Pub Date : 2023-08-07DOI: 10.1080/17482798.2023.2240899
Ranjana Das
ABSTRACT In this paper, I ask how parents understand and make sense of their children’s relationships with social media algorithms. Drawing upon 30 think-aloud interviews with parents raising children aged 0 to 18 in England, in this paper, I pay attention to parents’ understandings of and consequent approaches to platform algorithms in relation to their children’s lives. I locate this work within user-centric research on people’s understandings of algorithms, and research about parents’ perspectives on data and datafication in relation to sharenting. Through my data, I draw out four modes – misunderstandings, parked understandings, transactional understandings and pro-active understandings. I suggest that parents’ often flawed understandings of their children’s myriad interfaces with algorithms deserve scrutiny not through a lens of blame or individualised parental (ir) responsibility but within cross-cutting contexts of parenting cultures and families’ diverse contextual resources and restraints. I conclude by highlighting attention to parents’ approaches to algorithms in children’s lives as critical to parents’ data and algorithm literacies. IMPACT SUMMARY Prior State of Knowledge: Parents in diverse contexts try to understand and support their children’s digital lives, and also often share content about their children on a variety of platforms. Prior research has shed significant light on the datafication of childhood. Novel Contributions: This study investigates parents’ diverse understandings of algorithms underlying social media platforms and the ways in which they approach algorithms in their children’s lives. Practical Implications: Parents’ knowledge about algorithms and datafication is uneven. Policymakers need to better support adult media literacies, including data and algorithm literacies. Schools’ communication to families and carers could also become key vehicles to raise awareness about datafication.
{"title":"Parents’ understandings of social media algorithms in children’s lives in England: Misunderstandings, parked understandings, transactional understandings and proactive understandings amidst datafication","authors":"Ranjana Das","doi":"10.1080/17482798.2023.2240899","DOIUrl":"https://doi.org/10.1080/17482798.2023.2240899","url":null,"abstract":"ABSTRACT In this paper, I ask how parents understand and make sense of their children’s relationships with social media algorithms. Drawing upon 30 think-aloud interviews with parents raising children aged 0 to 18 in England, in this paper, I pay attention to parents’ understandings of and consequent approaches to platform algorithms in relation to their children’s lives. I locate this work within user-centric research on people’s understandings of algorithms, and research about parents’ perspectives on data and datafication in relation to sharenting. Through my data, I draw out four modes – misunderstandings, parked understandings, transactional understandings and pro-active understandings. I suggest that parents’ often flawed understandings of their children’s myriad interfaces with algorithms deserve scrutiny not through a lens of blame or individualised parental (ir) responsibility but within cross-cutting contexts of parenting cultures and families’ diverse contextual resources and restraints. I conclude by highlighting attention to parents’ approaches to algorithms in children’s lives as critical to parents’ data and algorithm literacies. IMPACT SUMMARY Prior State of Knowledge: Parents in diverse contexts try to understand and support their children’s digital lives, and also often share content about their children on a variety of platforms. Prior research has shed significant light on the datafication of childhood. Novel Contributions: This study investigates parents’ diverse understandings of algorithms underlying social media platforms and the ways in which they approach algorithms in their children’s lives. Practical Implications: Parents’ knowledge about algorithms and datafication is uneven. Policymakers need to better support adult media literacies, including data and algorithm literacies. Schools’ communication to families and carers could also become key vehicles to raise awareness about datafication.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117191","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 : 2023-07-27DOI: 10.1080/17482798.2023.2239951
Shunsen Huang, Xiaoxiong Lai, L. Ke, Xubao Qin, Jia Julia Yan, Yumei Xie, Xi-jian Dai, Yun Wang
ABSTRACT Because of their entertainment functions and easy access, smartphones have become a popular means to help people cope with stress. However, there is not currently a validated set of measures for smartphone coping that captures the specific strategies people use when facing stress or difficulties, especially adolescents who suffer from psychological stress. This study aimed to develop a smartphone coping scale that includes specific strategies for adolescents. Using qualitative and quantitative methods, we first implemented focus groups and in-depth interviews to collect qualitative materials on smartphone coping. Then we constructed the initial items for the Smartphone Coping Style Scale. We next conducted exploratory and confirmatory factor analyses in one sample and assessed the reliability, stability, construct validity, criterion validity (anxiety/depression), and convergent validity (the Ways of Coping Questionnaire) in another sample. Three independent sub-components of smartphone coping were extracted: solving daily problems, distracting negative emotions, and seeking social support. The developed scale showed