Media mastery and digital devices: sensitizing framework for understanding student experiences of connectivity and control

Introduction This article summarizes the concept of media mastery as a sensitizing framework for understanding several paradoxes of digital media use. It then applies the framework to understand ways in which university students attempt to manage their digital devices. Materials and methods The paper first provides an overview of the development of the concept. Then, based on focus group data from Norway 2015–2016 and relevant literature reviews, we explore how students attempted to navigate tensions and paradoxes involving connectivity (tensions between relationships and expectations) and control (tensions between dependency and awareness). Results Many participants expressed frustration with social media and their own ability to control media use and distractions, questioning whether they should consider themselves dependent or addicted to their devices. They also discussed self-regulation strategies, such as controlling or limiting their digital media consumption, by becoming more aware, in control, and mindful. Conclusion For the focus group university students, the benefits of digital convergence (e.g., communication and multifunctionality) were paradoxically accompanied by challenges (e.g., pressure of constant connectivity and digital dependency). The study provides insights into the tensions and paradoxes in the processes of amstering, and being mastered by, digital media.