"This collection investigates and critiques the dynamism of children's lives online with contributions fielding both global and hyper-local issues, and bridging the wide spectrum of connected media created for and by children. From education to children's rights to cyberbullying and youth in challen
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ging circumstances, the interdisciplinary approach ensures a careful, nuanced, multi-dimensional exploration of children's relationships with digital media. Featuring a highly international range of case studies, perspectives, and socio-cultural contexts, The Routledge Companion to Digital Media and Children is the perfect reference tool for students and researchers of media and communication, family and technology studies, psychology, education, anthropology, and sociology, as well as interested teachers, policy makers, and parents." (Publisher description)
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"This study is a snapshot of children’s use of social media in East Asia, focusing on four countries: Cambodia, Indonesia, Malaysia and Thailand. The research incorporates the experiences of 301 children across the four countries, including 121 street children and refugees, collected through a ser
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ies of focus group discussions and participatory exercises. The qualitative data collected was supplemented by a confidential anonymous self-administered 20-item questionnaire completed at the end of the focus group discussions. While more is arguably known about how children in middle- and high-income families use social media, those from lower income families, marginalized children, children with disabilities, street children and refugee children are often excluded from conversations on their use of social media and online safety. This study explicitly attempted to include the voices of children from these populations. These were supplemented by discussions with parents, grandparents, caregivers and frontline workers including social workers, counsellors, child psychiatrists and educators." (Introduction)
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"The Children’s Media Lives study provides an in-depth understanding of how a sample of 18 children, aged eight to 18, are thinking about and using digital media, and how this differs and is influenced by age, life stage, family circumstances, peer groups and wider society. It explores how digital
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media use evolves over time as children develop and respond to offline factors such as new schools, friendships, and access to new technologies. This is the sixth wave of this longitudinal study into children’s media lives. The unique ability to review analysis, dating back to 2014, allows us to identify structural shifts in children’s media use and to explore the drivers behind new and emerging patterns of behaviour." (Introduction)
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"We recruited participants aged 13-14 in three countries: Mexico, South Africa and the Netherlands. Through a questionnaire, an observation exercise and interviews, we gathered information in order to identify trends [...] We constructed a number of global personas that cut across the groups. Safety
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Seeker: Aims to avoid potential harm online; they do not interact with content they believe is not genuine and they are discerning about friend requests. Awareness Raiser: Is concerned about global issues and considers the positive impact of online content more important than its veracity. Entertainment Junkie: Cares about having fun, being entertained and making friends smile; truth isn’t as important. Dedicated Fan: Believes content posted by the people they admire and will call out fake news about the things they care about. Socialiser: Is all about friends, connecting across several social media platforms. They are discerning about friends but still have hundreds – and they believe the things they share. Scroller: Doesn’t engage with misinformation or content they don’t care about; they just scroll on past. They can be challenging to engage." (Executive summary, page 4-5)
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"Esta es una obra miscelánea que se adentra, desde múltiples perspectivas, en las interacciones entre educación y comunicación por medio de la influencia global de las redes sociales. En un contexto hiperconectado, pero no necesariamente ‘empoderado,’ resulta esencial la formación en compet
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encias mediáticas para que la ciudadanía pueda responder de forma inteligente, crítica y creativa ante el gran reto de la ‘pantalla global.’ El texto es resultado de los trabajos de la Red Interuniversitaria Euroamericana «Alfamed» en el V Congreso Internacional de Competencias Mediáticas: «Redes sociales y ciudadanía: Hacia un mundo ciberconectado y empoderado», celebrado en dos modalidades: versión virtual del 14 al 16 de octubre de 2020, y versión presencial del 5 al 7 de mayo de 2021 en Quito (Ecuador)." (Cubierta del libro)
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"Using a phenomenological and multi-sited ethnographic approach, this book focuses on children's uses of digital media in three sites - London, Casablanca and Beirut - and situates the study of Arab children and screen media within a wider frame, making connections between local, regional and global
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media content. The study moves away from a conventional definition of media towards a pluralistic interpretation, and provides key ethnographic findings that reveal how the notion of home is extended across everyday spaces that children occupy. Exploring the relationship between children and media outside of the subject-object hierarchy, it re-connects them in a horizontal mapping of affectivity and intimacy." (Publisher description)
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"The Digital kids Asia-Pacific (DKAP) Framework proposes a comprehensive and holistic set of competencies across five domains: Digital Literacy, Digital Safety and Resilience, Digital Participation and Agency, Digital Emotional Intelligence, and Digital Creativity and Innovation. The framework is al
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so anchored in a rights-based approach, in full recognition of the United Nations Convention on the Rights of the Child (1989). The framework was then used as the basis for the creation of a self-reporting survey to measure children’s digital citizenship competencies. The survey was administered to 5,129 students aged 15 in four Asia-Pacific countries – Bangladesh, Fiji, Republic of Korea and Viet Nam. Among the five domains, children were most confident in their Digital Safety and Resilience competencies, and least confident in their Digital Creativity and Innovation competencies across all four countries. Some domains showed homogeneous levels of competencies across the four countries, while others showed wider gaps between the countries." (Executive summary, page xiii-xiv)
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"La licenciada en Psicología especializada en adicciones a internet, Laura Jurkowski, ofrece un panorama completo acerca de la presencia de las pantallas en la sociedad, la conducta digital de niños y adultos, los riesgos que surgen cuando se las usa excesivamente, y una guía práctica para padre
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s con el objetivo de alcanzar el bienestar digital. Valiéndose de una mirada que integra las pantallas en la vida diaria, la autora propone asignarles un espacio saludable que permita usarlas de manera consciente y limitada para no quedar atrapados en ellas." (Tapa psoterior)
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"1. Todos los niños uruguayos se conectaron alguna vez a internet [...] 2. El teléfono celular es el dispositivo más usado por los niños para conectarse a internet [...] 3. Los niños no son expertos en el uso de internet [...] 4. Los niños consideran que hay cosas buenas para ellos en internet
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y se imaginan a sí mismos utilizando la tecnología con diversos fines positivos en su futuro [...] 5. Los niños reconocen sus dificultades para regular el uso de internet, pero sobre todo señalan la dificultad que observan en sus padres para autorregular esa misma conducta, especialmente en ámbitos de interacción familiar [...] 6. Muchos niños son conscientes de los riesgos que existen en internet [...] 7. Algunas características de internet hacen necesario el desarrollo de estrategias novedosas para gestionar riesgos y evitar daños en los usuarios de menor edad [...] 8. El uso responsable de internet involucra a los referentes en la vida de los niños [...] 9. Solo la mitad de los niños que sufrieron episodios negativos en internet solicitaron ayuda o comentaron el hecho con otra persona [...] 10. Los padres tienen poco conocimiento sobre el contacto con desconocidos que sus hijos entablan en internet, tanto en el caso de contactos virtuales como presenciales [...] 11. A mayor acceso y uso de internet, mayores son los beneficios y mayores los riesgos." (Principales hallazgos, página 15-17)
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