favorable levels of reliability, stability, and validity. The developed scale with three different subscales is a validated tool for capturing adolescents’ different smartphone coping styles and the scores of the three subscales should not be combined in practice. IMPACT SUMMARY Prior State of Knowledge: Previous literature advocated the importance of digital coping or regulation. Adolescence is a period of vulnerability to stress. Properly managing stress by using technology (e.g., smartphones) benefits adolescents’ health. However, it is unclear which smartphone coping styles adolescents use. Novel Contributions: This study first revealed the structure of adolescents’ specific smartphone coping styles, which include solving daily problems, seeking social support, and distracting negative emotion. The first two coping styles are more adaptive, whereas the latter is more less adaptive. Practical Implications: This study offers a reliable tool for researchers who are interested in exploring the impact of digital coping on adolescents’ development. Moreover, it informs policymakers and parents about adaptive types of smartphone coping, which should be encouraged to enhance the well-being of adolescents.
{"title":"Coping styles among Chinese adolescents: The development and validation of a smartphone coping style scale","authors":"Shunsen Huang, Xiaoxiong Lai, L. Ke, Xubao Qin, Jia Julia Yan, Yumei Xie, Xi-jian Dai, Yun Wang","doi":"10.1080/17482798.2023.2239951","DOIUrl":"https://doi.org/10.1080/17482798.2023.2239951","url":null,"abstract":"ABSTRACT Because of their entertainment functions and easy access, smartphones have become a popular means to help people cope with stress. However, there is not currently a validated set of measures for smartphone coping that captures the specific strategies people use when facing stress or difficulties, especially adolescents who suffer from psychological stress. This study aimed to develop a smartphone coping scale that includes specific strategies for adolescents. Using qualitative and quantitative methods, we first implemented focus groups and in-depth interviews to collect qualitative materials on smartphone coping. Then we constructed the initial items for the Smartphone Coping Style Scale. We next conducted exploratory and confirmatory factor analyses in one sample and assessed the reliability, stability, construct validity, criterion validity (anxiety/depression), and convergent validity (the Ways of Coping Questionnaire) in another sample. Three independent sub-components of smartphone coping were extracted: solving daily problems, distracting negative emotions, and seeking social support. The developed scale showed favorable levels of reliability, stability, and validity. The developed scale with three different subscales is a validated tool for capturing adolescents’ different smartphone coping styles and the scores of the three subscales should not be combined in practice. IMPACT SUMMARY Prior State of Knowledge: Previous literature advocated the importance of digital coping or regulation. Adolescence is a period of vulnerability to stress. Properly managing stress by using technology (e.g., smartphones) benefits adolescents’ health. However, it is unclear which smartphone coping styles adolescents use. Novel Contributions: This study first revealed the structure of adolescents’ specific smartphone coping styles, which include solving daily problems, seeking social support, and distracting negative emotion. The first two coping styles are more adaptive, whereas the latter is more less adaptive. Practical Implications: This study offers a reliable tool for researchers who are interested in exploring the impact of digital coping on adolescents’ development. Moreover, it informs policymakers and parents about adaptive types of smartphone coping, which should be encouraged to enhance the well-being of adolescents.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403634","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}
ABSTRACT Confrontation with radical online content has been empirically linked to the facilitation of radicalization processes. Therefore, building a presence of information about potential prevention of radicalization through an online campaign may be particularly relevant to limit the activities and appeals of radical actors. In this study, we thus examine the effectiveness of campaign material focused on cognitive biases (i.e., when people's cognitive processes of information are systematically distorted). We test the success of the campaign material with respect to three campaign objectives: Building (1) knowledge about biases, (2) confidence to recognize biases, and (3) awareness and relevance of the issue. We conducted an online-experiment with adolescents (N = 223) comparing a control group (no exposure to the campaign material) to (A) a group that watched the developed campaign videos and (B) a group that watched the videos and took a self-assessment quiz. This comparison aims at testing how different levels of interactivity affect the three campaign objectives. The results suggest that the campaign materials increased knowledge about cognitive biases, but did not affect adolescents' confidence in recognizing biases and the perceived relevance of learning about biases. IMPACT SUMMARY Prior State of Knowledge Exposure to radical content online has been linked to facilitating radicalization processes. Therefore, building skills based on one’s susceptibility to radicalization (i.e., cognitive biases) may be a potential prevention measure that can promote media literacy and limit the appeal of radical actors. Novel Contributions This study shows that campaign materials can increase knowledge of cognitive biases and thus raise awareness of vulnerability to radical content. Nevertheless, an online campaign should ideally be accompanied by a broader and longer-term educational program to ensure long-term awareness. Practical Implications Since cognitive biases are a processing pattern that affects everyone, information about how one’s self and others are affected by it could lead to a normalization of reflection about biased processing. This could have a positive impact on more critical media literacy and should thus be pursued in future campaigns, educational offerings, and scientific studies.
