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- Volume 6, Issue 1, 2010
International Journal of Media & Cultural Politics - Volume 6, Issue 1, 2010
Volume 6, Issue 1, 2010
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Commonalities and differences: How to learn from international comparisons of children's online behaviour
Authors: Uwe Hasebrink, Kjartan Olafsson and Vaclav StetkaAs part of the EU Kids Online project, the network developed a methodology for hypothesis testing in a cross-cultural setting, building only on existing research. The aim was to be able to draw conclusions about commonalities and differences in children's online behaviour beyond providing only individual country descriptions. In doing so the network relied on a systematic and theory-driven collection of information on a country level, which was then analysed in a thematic way and subjected to a series of quality control measures. The results from the analysis proved a significant contribution to the knowledge base on children's online behaviour at a substantially lower cost than in a project aiming for the collection of primary data.
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Comparing media coverage of online risks for children in southern European countries: Italy, Portugal and Spain
Children's risks associated with the Internet and online technologies have been given great emphasis in media discourses across Europe. Perceptions and representations of online risks seem to be socially and culturally shaped, being rather different from one country to another. This article provides a comparative analysis of the press coverage of online risks in three European countries: Italy, Portugal and Spain. Being southern and Latin countries, they share some patterns and trends that may have a bearing on social attitudes towards the issue of children and new media. Through a focus on contextual factors, on one hand, and on the news media, on the other, the comparative analysis concludes that the three countries share relevant similarities but also present differences in the ways their national media systems represent childhood online.
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Opportunities of Web 2.0: Potentials of learning
Authors: Ingrid Paus-Hasebrink, Christine W Wijnen and Tanja JadinStarting with the empirical evidence regarding young people's attitudes towards the Internet with focus on the social web in the every day lives of adolescents, the article discusses what successful learning can be like. Furthermore, an Austrian pilot study on learning with Web 2.0 encompassing nine schools is outlined. In this project children worked together on a school-embracing wiki on Austrian national parks. Through the evaluation of the project, which included questionnaires, interviews and focus group discussions in class, different aspects of successful project-based learning as well as relevant aspects on Internet safety were investigated. In doing this, weaknesses in pupils' Internet usage on the one hand as well as ways of raising children's awareness of safer Internet use through project-based learning with wikis on the other were discovered.
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Protection and access: To regulate young people's internet use
By Thomas WoldThe focus for this article is the regulation of children and young people's Internet use in public schools and libraries in Norway. In the laws concerning children and media, a two-sided picture emerges; we have laws designed to protect children from possible harm, and we have laws to secure children's right to seek information. There is a consciousness in society at large that there are certain types of media content we do not want children to be exposed to. At the same time, it is important for youth to have a place where they can privately find information about difficult and potentially controversial issues. Among other concerns are whether children will believe everything they read on the Net (i.e. a continuation of the textbook hegemony in schools) and the current trend of self-exposure.
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Disclosure of personal and contact information by young people in social networking sites: An analysis using Facebook profiles as an example
Authors: Tatjana Taraszow, Elena Aristodemou, Georgina Shitta, Yiannis Laouris and Aysu ArsoyIn the context of the European Safer Internet project EU Kids Online, the aim of this article is to address how young people deal with privacy issues in social networking sites, using Facebook as an example. The study on which it is based examined the type of personal and contact information young people disclose through their profiles. In addition, it assessed gender differences in the disclosure of personal and contact information. A hundred and thirty-one Facebook member profiles were observed, selected to fit the European Commission's youth age range of 1330. Results suggested that most people regardless of gender enter full name, facial pictures, hometown and e-mail addresses in their profiles. However, males are more likely than females to disclose mobile phone number, home address and instant messaging (IM) screen names. Consistent with the past literature, youth, especially between the ages of 18 and 22, seem unaware of the potential dangers they are facing when entering real personal and contact information in their profiles while accepting friendship requests from strangers. Recommendations for future research include investigating the levels of awareness young people have when disclosing information about themselves that can potentially harm them in more ways than one.
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Volumes & issues
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Volume 19 (2023)
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Volume 18 (2022)
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Volume 17 (2021)
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Volume 16 (2020)
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Volume 15 (2019)
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Volume 14 (2018)
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Volume 13 (2017)
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Volume 12 (2016)
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Volume 11 (2015)
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Volume 10 (2014)
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Volume 9 (2013)
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Volume 8 (2012)
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Volume 7 (2011)
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Volume 6 (2010 - 2011)
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Volume 5 (2009)
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Volume 4 (2008)
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Volume 3 (2007)
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Volume 2 (2006 - 2007)
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Volume 1 (2005)