Across eleven scholarly contributions, the yearbook explores how emotions shape media use, media practices and understandings of media literacy. The chapters address topics such as emotional dynamics in gaming and e-sports, the role of emotions in digital learning environments, as well as theoretical approaches that highlight the relevance of affective processes in digitally networked communication. The analyses make clear that emotions can no longer be treated as secondary or peripheral; rather, they constitute core drivers of contemporary, mediatized experiences. This perspective helps to foreground emotions as fundamental elements of social practice and to illuminate their significance in everyday media engagement.

A key aspect of the volume is the question of how emotional and affective dimensions can be systematically integrated into future models of media literacy. The authors argue that traditional, largely rationalist concepts no longer suffice in today’s digital landscape. Media literacy now requires the ability to reflect on one’s own emotional responses, to recognize manipulative mechanisms embedded in digital platforms and to navigate emerging technologies with confidence and critical awareness. As a result, the reflective handling of emotions is gaining importance—both in academic debates and in media education practices.

Further information on the publication can be found here.