Understanding The Everyday Digital Lives of Children and Young People

About This Book
Contents
List of Contributors
List of Figures
List of Tables
Part I: From Established to New Perspectives on Children and Young People’s Use of Digital Technology
	How Can We Understand the Everyday Digital Lives of Children and Young People?
		Perspectives on Technological and Social Change
		Children and Young People’s Use of Digital Technology: A Conceptual Model
		What Do We Know About Children and Young People’s Use of Digital Technology
			The Research Design
		Brief Results from the Overall Study
		Structure of the Book
		References
	Digitally Disengaged and Digitally Unconfident Children in Europe
		Introduction
		Data and Methodology
		Results
		Conclusions
		Appendix
		References
	The Digital Divide: Understanding Vulnerability and Risk in Children and Young People’s Everyday Digital Lives
		Introduction
		The Digital Divide and the Ecological System
		Understanding Vulnerability and Who Is Vulnerable
		The Concept of Risk in Digital Transformations
		Conclusion
		References
	Children’s Digital Boundary Crossings When Moving in Between Porous Ecosystems
		Introduction
		Research on Children’s Digital Worlds
		Methodology
			Sampling, Procedure, and Ethics
			Analysis Strategies
		Findings
			Being at Home “Alone”
			Being at Home Connecting with Peers
			Being at School
		Discussion
		Concluding Remarks
		References
	Investigating Patterns of Digital Socialisation During Leisure Through Multimodal Social Research
		Introduction
		Methods, Measures, Ethical Considerations, and Limitations
			A Multimodal Research Design
			Semi-Structured Interviews
			Online Diaries, Snapshots, and Mini Surveys: Children as Co-Researchers
			Video Game Observation
			Dealing with Different Data Types: Semantic Integration of Multimodal Data
		Possibilities, Challenges, and Conclusions
		References
	Children’s and Young People’s ICT Experiences in School Education: Participatory Research Design to Engage Children and Young People as Experts in Research
		Introduction
		Designing Participatory Research with Children and Young People
		Collaborative Ethnography Approach
		Video Workshop Approach
		Results on Learning from Children and Young People Through Participatory Research
			Interview Questions Developed by Children and Young People
			Interview Questions Developed by the Teacher Candidates
		Discussion, Main Implications, Limitations, and Future Perspectives
		References
Part II: Exploring Agency and Well-being in Everyday Digital Lives
	A Developmental View on Digital Vulnerability and Agency of Children Under 10 Years of Age
		Introduction
		Children’s Vulnerability and Agency from a Developmental Perspective
		Caregiver Mediation Styles and Children’s Digital Exploration
		Objectives and Research Questions
		Methodology
		Results
			Universal Vulnerabilities and Parental Mediation
			Categorical Vulnerabilities Related to Sociodemographic Factors
			Categorical Vulnerabilities
			Situational Vulnerabilities
			Individual Vulnerabilities
		Discussion
		Conclusions
		References
	Discourses and Gender Divides in Children’s Digital Everyday Lives
		Introduction
		Theoretical Framework
		Materials and Method
		Analysis
		Findings: Eight Approaches to Positioning the Child as a Subject in Digital Everyday Life
			Boy or Girl
			Sensible
			Social
			Cheeky
			Protective and Curious
			Parent-Attached and/or Independent
		What the Children’s Approaches May Tell Us About How They Discursively Construct Gender Identity in Digital Everyday Life
		Adjusting to the Heteronormative
		Gendered Resistance to Adult Normativity
		Navigating Across Gender Categories: Concluding Remarks
		References
	ICT Use and Children’s Self-reported Life Satisfaction
		Introduction
		Literature Review
			ICT and Children’s Well-Being
			ICT and Crowd-Out Effects
		Data
		Results
			Children’s Use of New Technologies and Overall Subjective Well-being
			Does Children’s ICT Use Crowd Out Other Activities?
			Children’s ICT Use and Satisfaction with Their Free Time and Their Use of Time
		Conclusions
		Appendix
			Data
			Children’s Use of New Technologies and Overall Subjective Well-Being
			Does Children’s ICT Use Crowd Out Other Activities?
