"This book examines mobile media use among children and youths within an Asian context. By studying the impact of mobile media on children and youth in Asia, it focuses on the explosive growth of mobile media among young people and seeks to understand the potential consequences of mobile media use o
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n society, relationships, and what it means to be a young person. With this, it provides a richly contextualized Asian voice to research on mobile media and young people, enriching the global conversation surrounding an increasingly central aspect of youths’ everyday lives. Research on mobile media and its impact on children and youths in Asia is not thoroughly represented, despite the proliferation of smartphone and tablet use in the region. This volume fills this gap by canvassing contemporary research on mobile media, children, and youth in Asia through the perspectives of emerging scholars in the region and beyond. It promotes an understanding of the motivations and patterns of use by children and youth in the region, examines contemporary research on the antecedents and consequences of mobile media use on society, relationships, and the individual, and provides a critique of mobile media use among children and youth. The volume also provides a culturally sensitive examination of mobile media use among children and youth, describing and analyzing policies enacted to manage young people’s smartphone use." (Publisher description)
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"This edited collection illuminates the scope with which identities and intimacies interact on a wide range of social media platforms. A varied range of international scholars examine the contexts of very different social media spaces, with topics ranging from whitewashing and memes, parental discou
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rses in online activities, Spotify as an intimate social media platform, neoliberalisation of feminist discourses, digital sex work, social media wars in trans debates and 'BimboTok'. The focus is on their acceleration and impact due to the specificities of social media in relation to identities, intimacies within the broad 'political' sphere. The geographic range of case study material reflects the global impact of social media, and includes data from Belgium, Canada, China, France, Germany, Greece, Italy, Portugal, Spain, Sweden and the USA." (Publisher description)
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"En el Perú existen alrededor de nueve millones de adolescentes entre 12 y 17 años. De este grupo, se estima que el 92.9 % hace uso de internet para socializar, informarse, desarrollar pasatiempos y asistir a clases durante la pandemia. Según las estadísticas oficiales, la población de adolesce
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ntes muestra una brecha digital de género menor a la de otros grupos etarios, pero estas estadísticas solo se limitan a medir la brecha de acceso material. Para entender de manera integral las barreras que enfrentan los y las adolescentes, se debe ahondar en las formas de impacto que internet tiene en sus vidas diarias, así como los estereotipos de género que pueden ser fomentados dentro de su entorno social próximo. Es por ello que entrevistamos a expertos y actores clave sobre la situación actual de la brecha digital de género en el Perú y elaboramos un estudio de campo novedoso –basado en la metodología diseñada por UNICEF y Global Kids Online– que nos permitió descubrir la diversidad de factores que promueven e inhiben la apropiación de internet por parte de adolescentes." (Página 6)
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"We surveyed over 26,000 girls and young women in 26 countries. 91% of girls and young women surveyed are concerned about misinformation and/or disinformation online. 40% of those surveyed are extremely or very concerned. Misinformation and disinformation are having a negative impact on 87% of the g
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irls and young women we surveyed. 46% of girls feel sad, depressed, stressed, worried or anxious as a result of online misinformation and disinformation. Misinformation and disinformation restrict girls’ activism: 1 out of 4 girls feel less confident to share their views; 1 out of 5 girls stop engaging in politics or current affairs. 7 out of 10 girls and young women have never been taught about how to spot misinformation/disinformation at school or by family members. There was no single online source of information that the majority of girls and young women surveyed actually trusted." (Key findings, page 6)
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"This paper presents results from a three-arm randomized controlled trial in Zambia with a sample of nearly 1200 adolescent girls enrolled in Grade 7. Selected primary schools (N=36) were randomly assigned within each of three districts to one of three arms: 1) e-readers, which girls could take home
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, provided within a safe space group platform plus community engagement activities; 2) safe space groups plus community engagement activities; and 3) control. The intent-to-treat estimates indicate that girls in the e-reader arm scored significantly better on two basic literacy assessments as well as non-verbal reasoning compared with girls in the control arm." (Abstract)
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"What do we know about the gender digital divide for girls? To date, there is little research on gender differences in digital access for children under the age of 18. These disparities in usage limit women’s access to the full range of opportunities offered by digital. However, the limited data a
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vailable does indicate a similar pattern of lower access and use for girls, as for women. In countries with data, girls aged 15–19 years were less likely than boys to have used the internet in the past 12 months, and they also had lower mobile phone ownership. The greatest disparities were in South Asian countries. For instance, rates of internet use among boys were double those of girls in Nepal, and quadruple those of girls in Pakistan. Phone ownership was almost 30% higher among boys in Nepal, Pakistan, and Bangladesh. Weekly access to information media was also substantially lower among adolescent girls in Nepal, India, Afghanistan and Timor-Leste. Boys use far more digital platforms and services for a much wider range of activities than girls, and they are more likely to use the internet. Roughly 46% of boys use the internet on their phones, compared to 27% of girls. Another study, by Girl Effect and the Vodafone Foundation, found boys are 1.5 times more likely than girls to own a mobile phone and 1.8 times more likely to own a smartphone. More than half (52%) of girls borrow mobile phones if they want digital access, compared to 28% of boys. As for adult women, this gender gap in access is echoed in digital use overall. As the digitization of economies expands, economic and social growth will increasingly depend upon people’s ability to use technology. While some jobs require very advanced digital skills, most jobs and daily activities need basic digital literacy to engage with a digital economy. Without increased digital adoption and use, girls will have fewer employment opportunities and will face additional barriers to workforce participation." (Pages 6-7)
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"Embracing an international perspective encompassing the Global North and Global South, chapters explore expressions and performances of youth and young adults as shifting and entangled, in and through the clothed body, gender, sexuality, race, artistic and pedagogical making practices, in spaces an
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d places, framed by new materialism, social media, popular and material culture. The overarching emphasis of the collection is on youth and young adults’ strategies for engaging in and with the world, becoming a someone, and belonging, in settings that include a juvenile arbitration program, an artist community, high schools, universities, families and social media." (Publisher description)