{"title":"Increasing knowledge about cognitive biases: An evaluation study of a radicalization prevention campaign targeted at European adolescents and young adults","authors":"Brigitte Naderer, Diana Rieger, Heidi Schulze, Sophia Rothut","doi":"10.1080/17482798.2023.2230311","DOIUrl":"https://doi.org/10.1080/17482798.2023.2230311","url":null,"abstract":"ABSTRACT Confrontation with radical online content has been empirically linked to the facilitation of radicalization processes. Therefore, building a presence of information about potential prevention of radicalization through an online campaign may be particularly relevant to limit the activities and appeals of radical actors. In this study, we thus examine the effectiveness of campaign material focused on cognitive biases (i.e., when people's cognitive processes of information are systematically distorted). We test the success of the campaign material with respect to three campaign objectives: Building (1) knowledge about biases, (2) confidence to recognize biases, and (3) awareness and relevance of the issue. We conducted an online-experiment with adolescents (N = 223) comparing a control group (no exposure to the campaign material) to (A) a group that watched the developed campaign videos and (B) a group that watched the videos and took a self-assessment quiz. This comparison aims at testing how different levels of interactivity affect the three campaign objectives. The results suggest that the campaign materials increased knowledge about cognitive biases, but did not affect adolescents' confidence in recognizing biases and the perceived relevance of learning about biases. IMPACT SUMMARY Prior State of Knowledge Exposure to radical content online has been linked to facilitating radicalization processes. Therefore, building skills based on one’s susceptibility to radicalization (i.e., cognitive biases) may be a potential prevention measure that can promote media literacy and limit the appeal of radical actors. Novel Contributions This study shows that campaign materials can increase knowledge of cognitive biases and thus raise awareness of vulnerability to radical content. Nevertheless, an online campaign should ideally be accompanied by a broader and longer-term educational program to ensure long-term awareness. Practical Implications Since cognitive biases are a processing pattern that affects everyone, information about how one’s self and others are affected by it could lead to a normalization of reflection about biased processing. This could have a positive impact on more critical media literacy and should thus be pursued in future campaigns, educational offerings, and scientific studies.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44415152","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 : 2023-07-21DOI: 10.1080/17482798.2023.2230493
Amanda Purington Drake, Philipp K. Masur, N. Bazarova, Wenting Zou, J. Whitlock
ABSTRACT Social media has opened new doors of opportunities and risks for youth. Potential risks include exposure to harmful content, engagement with strangers, or unwanted consequences from irresponsible or naive use. Social media literacy has been proposed as a way to mitigate such risks and promote positive ways of social media engagement. This paper aimed to develop a comprehensive Youth Social Media Literacy Inventory (YSMLI) to objectively assess young adolescents’ (9–13 years) knowledge and skills in the context of social media use. The development process included four consecutive steps: 1) an in-depth review of the literature to identify core competencies and domains of social media literacy, 2) creation of a large item pool that assesses these core competencies within six domains (advertising, cyberbullying, privacy, news, phishing, and media balance), 3) expert review and cognitive pretesting with youth, and 4) empirical validation of the final 90-item pool using item response theory based on a sample of n = 306 youth participants in the US. The final item bank is well-fitting, reliable, and valid, offering scales with varying lengths for different purposes including domain-specific assessment and parallel testing. IMPACT SUMMARY Prior State of Knowledge Social media literacy has been proposed as a way to mitigate risks and maximize the benefits of social media use. Yet, there are currently no objectives and validated measures for assessing young children’s social media literacy knowledge and skills. Novel Contributions We developed and validated the Youth Social Media Literacy Inventory, a 90-item bank, that can be used to objectively assess youth’s social media literacy. Due to its excellent psychometric properties, it allows scholars to create scales of varying length and for different research purposes. Practical Implications Educators and researchers can use the inventory to assess the effectiveness of social media literacy interventions; compare levels of social media literacy across groups, schools, or populations; and assess antecedents and consequences of social media literacy.
