To what extent does media engagement for children and adolescents offer potential for linking formal and informal contexts? How should all-day schools, as formal learning contexts, be designed when it comes to incorporating digital media into teaching and promoting media literacy? To answer these questions, Sandra Assmann develops a Grounded Theory in the tradition of Strauss and Corbin, incorporating aspects of practice, system, network, space, and learning theories. Questionnaires and media diaries kept as weblogs by children and adolescents, as well as interviews with teachers, form the empirical data basis of the work.