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Child sexual abuse on the internet: Report on the analysis of technological factors hat affect the creation and sharing of child sexual abuse material on the internet

Matilda Dorotic, Jan William Johnsen

Oslo: BI Norwegian Business School (2023), 63 pp.

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Sesame Street: A Transnational History

Helle Strandgaard Jensen

New York: Oxford University Press (2023), xii, 274 pp.

"Sesame Street tells the history of how the American show became a global brand. The book argues that because domestic production was not financially viable from the beginning, Sesame Street became a commodity forcefully marketed all over the world. It is based on archival research in seven countrie ... more

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Child Abusing News: Episodic and Thematic Media Framing Adapting the Children Act and UNICEF’s Principles in Bangladesh

Nusrat Jahan, Mehedy Hassan Razib

Athens Journal of Mass Media and Communications, volume 9, issue 2 (2023), pp. 113-130

"The present study is designed to assess the trend of episodic and thematic media framing on child-abusing news and its relation with the adaptation of The Children Act along with UNICEF's reporting principles. With media framing theory this paper executed a quantitative study through content analys ... more

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Evaluation findings report: A norms and behaviour change campaign targeting employers of child domestic workers in Ethiopia

Eric Vaughan, Catharine Russell

Altai Consulting; Freedom Fund (2023), 39 pp.

"Child domestic workers (CDWs) in Ethiopia tend to face challenging working conditions with limited access to education. Child domestic work refers to live-in or live-out work done in a household where the child’s biological parents do not reside and which often but does not always include some fo ... rm of remuneration. Child domestic work is common in Addis Ababa as it serves as an entry point into the labour market for girls migrating from rural to urban areas in Ethiopia (Erulkar et al., 2017). Indeed, a recent study estimated the prevalence of domestic work among girls aged 12–17 in Addis Ababa to be 37% (Erulkar et al., 2022). Though domestic work is not necessarily a harmful form of child labour, CDWs in Ethiopia often face mistreatment and abuse from their employers (Population Council and Freedom Fund, 2021). This mistreatment is linked to broader social norms which place CDWs as inferior and less worthy than other members of the household. In an effort to change norms and behaviours towards the treatment of CDWs, the Freedom Fund implemented a norms and behavioural change campaign (NBCC) in 2022. The NBCC targeted employers of CDWs in Addis Ababa. It was funded through the Program to End Modern Slavery, an initiative of the United States Department of State’s Office to Monitor and Combat Trafficking in Persons and was part of the Freedom Fund’s broader ‘Reducing the Prevalence of Child Domestic Servitude in Ethiopia’ programme. Based on the findings of formative research, the main objectives of the NBCC were to shift norms and behaviours relating to CDWs’ working conditions and access to education. [...] The NBCC reached 57% of employers interviewed during the baseline. Television was by far the main medium through which respondents were exposed to the campaign (95%) followed by online media (13%), physical posters (13%), and community discussions (6%). Using data on recall of campaign materials and participation in campaign activities, respondents were classified into three categories based on level of exposure: no exposure (43%), low exposure (17%), and high exposure (40%). The NBCC’s reach appears to have been uneven as younger respondents, women, and those with more education tended to have a higher level of exposure. Survey findings emphasised the differences in working conditions and access to school between CDWs who are related to their employer and those who are not. Whereas some CDWs are recruited as domestic workers, others are relatives of their employer (for example, a niece) and have been sent by their family to live in Addis Ababa. Those in the first category tend to work longer hours, as reported by their employer (35 per week compared to 24 for those related to their employer) and are less likely to be enrolled in school (25% compared to 75%)." (Executive summary) more

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Privacy and Protection: A Children’s Rights Approach to Encryption

Child Rights International Network (CRIN) (2023), 108 pp.

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Real or fake? Teenagers managing life on screens. The cybersurvey 2023

Adrienne Katz, Aiman El Asam

Youthworks (2023), 43 pp.

"Teens remain enthusiastic about life online: 87% go digital to manage or calm emotions. They relax, chat with friends, listen to music, or find out what they want to know. Most importantly for them, they connect with friends. They also use it to fend off boredom (which ‘can let in anxiety’). Ov ... er 2/3 say, it is ‘my main entertainment’. Around half go online to ‘escape my issues’. 47% feel more accepted when online, while three quarters feel more confident when on a screen. Digital access: 85% have their own phone with wi-fi access. 68% of 11yr olds, 89% of 13 olds and 97% of 15 year olds have their own phone with wi-fi access. The impacts of life on screens: While this is hotly debated amongst adults, here teenagers talk about how time on screens makes them feel. Responses are grouped into four parts: A) Benefits include: ‘feeling closer to my friends through social media 81%, or via gaming, 69%. Three quarters or 75% feel more confident when on a screen. They value creativity, the privacy and autonomy of finding out whatever they want, and the ability to ‘escape my issues’ or access entertainment and relaxation. B) ‘Electronic mood management’ explores how large numbers of teens use technology to manage their emotions. Contrary to popular myths, 80% hardly ever/never feel anxious after spending time on social media. 6% often feel anxious. C) 'Body mage and perception of others’ play a large role in online life: Almost 1 in 4 always or often believe that ‘Other people have a better life than me,’ Almost 1 in 5 say ‘Because of what I see online I’ve often tried to change my body shape’. D) Acceptance: Some feel it is easier to be accepted online or to ‘find people like me’. This is particularly true for young people who are unsure where they fit in, or those with a disability. Accessibility tools are widely used. Identifying who is most at risk: The survey also explores those who are more likely to describe negative impacts such as teens with an eating disorder, or a mental health difficulty; those who worry about life at home, and those with vision or hearing loss, speech difficulties, young carers, children in care and those with other challenges. The findings in this survey remain consistent with our published research. This minority are less safe online then their peers, they are more likely to become anxious or depressed after time online (or offline) and need help to manage their online lives. Alongside experiencing problems and harms online, they tend to be living with offline difficulties, and emotional health concerns. Some report multiple vulnerabilities. For those living with challenges, and dealing with powerful emotions, or without the means to go out for entertainment, the internet plays a different role. It can represent both a refuge and a risk. Being deprived of it can cause deep distress. Belonging and trust, or feeling left out: Boys are more likely to feel a sense of belonging and trust at school, whereas only 1/3 of girls say ‘school is a place where I feel I belong’ and ‘there is an adult I trust at school’. Teens need to feel they can turn to parents or trusted adults if they need to, and that they belong to and are valued in a community and also among friends. Compared to teens who never feel left out, those who do, described more anxiety, were less able to recover when things went wrong online, and were more likely to add unknown people as friends." (Executive summary, pages 4-6) more

