Pub Date : 2024-01-08DOI: 10.1080/17482798.2023.2299956
Tove Lafton, Janniche E. B. Wilhelmsen, Halla B. Holmarsdottir
{"title":"Parental mediation and children’s digital well-being in family life in Norway","authors":"Tove Lafton, Janniche E. B. Wilhelmsen, Halla B. Holmarsdottir","doi":"10.1080/17482798.2023.2299956","DOIUrl":"https://doi.org/10.1080/17482798.2023.2299956","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1080/17482798.2023.2291014
Joëlle Swart, Hanne Stegeman, Lucy Frowijn, M. Broersma
{"title":"The paradox of play: How Dutch children develop digital literacy via offline engagement with digital media","authors":"Joëlle Swart, Hanne Stegeman, Lucy Frowijn, M. Broersma","doi":"10.1080/17482798.2023.2291014","DOIUrl":"https://doi.org/10.1080/17482798.2023.2291014","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-04DOI: 10.1080/17482798.2023.2271100
Denise Mensonides, Anna Van Cauwenberge, M. Broersma
{"title":"Playfully building resilience: Dutch children’s risk-managing tactics in digital risky play","authors":"Denise Mensonides, Anna Van Cauwenberge, M. Broersma","doi":"10.1080/17482798.2023.2271100","DOIUrl":"https://doi.org/10.1080/17482798.2023.2271100","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138604416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1080/17482798.2023.2278141
Nadine Klopfenstein, Valery Wyss, Wibke Weber
{"title":"Factors influencing young people’s news consumption in Switzerland during normative transitions: A mixed methods study","authors":"Nadine Klopfenstein, Valery Wyss, Wibke Weber","doi":"10.1080/17482798.2023.2278141","DOIUrl":"https://doi.org/10.1080/17482798.2023.2278141","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138616087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1080/17482798.2023.2272651
Jasmina Rosič, Luca Carbone, M. V. Vanden Abeele, Bojana Lobe, Laura Vandenbosch
{"title":"Measuring digital well-being in everyday life among Slovenian adolescents: The Perceived Digital Well-Being in Adolescence Scale","authors":"Jasmina Rosič, Luca Carbone, M. V. Vanden Abeele, Bojana Lobe, Laura Vandenbosch","doi":"10.1080/17482798.2023.2272651","DOIUrl":"https://doi.org/10.1080/17482798.2023.2272651","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138614632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1080/17482798.2023.2271078
S. Tamboer, Inge Molenaar, Tibor Bosse, M. Kleemans
{"title":"Testing an intervention to stimulate early adolescents’ news literacy application in the Netherlands: A classroom experiment","authors":"S. Tamboer, Inge Molenaar, Tibor Bosse, M. Kleemans","doi":"10.1080/17482798.2023.2271078","DOIUrl":"https://doi.org/10.1080/17482798.2023.2271078","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/17482798.2023.2265510
Keren Eyal, Tali Te'eni-Harari
ABSTRACTThis systematic review examines characteristics and outcomes of interventions for teaching digital media literacy in the educational system. Despite the development of media technology and the importance ascribed to digital media literacy as one of the critical skills for the 21st century, this study reveals that little research has been carried out evaluating interventions for teaching digital media literacy in schools. The successful intervention outcomes identified in this review include an increased understanding of media content and greater awareness of media influence, a more critical approach to media, increases in feelings of competency and empowerment with regard to media use, increases in digital media content production skills, and reduction in excessive or risky media use. The review finds that more consistent positive outcomes were associated with younger target audiences, the incorporation of a practical component within the intervention, and the extended duration or higher number of sessions of intervention administration. The studies reviewed identified some challenges to achieving successful outcomes in such interventions, namely that media technologies are an intrinsic part of children’s everyday lives today.Impact SummaryPrior State of Knowledge Digital media literacy – the critical handling of digital media from traditional to newer digital media – is an essential skill for the 21st Century. Little prior research has summarized knowledge about the outcomes of digital media literacy interventions.Novel Contributions This systematic review summarizes recent academic knowledge about in-school digital media literacy interventions. It identifies three important intervention characteristics associated with diverse intervention outcomes, including understanding of, a critical approach toward, and creation of media content.Practical Implications The study highlights characteristics of digital media literacy interventions to which practitioners – educators and academics creating and implementing such interventions – should pay careful attention to enhance the success of the interventions in achieving their goals.KEYWORDS: Systematic reviewdigital media literacyinterventionseducational systemcritical thinking AcknowledgmentsThis work was supported by a grant by the Israeli Ministry of Education.Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThe work was supported by the Ministry of Education, Israel.Notes on contributorsKeren EyalKeren Eyal (Ph.D., University of California, Santa Barbara, 2004) is Senior Lecturer in the Sammy Ofer School of Communications in Reichman University. Her research focuses on media content and effects, with a focus on the media’s role in youth socialization. E-mail: keyal@runi.ac.ilTali Te'eni-HarariTali Te’eni-Harari (Ph.D., Bar Ilan University, 2005) is Senior Lecturer in the Business School at Peres Academic Center. Her research focuses
