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This editors' introduction provides a short summary of the Snowden revelations and the paradoxical political and public responses to them. It further provides an overview of the current academic debate triggered by the Snowden case and the documents leaked by him and introduces the articles featured in this issue on post-Snowden Internet policy. ; The publication of this article was funded by the Open Access fund of the Leibniz Association. This article is part of the issue "Post-Snowden Internet Policy", edited by Julia Pohle (WZB Berlin Social Science Center,Germany) and Leo Van Audenhove (Vrije Universiteit Brussel, Belgium).

This editors' introduction provides a short summary of the Snowden revelations and the paradoxical political and public responses to them. It further provides an overview of the current academic debate triggered by the Snowden case and the documents leaked by him and introduces the articles featured in this issue on post-Snowden Internet policy.

The collection of articles in this ebook allows for an illustration of (and reflection upon) some of the critical elements that the shifting of Information and Communications Technology-driven techno-economic paradigm unravels, as exemplified in the case of online content services. During this transition phase, the various actors (be they individual users, technology suppliers, value chain mediators, policy makers, etc), through their discrete choices and actions, have the power to create the conditions for subsequent changes in the structures of prevailing systems (economic, social, legal and

This article presents a conceptual model that explores the extent to which various (non)-users can be subjected to mechanisms of inclusion or exclusion. The model consists of eight profiles of digital inequalities, ranging from deep exclusion to deep inclusion, and is based upon a combination of five key indicators at the social level (income, education, social participation, agency, well-being) and eight key indicators at the digital level (access, attitudes, digital skills, soft skills, media richness of the environment, autonomy of use, user practices and social support). This conceptual model, by going further than socio-demographics, (a) allows the formulation of an alternative lens through which to look at mechanisms of inclusion and exclusion and (b) brings a significant contribution to existing research by highlighting the co-action of social and digital indicators in mechanisms of inclusion and exclusion.

This article contributes to a better understanding of patterns of social support in relation to digital inequalities. Based on an extensive qualitative study, the diversity of support networks and supports seeking patterns are unveiled. A typology of six patterns of help-seeking is presented and described: the support-deprived, the community-supported, the supported through substitution, the network-supported, the vicarious learners, and the self-supported. The article also critically engages with the often unnuanced academic literature on social support. The research and the typology reveal that the quality of support, as well as the availability of potential or actual support, is not only influenced by socio-economic factors. Rather, the strength of the relationship and the level of intimacy between individuals is an important predictor of support-seeking. As such, this article shows that mechanisms of in/exclusion are highly social, as they entail a diversity of formal and informal support-seeking patterns, which in turn have an important influence on the adoption and use of digital media. The article argues that understanding such mechanisms is rooted in reconciling micro-level interactions to macro-level patterns of inequalities. To show the specificity of social support within digital inequalities research, and to demarcate the concept from definitions of other academic disciplines, the concept of social support for digital inclusion is introduced. It is defined as the aid (emotional, instrumental, and informational) that an individual receives from his/her network in his/her use of digital technologies.

The discussion on media literacy in Flanders starts in the Flemish Parliament in 2006. It will take until 2013 before the Flemish Government will set up the Knowledge Center for Media Literacy—Mediawijs. Flanders is therefore rather late in establishing a dedicated institute for media literacy. The same can be said for developing a formal policy framework in relation to media literacy. This article starts with a theoretical discussion of three major trends in the current media literacy debate. The article moves on to describe and analyze Flanders media literacy policy debates and policy formulation. It highlights the development and remit of the Knowledge Center for Media Literacy and discusses the innovative role of the public service broadcaster in relation to media literacy. It ends with a reflection of how Flanders media literacy policy can be situated within the theoretical discussion.

Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- List of Boxes -- Part I Media Policy Research -- 1 Introduction: Media Policy and Media Policy Research -- The Subject: Media and Communication Policy -- Media Policy, Regulation and Governance -- What Is Peculiar About Media Policy? -- The Research Field: Media and Communication Policy Research -- A Definition of Media Policy Research -- History and Development of Media Policy Research -- Misconceptions of Media Policy Research -- Evidence-Based Policy-Making and Its Limitations -- Conclusion -- References -- 2 Doing Media Policy Research -- Planning -- Topic, Research Question and Problem -- Theory and State of Research -- Refining Research Questions and Developing (Hypo-)Theses -- Research Design -- Choosing Methods of Data Collection and Analysis -- Determining the Population and Sampling -- Research Plan -- Executing -- Operationalization -- Data Collection -- Data Preparation -- Data Analysis -- Reporting -- Writing a Research Report -- Publications and Presentations -- Reaching Out -- Thinking About Ethics -- Conclusion -- References -- 3 Digitization and Media Policy Research -- Introduction -- Main Focus of Media Policy Research -- A Focus on 'Old' and 'New' -- Focus on Formal Government Policies -- Focus on Traditional Methods -- Digitization of Media Policy Research -- Digitizing Existing Methods -- Digitally Native Methods -- Participative Methods -- Conclusion -- References -- Part II Research Design -- 4 Case Study Research -- Introduction -- Case Study Basics -- Pros, Cons and Implications -- How to Design and Conduct Case Study Research -- Literature Review -- Case Selection -- Refining Research Questions -- Selecting Methods -- Data Analysis -- Conclusion -- References -- 5 Comparative Research.

The pandemic had a considerable impact on youth work in Flanders, as many face-to-face activities had to shift online out of necessity. For many youth organizations, this was their first encounter with digital youth work, either online or in a blended format. Despite this recent boom in digital youth work practices, the concept is not new. It was first mentioned in the 2017 conclusions on smart youth work[1] by the Council of the European Union. Digital youth work is defined as using and discussing digital media/technology in different types of youth work situations, whilst still adhering to the goals, values, and principles of general youth work (Council of the European Union, 2019). While some Flemish youth work organizations focused specifically on digital media before COVID-19, the pandemic has accelerated the uptake of digital youth work. This paper examines the effects of COVID-19 on youth work in Flanders. It explores the challenges and opportunities, using the quick-scan-method to map relevant organizations. [1] "[I]mplementing smart youth work enables young people and youth workers to, based on existing experiences and seeking new connections and means, create innovative solutions (including digital solutions) for coping with both current problems and new challenges. Smart youth work activities are based on the needs of young people and youth workers, and take into account developments in society and technology, including globalisation, networking and e-solutions" (Schlümmer, 2018).