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"More than half of girls surveyed, from around the world, have been harassed and abused online. One in four girls abused online feels physically unsafe as a result. Online abuse is silencing girls' voices. Girls are harassed just for being girls and it gets worse if they speak up about issues they c
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are about. Race, sexuality and disability are targeted too. Nowhere feels safe, and for many, online harassment that follows them into their homes, and invades their hearts and minds, is just as frightening, physically and emotionally, as street harassment. The two are interwoven – the result of underlying misogyny that is determined to keep girls and women “in their place.” Perpetrators who threaten rape and physical violence, use abusive and sexist language, post manipulated photos and send pornographic pictures are able to remain anonymous and unconstrained; girls are often afraid, begin to restrict what they post and are forced to try and protect themselves. It is time for this to stop. Girls and young women are demanding change. Their experiences are not “normal” and girls should not have to put up with behaviour online which would be criminal on the streets. Governments and social media companies must take action." (Key findings, page 7)
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"We wrote this booklet to help our sisters learn about problems that we can run into on the internet (like leaked or stolen personal photos, viruses, and scams), how we can make informed decisions every day to protect ourselves, and to help make the internet a safe space for ourselves, our families,
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and all other women." (Page 1)
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"This rapid evidence review examines adolescents’ access to and use of digital media (especially mobile phones and the internet), together with the associated digital skills and practices, opportunities and risks, and forms of safety mediation, in low- and middle-income countries (LMICs). The revi
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ew is especially concerned with 10- to 14-year-old girls’ digital media uses, although little evidence specifically addressed this group. It is guided by two overarching research questions: 1. What do scholars and practitioners know about how young adolescents are using digital media (computers, mobile phones and other information and communication technologies, ICTs) and the key challenges these children face? What are the opportunities involved in their use of such media and what are most significant gaps in our knowledge? 2. What evidence is there of local, national and international development programmes’ effective use of digital media to target 10- to 14-year-olds (rather than older adolescents)? What are the most significant gaps in the existing knowledge about these interventions and their outcomes?" (Executive summary)
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"Age is the key factor that differentiates among children’s online experiences, with gender also significant. One in ten children to one in five young teens say they encountered something worrying or nasty online in the past year. Children’s top worries are pornography and violence; they say the
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y encounter these most often on video-sharing sites, followed by other websites, then social networking sites and games. Children are also concerned about the levels of advertising online, their spending too much time online, inappropriate contacts, rumours and nastiness. Top parent concerns include online violence. There has been little increase or decrease in online risk in recent years, although there are some indications of a rise in hate and self-harm content. It is not possible to determine whether the internet has increased the overall amount of risk children face as they grow up, or whether the internet instead provides a new location for risk experiences, but the nature of the internet itself surely alters and amplifies the consequences." (Executive summary, page 2-3)
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"Argues that media — whether traditional or online — matters a great deal in the lives of girls in the developing world. It matters because it has the ability to be harmful to girls’ interests and selfesteem, and it matters because it can also be so effective in playing a positive role in girl
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s’ lives. Specifically, media can influence girls’ aspirations and behaviours around their health and livelihoods, open the door to greater participation in society and ensure that girls’ issues move higher up the public agenda. If challenges around media access and control are addressed head on and girls come to be valued as an audience, then media can play a vital role in helping to advance the well-being of adolescent girls in regions of the world where their interests have traditionally been most neglected." (Introduction)
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"Harnessing the Power of Videos is a training toolkit for community-based organizations on how they and the adolescent girls they serve can use visual media and technology to tell their stories and those of their communities; to be heard; and, in the process, to be empowered through increased skills
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and self-confidence. This manual was designed in consultation with several organizations focused on promoting gender equality and improving the lives of adolescent girls and young women." (Introduction)
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"This article aims at understanding the popularity and cultural and social significance of the highly prominent Chinese television show Super Girls’ Voice (the 2005 season), a talent contest largely modeled upon “reality shows” such as American Idol in the United States and Pop Idol in the Uni
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ted Kingdom. We focus particularly on whether the show, as some critics have claimed, has altered the power relationship between the media and the audience. Theoretically, we follow Couldry’s (2000) framework and consider the media’s construction of the symbolic boundary separating the “media world” and the “ordinary world” as crucial to the legitimization of media power. Based on an analysis of media discourses, review of publicized materials about the show’s organization, and a focus group study on young female audience members, we contend that the Super Girls’ Voice has involved a temporary suspension of the media/ordinary boundary. Yet the boundary was re-established toward the end of the show, thus relegitimizing media power. The audience members, meanwhile, were largely complicit throughout the process: they both enjoyed the temporary suspension and the ultimate re-establishment of the media/ordinary boundary." (Abstract)
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"This book analyzes the different ways in which media are being used for community building and it also critically interrogates the concept of community itself. The authors do that from a variety of different perspectives, ranging from fundamental philosophical questions regarding community, to the
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role of journalism, the possibilities of community building on a local, national and global level, online media communities as means of empowerment for marginalized groups, the representation of communities in the media, and the formation of learning communities. Although there is a clear dominance in focusing on the chances and possibilities opened up by the Internet, the role of more traditional media like magazines, radio and television is being examined as well. Both sides, the media representations with the identity positions they offer as well as the interpretations and meaning productions that take place by the users of the media, are taken into account to cover the full range of media as cultural tools of connectivity." (Publisher description)
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