{"title":"The youth social media literacy inventory: development and validation using item response theory in the US","authors":"Amanda Purington Drake, Philipp K. Masur, N. Bazarova, Wenting Zou, J. Whitlock","doi":"10.1080/17482798.2023.2230493","DOIUrl":"https://doi.org/10.1080/17482798.2023.2230493","url":null,"abstract":"ABSTRACT Social media has opened new doors of opportunities and risks for youth. Potential risks include exposure to harmful content, engagement with strangers, or unwanted consequences from irresponsible or naive use. Social media literacy has been proposed as a way to mitigate such risks and promote positive ways of social media engagement. This paper aimed to develop a comprehensive Youth Social Media Literacy Inventory (YSMLI) to objectively assess young adolescents’ (9–13 years) knowledge and skills in the context of social media use. The development process included four consecutive steps: 1) an in-depth review of the literature to identify core competencies and domains of social media literacy, 2) creation of a large item pool that assesses these core competencies within six domains (advertising, cyberbullying, privacy, news, phishing, and media balance), 3) expert review and cognitive pretesting with youth, and 4) empirical validation of the final 90-item pool using item response theory based on a sample of n = 306 youth participants in the US. The final item bank is well-fitting, reliable, and valid, offering scales with varying lengths for different purposes including domain-specific assessment and parallel testing. IMPACT SUMMARY Prior State of Knowledge Social media literacy has been proposed as a way to mitigate risks and maximize the benefits of social media use. Yet, there are currently no objectives and validated measures for assessing young children’s social media literacy knowledge and skills. Novel Contributions We developed and validated the Youth Social Media Literacy Inventory, a 90-item bank, that can be used to objectively assess youth’s social media literacy. Due to its excellent psychometric properties, it allows scholars to create scales of varying length and for different research purposes. Practical Implications Educators and researchers can use the inventory to assess the effectiveness of social media literacy interventions; compare levels of social media literacy across groups, schools, or populations; and assess antecedents and consequences of social media literacy.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43447077","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 : 2023-07-09DOI: 10.1080/17482798.2023.2227290
Xinyun Cao, Fuxing Wang, Haiyang Li, Yu Tong
ABSTRACT Characters in educational videos have been shown to help children learn and transfer knowledge. The aim of this study is to explore the influence of realism and familiarity of characters on children’s video learning. The participants were 90 4- to 6-year-olds. The children watched a video in which a character demonstrated how to construct simple gears, and then completed the same task to test the effect of the character’s realism and familiarity on their learning and transfer of STEM knowledge. A 2 (high-reality vs. low-reality) × 2 (familiar, unfamiliar) experiment was adopted. The results showed that children learned STEM material better from live-action human characters than from animated animal characters. However, the familiarity of the character did not influence children’s learning, and the parasocial relationship between children and the character also did not improve learning. The findings suggest that the realism of the characters, not their familiarity, is key in helping children learn from educational videos. IMPACT SUMMARY Prior State of Knowledge: Children’s learning from screen-based educational media can be influenced by characteristics of the characters. Less is known about whether realistic and familiar characteristics improve children’s screen learning. Novel Contributions: We created four characters based on combined realism and familiarity to explore whether some characters are better than others at promoting learning STEM information. Practical Implications: Our findings are relevant to producers of educational videos. Compared to animated characters, live-action human characters may better help children ages 4 to 6 years to learn from these videos.
