This book illuminates the complex relationship between social media, identity, and youth in the Global South. By examining the profound impact on the psychosocial well-being and economic prospects of young people across diverse regions, the collection present empirical evidence from scholars spannin
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g Asia, Africa, North America, Central, and South America. Contributors show how young people experience adverse side-effects online, such as social withdrawal, or animosity to others, and how good social health and social media use can help young people develop economic resources, become independent, and socially responsible. Additionally, the book explores the role of social media channels, such as Facebook and Instagram, in the rise of cyberbullying, sexting, and online radicalization; how these platforms re-negotiate identity in developing countries and compromise productivity; and how the behaviour of celebrities on said platforms influence youth behaviour. Structured into five thematic sections, this book presents a nuanced understanding of the well-being implications arising from social media use among young people hailing from diverse socio-cultural and economic backgrounds and political exigencies.
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"This research brings together scholarship across the Americas and Caribbean to examine digital inclusion initiatives in the following countries: Uruguay, Chile, Peru, Brazil, Mexico, Cuba, Jamaica, the United States, and Canada. Across the cases, several themes emerge that offer important indicator
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s for future digital inclusion initiatives. First, public policy can effectively reduce access gaps when it addresses the trifecta of network, device, and skill provision. Second, this triple-crown of public policy is highly effective for longitudinal effect when implemented early via educational institutions. Third, rural-urban digital inequality is resistant to change such that rural populations benefit less from policy initiatives than their urban counterparts. Fourth, digital inclusion in rural areas and among marginalized populations is most effective when cocreated with communities to ensure community investment, participation, and control. Fifth, stay-at-home orders during the COVID-19 pandemic are rapidly increasing our dependence on digital technologies, making digital inclusion more important than ever for education and rural communities. We therefore close the article with discussion of how the COVID-19 pandemic is amplifying digital disadvantage and exclusion across the Americas, the Caribbean, and the globe. (Abstract)
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"There is a large body of research that has examined digital inequities, inequalities, and divides—i.e., those countries, communities, and individuals digitally left behind or disadvantaged. Whereas we know quite a lot about what is lacking and for whom, there is less focus on what works to allevi
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ate these inequalities and divides in a variety of cultural contexts. This thematic issue brings together scholarship on digital inclusion initiatives and research from over 20 countries and in the context of numerous aspects, including different types of initiatives as well as different types of target audiences for these initiatives. Each article provides unique insights into what does and does not work in various communities, making recommendations on what could be done to improve the examined initiatives. We hope that the breadth and depth of articles presented here will be useful not just for academic audiences seeking to broaden their understanding of digital inclusion and ‘what can be done’ rather than focusing on ‘what is amiss,’ but also for policymakers and digital inclusion initiatives who are eager to expand and advance their digital inclusion work within their communities." (Abstract, page 132)
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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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