New media technologies now form a central part of many young people's lives, both in and away from school. The increasing take-up of home computers and hand held mobile devices (smart phones, tablets) with high-speed connections in many western countries and the increased use of information communication technologies (ICT) as part of the leisure lifestyles and school-based experiences of many young people have given rise to epithets such as 'tech-savvy', 'digital natives', 'cyberkids', 'google generation', and 'net generation' or 'n-geners' to describe young people (see Holmes 2011). Furthermore, the "time-space compression" (Harvey 1989) associated with developments in global communication systems offers possibilities for networked connectedness for youth, ushering in new forms of communication, identity formation, and social relations. For researchers engaged in the study of youth, these developments in young people's increasing participation in ICT open up numerous research possibilities not only in the way young people engage with new media technologies, but also in what their participation with these new media means for them. Documenting the experiences, practices and social engagements of youth in new iScapes requires the development of a conceptual and methodological framework that integrates the everyday experiences of youth with the multiple space-place connections facilitated by new media and network ICT systems.