{"title":"Characters’ realism, not familiarity, improved Chinese Children’s learning from video","authors":"Xinyun Cao, Fuxing Wang, Haiyang Li, Yu Tong","doi":"10.1080/17482798.2023.2227290","DOIUrl":"https://doi.org/10.1080/17482798.2023.2227290","url":null,"abstract":"ABSTRACT Characters in educational videos have been shown to help children learn and transfer knowledge. The aim of this study is to explore the influence of realism and familiarity of characters on children’s video learning. The participants were 90 4- to 6-year-olds. The children watched a video in which a character demonstrated how to construct simple gears, and then completed the same task to test the effect of the character’s realism and familiarity on their learning and transfer of STEM knowledge. A 2 (high-reality vs. low-reality) × 2 (familiar, unfamiliar) experiment was adopted. The results showed that children learned STEM material better from live-action human characters than from animated animal characters. However, the familiarity of the character did not influence children’s learning, and the parasocial relationship between children and the character also did not improve learning. The findings suggest that the realism of the characters, not their familiarity, is key in helping children learn from educational videos. IMPACT SUMMARY Prior State of Knowledge: Children’s learning from screen-based educational media can be influenced by characteristics of the characters. Less is known about whether realistic and familiar characteristics improve children’s screen learning. Novel Contributions: We created four characters based on combined realism and familiarity to explore whether some characters are better than others at promoting learning STEM information. Practical Implications: Our findings are relevant to producers of educational videos. Compared to animated characters, live-action human characters may better help children ages 4 to 6 years to learn from these videos.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44254601","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 : 2023-07-03DOI: 10.1080/17482798.2023.2235813
Cara Dickason
{"title":"Consent culture and teen films: Adolescent sexuality in U.S. movies","authors":"Cara Dickason","doi":"10.1080/17482798.2023.2235813","DOIUrl":"https://doi.org/10.1080/17482798.2023.2235813","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"389 - 392"},"PeriodicalIF":3.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46198984","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 : 2023-07-03DOI: 10.1080/17482798.2023.2235159
Dafna Lemish
For my Ph.D. comprehensive exams at Ohio State University in 1980, I was asked to discuss articles that had most influenced my thinking. My favorite at the time was Bernard Berelson’s (1948) article; chiefly, for this quote regarding a central research issue – media effects: “Some kinds of communication, on some kinds of issues, brought to the attention of some kinds of people, under some kinds of conditions, have some kinds of effects” (p. 172). After studying the literature on media effects for many years – from strong to limited effects’ theories – Berelson’s dictum provided my 1980s self with a sensible, comprehensive answer to the question of media effects that said it all (or, nothing at all?). Undoubtedly, whatever your position, it has been and remains an intriguing, challenging, and basic issue of primary concern to scholars of children, adolescents, and media (CAM) today. Indeed, it certainly has had long-term impacts over the years on my scholarship. As a Master’s advisee of Elihu Katz, I, too, became heavily invested in the “active audience” framework and the agency of gratification-seeking media users (Blumler & Katz, 1974). At the time, it fit me well. Yet, as my academic career in the field of children and media progressed, I seem to have developed a rather entwined scholarly and methodological agenda, inclusive of all sides of the “effects” debate. For example, I reported from an ethnographic study of babies’ socialization to TV viewing during my post-doctoral fellowship, but also a study on the impact of wrestling programs on violence in schools a few years later when I returned to Israel. At the time, I was under the influence of the US developmental psychology tradition. Admittedly, this was a deficit model that framed the child as progressing in the process of becoming an adult, which was the dominant psychological approach. Later, I found myself gravitating more towards European studies, and the work of scholars such as David Buckingham who explored children’s agency and voice (Buckingham, 1993). Gradually I distanced myself from strong media effects research, adopting Kirsten Drotner’s criticisms of “media panics” (Drotner, 1992) as well as selective arguments in discourses around “media addiction.” Instead, I advocated for advancing collaboration between parents, educators, media institutions, and policymakers to enable children to maximize the positive potential of media, while minimizing its potential harms. In parallel, I found myself concluding that I had very little in common with researchers coming from a medical-health perspective, who emphasized the media’s harmful impacts on healthy development. For example, I was suspicious of the titles of articles such as: “digital media, anxiety and depression in children;” “internet gaming disorder;” “digital