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Juegos, videojuegos y juegos online

Huelva: Grupo Comunicar; Junta de Andalucía, Consejería de Inclusión Social, Juventud, Familias e Igualdad (2023), 31 pp.

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Families and New Media: Comparative Perspectives on Digital Transformations in Law and Society

Nina Dethloff, Katharina Kaesling, Louisa Specht-Riemenschneider (eds.)

Wiesbaden: Springer (2023), xv, 272 pp.

"The open access edited volume addresses children's rights and their ability to act in the digital world. The focus is on the position of children as subjects with their own rights and developing capacities. Their consideration by parents, courts and legislators is critically examined. Aspects of di ... more

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Mediensucht in Zeiten der Pandemie. DAK-Längsschnittstudie: Wie nutzen Kinder und Jugendliche Gaming, Social Media und Streaming?

Rüdiger Scharf (ed.)

Hamburg: DAK (2023), 65 pp.

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Amplifying Children & Young People's Voices Digitally

World Vision; NetHope; Accenture (2023), 57 slides

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Child Protection in Digital Education: Technical Note

Catherine Rutgers (ed.)

UNICEF (2023), 19 pp.

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State of children in South African media: An analysis of media’s coverage of children in 2022

Musa Oswald Rikhotso

Media Monitoring Africa (2023), 21 pp.

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Child Sexual Exploitation and Abuse Online: Survivors’ Perspectives

Bangkok: ECPAT International; WeProtect Global Alliance (2022), 83 pp.

"Across the types of issues that child protection workers were facing, forms of child sexual exploitation and abuse with an online element were indicated in 18% of their total caseloads. This means that one in five children they were supporting had related concerns. It is noted this was a convenienc ... more

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Dinámicas para prevenir conflictos en Instagram en el aula de la educación física

Ministerio de Asuntos Económicos y Transformación Digital; Instituto Nacional de Ciberseguridad (INCIBE); Internet Segura for Kids (is4k) (2022), 7 pp.

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Still invisible and still not heard: An analysis of 2021 media coverage of children

Musa Oswald Rikhotso

Media Monitoring Africa (2022), 22 pp.

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Policy responses to false and misleading digital content: A snapshot of children’s media literacy

Jordan Hill

Paris: OECD (2022), 81 pp.

"This paper has four parts. First, it outlines current research and definitions relating to false and misleading digital content and looks at children's behaviour in the digital environment. Second, the concepts of media literacy, digital literacy and other relevant competencies are discussed. Third ... more

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Jugendmedienschutzindex 2022. Der Umgang mit onlinebezogenen Risiken: Ergebnisse der Befragung von Kindern, Jugendlichen und Eltern

Christa Gebel, Niels Brüggen Claudia Lampert et al.

Berlin: Freiwillige Selbstkontrolle Multimedia-Diensteanbieter (FSM) (2022), 86 pp.

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Marco regulatorio para la protección de la niñez y la adolescencia en los servicios audiovisuales en Perú: Diagnóstico y aportes para reformas imprescindibles

María Capurro Robles, María José Guembe

Observacom; Friedrich-Ebert-Stiftung (FES) (2022), 21 pp.

"El documento se inicia con una descripción del marco jurídico vigente en materia de protección integral de los derechos de niños, niñas y adolescentes en Perú. A continuación, describiremos las herramientas que la regulación prevé para hacer efectiva la protección de niños y niñas frent ... more

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Hass im Netz kontern. Wir sind Cyber Heroes: Wir unternehmen etwas, anstatt zuzuschauen und mitzumachen!

Barbara Buchegger, Frederica Summereder (Red.)

Saferinternet.at; Bundeskanzleramt (2022), 26 pp.

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Unterrichtseinheiten für den Medienkompetenzrahmen NRW vom Internet-ABC für die Klassen 3–6
Key Guides

Sabine Weyer, Alexander Grote

Düsseldorf: Landesanstalt für Medien NRW, 2. Aufl. (2022), 78 pp.

"Auf den folgenden Seiten stellen wir Ihnen 13 konkrete Unterrichtseinheiten für die Klassen 3 bis 6 vor. Diese unterstützen Sie dabei, mit Ihren Schülerinnen und Schülern ausgesuchte Teilkompetenzen aus dem Medienkompetenzrahmen NRW zu erarbeiten. Die Unterrichtseinheiten bauen auf den Inhalten ... more

Unterrichtseinheiten für den Medienkompetenzrahmen NRW vom Internet-ABC für die Klassen 3–6 Key Guides

Unterrichtseinheiten für den Medienkompetenzrahmen NRW vom Internet-ABC für die Klassen 3–6
Key Guides