Modelling childrens experiences of online skills, opportunities and - - PowerPoint PPT Presentation

Modelling children’s experiences of online skills,

• pportunities and risks: a European perspective

Sonia Livingstone s.livingstone@lse.ac.uk Department of Media and Communications www.sonialivingstone.net London School of Economics and Political Science www.eukidsonline.net Livingstone_S

From 2006 to 2014, the EU Kids Online network grew from 21 to 33 countries (150+ researchers), funded by Safer / Better Internet for Kids http://ec.europa.eu/digital- agenda/en/creating-better-internet-kids We conducted qualitative and quantitative research to inform evidence-based policy

• ver the key decade of internet appropriation

in Europe www.eukidsonline.net From 2011-14, Net Children Go Mobile replicated parts of our research in 7 countries www.netchildrengomobile.eu In 2015, network coordination passed from Media@LSE to the Hans Bredow Institute for Media Research, University of Hamburg www.netchildren2020.eu

EU Kids Online

Also in 2015, we began an LSE-based collaboration with UNICEF on Global Kids Online www.globalkidsonline.net

Findings • methods • recommendations

Media anxieties

Access and use is changing fast

Listening to children’s concerns

Risks

From risk to harm

Skills and literacies

Ladder of opportunities

71 69 67 64 63 57 54 37 64 66 57 51 61 50 52 31 20 40 60 80 100 Block messages from someone you don’t want to hear from Bookmark a website Change privacy settings

• n a social networking

profile Delete the record of which sites you have visited Find information on how to use the internet safely Compare different websites to decide if information is true Block unwanted adverts

• r junk mail/spam

Change filter preferences 2010 2014

Digital skills

The more, the more

BE RO PT IT IE DK UK UK RO PT IT IE DK BE 2014 2010 30 40 50 60 70 80 1 2 3 4 5 % Experienced one or more risk factor Average number of daily activities

The more, the more (usually): risks and opportunities

Models of (national) comparison

• Nation as object of study
• Nation as context of study
• Nation as unit of analysis
• Nation as component of transnational system

(Melvin Kohn, Cross-national research in sociology 2009)

European diversity

Modelling

Child’s well-being (benefit, harm) SOCIAL LEVEL COUNTRY LEVEL O N L I N E Family Educators

Culture, media and values Education and knowledge Technology provision and regulation Societal inclusion (inequality, welfare)

Children Opportunities

• Risks

INDIVIDUAL LEVEL Child’s identity and resources A c c e s s Peers Community Uses, practices

• Skills, literacies

Digital ecology

Ever younger children

• Children use a limited range of websites, often assisted by parents/siblings
• Children can be relatively skilled in navigating some devices or apps but not in others
• Children’s skills and their limitations are often unrecognised by parents
• Children have little understanding of the online world; parents think this doesn’t matter
• We saw more diversified skills in families where parents/siblings spend time with them
• The relation between user and interface is crucial for children who can’t read or write

From observing 70 families

The European Commission

There is nothing a Government hates more than to be well-informed; for it makes the process of arriving at decisions much more complicated and difficult.

(John Maynard Keynes, The Times, 11 March 1937)

Working with stakeholders

Towards evidence-based policy

Whose agenda?

Literacy and legibility