{"title":"The social media (moral) panic this time: Why CAM scholars may need a more complex approach","authors":"Dafna Lemish","doi":"10.1080/17482798.2023.2235159","DOIUrl":"https://doi.org/10.1080/17482798.2023.2235159","url":null,"abstract":"For my Ph.D. comprehensive exams at Ohio State University in 1980, I was asked to discuss articles that had most influenced my thinking. My favorite at the time was Bernard Berelson’s (1948) article; chiefly, for this quote regarding a central research issue – media effects: “Some kinds of communication, on some kinds of issues, brought to the attention of some kinds of people, under some kinds of conditions, have some kinds of effects” (p. 172). After studying the literature on media effects for many years – from strong to limited effects’ theories – Berelson’s dictum provided my 1980s self with a sensible, comprehensive answer to the question of media effects that said it all (or, nothing at all?). Undoubtedly, whatever your position, it has been and remains an intriguing, challenging, and basic issue of primary concern to scholars of children, adolescents, and media (CAM) today. Indeed, it certainly has had long-term impacts over the years on my scholarship. As a Master’s advisee of Elihu Katz, I, too, became heavily invested in the “active audience” framework and the agency of gratification-seeking media users (Blumler & Katz, 1974). At the time, it fit me well. Yet, as my academic career in the field of children and media progressed, I seem to have developed a rather entwined scholarly and methodological agenda, inclusive of all sides of the “effects” debate. For example, I reported from an ethnographic study of babies’ socialization to TV viewing during my post-doctoral fellowship, but also a study on the impact of wrestling programs on violence in schools a few years later when I returned to Israel. At the time, I was under the influence of the US developmental psychology tradition. Admittedly, this was a deficit model that framed the child as progressing in the process of becoming an adult, which was the dominant psychological approach. Later, I found myself gravitating more towards European studies, and the work of scholars such as David Buckingham who explored children’s agency and voice (Buckingham, 1993). Gradually I distanced myself from strong media effects research, adopting Kirsten Drotner’s criticisms of “media panics” (Drotner, 1992) as well as selective arguments in discourses around “media addiction.” Instead, I advocated for advancing collaboration between parents, educators, media institutions, and policymakers to enable children to maximize the positive potential of media, while minimizing its potential harms. In parallel, I found myself concluding that I had very little in common with researchers coming from a medical-health perspective, who emphasized the media’s harmful impacts on healthy development. For example, I was suspicious of the titles of articles such as: “digital media, anxiety and depression in children;” “internet gaming disorder;” “digital","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"271 - 277"},"PeriodicalIF":3.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42066967","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 : 2023-07-03DOI: 10.1080/17482798.2023.2235815
Ingrid Stapf, Cora Biess, Jan Pfetsch, Felix Paschel
In this commentary, we reflect on ethical considerations when conducting research with children in sensitive subject areas, especially in digital environments. Using a child rightscentered approach, we argue that we need to use a more holistic approach to ethics that respects different rights of children. When weighing security and safety risks of examining online communication among children, ethical tensions arise between the right to protection and the right to participation. This tension can be addressed by considering ethical criteria throughout the whole research project. We claim that this also might entail a paradigm shift: research ethics should be developed in interdisciplinary teams, and also with children. The goal of child-centered research ethics is to respect children ́s interests and rights by designing appropriate research methods and processes that engage the autonomy of children while increasing the validity of research results and conclusions. From a children ́s rights perspective, the evolution of digital media is providing young people across the globe with new opportunities relating to their rights: new ways of learning reinforce the right to education and information; increasing social connectivity strengthens the right to participate; expanding communication possibilities support the right to express views and be heard; and the access to games and leisure online supports the right to play. Social media platforms