{"title":"Systematic review: Characteristics and outcomes of in-school digital media literacy interventions, 2010-2021","authors":"Keren Eyal, Tali Te'eni-Harari","doi":"10.1080/17482798.2023.2265510","DOIUrl":"https://doi.org/10.1080/17482798.2023.2265510","url":null,"abstract":"ABSTRACTThis systematic review examines characteristics and outcomes of interventions for teaching digital media literacy in the educational system. Despite the development of media technology and the importance ascribed to digital media literacy as one of the critical skills for the 21st century, this study reveals that little research has been carried out evaluating interventions for teaching digital media literacy in schools. The successful intervention outcomes identified in this review include an increased understanding of media content and greater awareness of media influence, a more critical approach to media, increases in feelings of competency and empowerment with regard to media use, increases in digital media content production skills, and reduction in excessive or risky media use. The review finds that more consistent positive outcomes were associated with younger target audiences, the incorporation of a practical component within the intervention, and the extended duration or higher number of sessions of intervention administration. The studies reviewed identified some challenges to achieving successful outcomes in such interventions, namely that media technologies are an intrinsic part of children’s everyday lives today.Impact SummaryPrior State of Knowledge Digital media literacy – the critical handling of digital media from traditional to newer digital media – is an essential skill for the 21st Century. Little prior research has summarized knowledge about the outcomes of digital media literacy interventions.Novel Contributions This systematic review summarizes recent academic knowledge about in-school digital media literacy interventions. It identifies three important intervention characteristics associated with diverse intervention outcomes, including understanding of, a critical approach toward, and creation of media content.Practical Implications The study highlights characteristics of digital media literacy interventions to which practitioners – educators and academics creating and implementing such interventions – should pay careful attention to enhance the success of the interventions in achieving their goals.KEYWORDS: Systematic reviewdigital media literacyinterventionseducational systemcritical thinking AcknowledgmentsThis work was supported by a grant by the Israeli Ministry of Education.Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThe work was supported by the Ministry of Education, Israel.Notes on contributorsKeren EyalKeren Eyal (Ph.D., University of California, Santa Barbara, 2004) is Senior Lecturer in the Sammy Ofer School of Communications in Reichman University. Her research focuses on media content and effects, with a focus on the media’s role in youth socialization. E-mail: keyal@runi.ac.ilTali Te'eni-HarariTali Te’eni-Harari (Ph.D., Bar Ilan University, 2005) is Senior Lecturer in the Business School at Peres Academic Center. Her research focuses ","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.1080/17482798.2023.2265512
Mariya Stoilova, Monica Bulger, Sonia Livingstone
{"title":"Do parental control tools fulfil family expectations for child protection? A rapid evidence review of the contexts and outcomes of use","authors":"Mariya Stoilova, Monica Bulger, Sonia Livingstone","doi":"10.1080/17482798.2023.2265512","DOIUrl":"https://doi.org/10.1080/17482798.2023.2265512","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/17482798.2023.2265513
Nelly Elias, Dafna Lemish, Galit Nimrod
This study of 267 mothers of young children explores, for the first time, the associations between recollection of parental mediation during childhood and current parental mediation of children’s media uses. The analysis indicated that the mothers’ recollections were significantly associated with mediating their children’s media use in the present. Moreover, these recollections predicted the current mediation more than variables found to be significant in previous studies, such as background characteristics and attitudes. These findings suggest that parents apply mediation practices according to how they recall the parental mediation they experienced in their childhood and call for considering such recalls in future research.
