphere is Reshaping Human Reality. Oxford University Press (trad. it. La quarta rivoluzione: come l'infosfera sta trasformando il mondo. Cortina. 2017).

Goffman, E. (1959). The presentation of self in everyday life. Anchor Books (trad. it. La vita quotidiana come rappresentazione. Il Mulino. 1975).

Goffman, E. (1974). Frame Analysis. An essay on the organization of experience. Harvard University Press (trad. it. Frame Analysis. L’organizzazione dell’esperienza. Armando Editore).

Hall, S., & Jefferson, T. (Eds.) (1993). Resistance Through Rituals: Youth Subcultures in Post-War Britain, Routledge.

Hart, R. (1992), Children’s participation: from tokenism to citizenship, Earthscan-Unicef.

Heath S., Brooks R., Cleaver E., Ireland E. (2009), Researching Young People’s Lives, Sage.
Jenkins H. (2006), Convergence Culture. Where old and new media collide, New York University Press, New York.

Jenkins H., Ford S., Green J. (2013), Spreadable Media. Creating value and meaning in a networked culture, New York University Press, New York.

Laneve, G. (2020) (a cura di). La scuola nella pandemia. Dialogo multidisciplinare. EUM Edizioni Università di Macerata. Macerata.

Lievrouw, L.A. and Livingstone, S. (Eds) (2002), Handbook of new media: social shaping and consequences of ICTs, Sage.

Livingstone, S. (2009). Children and the Internet. Great Expectations, Challenging Realities, Polity Press Ltd.

Livingstone, S., Sefton-Green, J. (2016). The Class: Living and Learning in the Digital Age, New York University Press.

Mascio, A. (2014). Cultura convergente e creatività come ‘motore’ per la promozione dei contenuti. Uno sguardo alle serie tv. Sociologia della Comunicazione. 15(47), pp. 101-115. DOI: 10.3280/SC2014-047009

Mascheroni, G. (2012). I ragazzi e la rete. La ricerca EU Kids Online e il caso Italia, LaScuola.

Matteucci, I. (2001). Introduzione. Il problema della realtà. In E. Goffman. Frame Analysis. L’organizzazione dell’esperienza. Armando Editore.

Matteucci, M.C., Soncini, A., Floris, F. (2020). Insegnanti e pandemia. Report di ricerca. AMSActa Institutional Research Repository http://amsacta.unibo.it/6576/

Mauss, M. (1924). Essai sur le don. Forme et raison de l'échange dans les sociétés archaïques. L’Année sociologique. Seconde série, 1923-1924, pp 143 – 280 (trad. it. Saggio sul dono: forma e motivo dello scambio nelle società arcaiche. Einaudi. 2002).

McRobbie, A. (1991). Feminism and Youth Culture. From Jackie to Just Seventeen. Unwin Hyman.

Piccioni, T., Scarcelli, C. M., Stella, R. (2020). Inexperienced, Addicted, at Risk. How Young People Describe Their Parents’ Use of Digital Media. Italian Journal of Sociology of Education, 12(1), 270 – 292. https://doi.org/10.14658/pupj-ijse-2020-1-15

Putnam, R. (1996). What’s Troubling the Trilateral Democracies? [Die Probleme der trilateralen Demokratien]. In How Can Democracy Survive?. Guterslöh. Bertelsman.

Putnam, R. (2000), Bowling Alone: The Collapse and Revival of American Community. Simon & Schuster.

Raby, R. (2007), “Across a Great Gulf? Conducing Research with Adolescents”, in A. L. Best (a cura di), Representing Youth (pp. 39-59), New York University Press.

Riessman, C. (2002). Analysis of Personal Narratives. In J. F. Gubrium and A. Holstein (eds.), Handbook of Interview Research: Context and Method (pp. 695–710). Sage.

Scarcelli, C.M. (2015). Intimità digitali. Adolescenti, amore e sessualità ai tempi di internet. FrancoAngeli.

Scarcelli, C.M. (2017). Telling, Doing, (Media)Educating. Adolescents’ Experiences, Expectations, Suggestions Concerning Media Education. Italian Journal of Sociology of Education, 9(1), 93-121. http://doi/ 10.14658/pupj-ijse-2017-1-6

Silverman, D. (2103). Doing qualitative research. Sage.

Stramaglia, M. (2020). Insegnare ai tempi del coronavirus. Per una breve fenomenologia della figura docente. In G. Laneve (a cura di) La scuola nella pandemia. Dialogo multidisciplinare. EUM Edizioni Università di Macerata. Macerata.
Tirocchi, S. & Taddeo, G. (2019), Come le pratiche digitali degli adolescenti possono cambiare la scuola. Il progetto ‘Transmedia Literacy’, Scuola democratica, 3, 551-74. https://doi.org/10.12828/95948

Tirocchi S., Serpieri R. (2020). Piattaforme, adolescenti e forme di soggettivazione. Una lettura foucaltiana del progetto Transmedia Literacy. Mediascapes Journal. (16), pp. 208–222. https://rosa.uniroma1.it/rosa03/mediascapes/article/view/17217

Turkle, S. (2011). Alone Together. Why We Expect More from Technology and Less from Each Other, Basic Books, New York, NY.

Vaira, M. & Romito, M. (2020). L’emergenza Covid-19 e la scuola. Scuola democratica, pp. 1-9. DOI: 10.12828/97099, https://www.rivisteweb.it/doi/10.12828/97099

van Deursen, A. J., & van Dijk, J. A. (2009). Improving digital skills for the use of online public information and services. Government Information Quarterly, 26(2), 333-340. https://doi.org/10.1016/j.giq.2008.11.002

Vissenberg, J., d’Haenens, L., Livingstone, S. (2022). Digital Literacy and Online Resilience as Facilitators of Young People’s Well-Being?, in European Psychologist, 27(2), 76-85. https://doi.org/10.1027/1016-9040/a000478

Zannoni, F. (2020). “La didattica universitaria a distanza durante e dopo la pandemia: impatto e prospettive di una misura emergenziale”, Media Education 11(2): 75-84. doi: 10.36253/me-8979