			Children’s ICT Use and Satisfaction with Their Free Time and Their Use of Time
		References
	‘Of Gaming and Other Demons’: Defining Children and Young People’s Meaningful Leisure Activities in the Digital Era
		Digital Childhood
		Digital Leisure Activities Among Children and Young People
		Data and Methods
		Limitations
		Defining Children and Young People’s Meaningful Leisure Activities in the Digital Era
		Communication
		Entertainment
		Gaming
		Rules and Negotiations
		Parental Insight and Understanding
		Discussion
		Conclusion
		References
	Perspectives of Children and Young People on Their Education as Preparation for Their Future in the Digital Age: In-depth Qualitative Study in Five European Countries
		Introduction
		Literature Review: How Children and Young People Acquire Digital Competences and Use Digital Technologies at School
		Methodology: A Qualitative Interview Study with 9- to 16-Year-Old Children and Young People in Five Countries
		How Children and Young People Acquire Digital Competences and Use Digital Technologies at School
		Discussion: How Children and Young People Acquire Digital Competences and Use Digital Technologies at School
		Conclusion on Children’s and Young People’s Perspectives on Education Preparing Them for Their Future in the Digital Age
		Limitations of the Present Study
		References
	Social Media as a Shaper, Enabler, and Hurdle in Youth Political Participation
		Introduction
		Social Media as Part of Young People’s Ecosystem
		Social Media as an Ecosystem of Political Participation
		Methods and Data
		Context: Youth Political Participation and Justice in Estonia, Greece, and the United Kingdom
		Defining Activism and Situating It Within Online Communication
		Motivations for Political Participation and Activism
		Political Social Media Practices and Social Media’s Political Affordances
		Generational Imaginaries and Social Media as Part of One’s Broader Social Ecosystem
		Conclusion
		References
	Talking About Digital Responsibility: Children’s and Young People’s Voices
		Introduction
		Children’s and Young People’s Voices and the Country Context
			The Context of Children in Estonia
			The Context of Children in Norway
			The Context of Children in Romania
		Conceptual Framework
			Legal Dimension
				Copyright and Plagiarism
				Privacy and Data Protection
			The Ethical Dimension
			Attitudinal Dimension
				Online Behaviour and Identities
				Online Bullying
				Critical Source Awareness
		Method
			Estonia
			Norway
			Romania
				Limitations
		Digital Responsibility: Children’s and Young People’s Voices
			Legal Dimension
				Privacy and Data Protection
				Copyright and Plagiarism
			Ethical Dimension
				Moral Agency and Responsibility
			Attitudinal Dimension
				Online Behaviour and Identities
				Online Bullying
				Critical Source Awareness
		Discussion
		Conclusion
		References
	Intersecting Knowledge on Young People’s Well-Being and Use of Digital Technology Across Contexts: A Scoping Review Synthesis
		Introduction
		Conceptualisations of Well-being in the Use of Digital Technology
		Conceptualising Well-being as Human Agency to Overcome Vulnerability
		Agency Involving Digital Technology Across Social Contexts
		Data and Method
			Identification of Keywords
			Search String Applied Across Databases
			Study Selection: The Four Microsystems
			Study Selection: Mesosystemic Interaction
		Analysis
			Family and Leisure Intersection
			Family and School Intersection
			School and Leisure Intersection
			Democratic Participation and Leisure Intersection
			School, Leisure and Democratic Participation Intersection
		Discussion
		Conclusions
		References
Part III: A New Response to Risk and Vulnerability: Influencing Social Policy in the Digital Age
	Developing a Toolkit for Contributing to Digital Competence: A Review of Existing Resources
		Introduction
		The Digital Ecosystem: A Framework for Understanding Digital Inequalities
		European Strategies and Policies
		Research Methodology
		Objectives of the Scoping Review
		Data Collection Process
		Results
		Interventions at the Microsystemic Level
		Interventions at the Mesosystem Level
		Interventions at the Macro Level
		Identifying Gaps
		Gaps Revealed by the Scoping Review
		Conclusions
		References
	EU Policy Reflections on the Intersections Between Digital and Social Policies Supporting Children as Digital Citizens
		Introduction
		Furthering the Social Dimension of the Digital Policy Agenda
		A European Approach to Children’s Interactions with the Digital Environment: The Evolution of the Better Internet for Kids Agenda
		Children’s Rights Stepping into the Digital Environment
		Bringing Digitalisation into Social Policies
		Towards a European Pillar of Social Rights and a European Child Guarantee
		Digitalisation of EU Social Rights Funding Frameworks: The European Social Fund (ESF+) and the Recovery and Resilience Facility (RRF)
		Moving Forward Beyond Social and Digital Policy
		References
Index