{"title":"From experiencing parental mediation as a child to practicing it as a parent: an exploratory study with Israeli mothers","authors":"Nelly Elias, Dafna Lemish, Galit Nimrod","doi":"10.1080/17482798.2023.2265513","DOIUrl":"https://doi.org/10.1080/17482798.2023.2265513","url":null,"abstract":"This study of 267 mothers of young children explores, for the first time, the associations between recollection of parental mediation during childhood and current parental mediation of children’s media uses. The analysis indicated that the mothers’ recollections were significantly associated with mediating their children’s media use in the present. Moreover, these recollections predicted the current mediation more than variables found to be significant in previous studies, such as background characteristics and attitudes. These findings suggest that parents apply mediation practices according to how they recall the parental mediation they experienced in their childhood and call for considering such recalls in future research.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/17482798.2023.2257813
Sonali Srivastava, Terhi-Anna Wilska, Jussi Nyrhinen
This study explores adolescents’ awareness of the sources that inform online profiling and their perspectives on online targeted advertisements. It employs thematic analysis to analyse eight focus group discussions (N = 38) with adolescents (13–16 years) in Finland’s capital region. The study advances research on adolescents’ knowledge of the data gathered for online profiling by highlighting that adolescents infer that apart from previous online activities, data on their verbal conversations also inform targeted advertisements. The study also advances research on adolescents’ perspectives on online targeted advertisements by identifying that adolescents’ privacy expectations in the context of targeted advertisements are that data should not be collected without their awareness and commercial entities should not use data on previous conversations for profiling. This study also pinpoints that online profiling gives some adolescents a privacy-invasive feeling of being observed, and others have a boundary until which they consider online data collection for profiling permissible. Moreover, some adolescents express ambivalent views on online targeted advertisements. The findings reflect some adolescents’ acceptance of online profiling and knowledge gaps that can inform media literacy educators. The findings raise concerns about the opacity of online commercial data-gathering practices. Therefore, we urge corporations to demystify their data collection processes.
{"title":"Awareness of digital commercial profiling among adolescents in Finland and their perspectives on online targeted advertisements","authors":"Sonali Srivastava, Terhi-Anna Wilska, Jussi Nyrhinen","doi":"10.1080/17482798.2023.2257813","DOIUrl":"https://doi.org/10.1080/17482798.2023.2257813","url":null,"abstract":"This study explores adolescents’ awareness of the sources that inform online profiling and their perspectives on online targeted advertisements. It employs thematic analysis to analyse eight focus group discussions (N = 38) with adolescents (13–16 years) in Finland’s capital region. The study advances research on adolescents’ knowledge of the data gathered for online profiling by highlighting that adolescents infer that apart from previous online activities, data on their verbal conversations also inform targeted advertisements. The study also advances research on adolescents’ perspectives on online targeted advertisements by identifying that adolescents’ privacy expectations in the context of targeted advertisements are that data should not be collected without their awareness and commercial entities should not use data on previous conversations for profiling. This study also pinpoints that online profiling gives some adolescents a privacy-invasive feeling of being observed, and others have a boundary until which they consider online data collection for profiling permissible. Moreover, some adolescents express ambivalent views on online targeted advertisements. The findings reflect some adolescents’ acceptance of online profiling and knowledge gaps that can inform media literacy educators. The findings raise concerns about the opacity of online commercial data-gathering practices. Therefore, we urge corporations to demystify their data collection processes.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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