like TikTok also provide children with opportunities to express their personal opinion and offer new spaces for political communication. A lack of effective platform regulation and protection of children, however, means that children are prone to not only content-related, but also interactive risks, which only increased during the boost in media consumption during the COVID-19 pandemic. Interactive risks are both a form of contact risks (e.g., when young people interact with unknown others through chats that can lead to security threats like cybergrooming) and conduct risks (when children put others (and themselves) at risk, e.g., when they produce hateful material about others, like in the case of cyberbullying or hate speech). Thus, these risks range from hate speech and disinformation to cybergrooming or cyberbullying, as well as privacy concerns (see 4C model of online risks; Livingstone & Stoilova, 2021). Digital media provide children with opportunities but also make them vulnerable in ways that impact their right to protection, security, and even their right to life, foreclosing their right to an open future (Feinberg, 1980; Stapf, 2022). From a children ́s rights perspective, children are acting subjects who are more vulnerable than adults. They are developing cognitively and emotionally while building their lived experiences. Paternalistic attempts to protect children in research, without involving children themselves in the research process, may interfere with children ́s self-
{"title":"Respecting children`s rights in research ethics and research methods","authors":"Ingrid Stapf, Cora Biess, Jan Pfetsch, Felix Paschel","doi":"10.1080/17482798.2023.2235815","DOIUrl":"https://doi.org/10.1080/17482798.2023.2235815","url":null,"abstract":"In this commentary, we reflect on ethical considerations when conducting research with children in sensitive subject areas, especially in digital environments. Using a child rightscentered approach, we argue that we need to use a more holistic approach to ethics that respects different rights of children. When weighing security and safety risks of examining online communication among children, ethical tensions arise between the right to protection and the right to participation. This tension can be addressed by considering ethical criteria throughout the whole research project. We claim that this also might entail a paradigm shift: research ethics should be developed in interdisciplinary teams, and also with children. The goal of child-centered research ethics is to respect children ́s interests and rights by designing appropriate research methods and processes that engage the autonomy of children while increasing the validity of research results and conclusions. From a children ́s rights perspective, the evolution of digital media is providing young people across the globe with new opportunities relating to their rights: new ways of learning reinforce the right to education and information; increasing social connectivity strengthens the right to participate; expanding communication possibilities support the right to express views and be heard; and the access to games and leisure online supports the right to play. Social media platforms like TikTok also provide children with opportunities to express their personal opinion and offer new spaces for political communication. A lack of effective platform regulation and protection of children, however, means that children are prone to not only content-related, but also interactive risks, which only increased during the boost in media consumption during the COVID-19 pandemic. Interactive risks are both a form of contact risks (e.g., when young people interact with unknown others through chats that can lead to security threats like cybergrooming) and conduct risks (when children put others (and themselves) at risk, e.g., when they produce hateful material about others, like in the case of cyberbullying or hate speech). Thus, these risks range from hate speech and disinformation to cybergrooming or cyberbullying, as well as privacy concerns (see 4C model of online risks; Livingstone & Stoilova, 2021). Digital media provide children with opportunities but also make them vulnerable in ways that impact their right to protection, security, and even their right to life, foreclosing their right to an open future (Feinberg, 1980; Stapf, 2022). From a children ́s rights perspective, children are acting subjects who are more vulnerable than adults. They are developing cognitively and emotionally while building their lived experiences. Paternalistic attempts to protect children in research, without involving children themselves in the research process, may interfere with children ́s self-","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"393 - 399"},"PeriodicalIF":3.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48800624","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 : 2023-06-19DOI: 10.1080/17482798.2023.2222187
D. Borzekowski, Lauren E Kauffman, L. Jacobs, Mamun Jahun, Hadiza Babayaro
ABSTRACT A team of researchers were investigating the impact of a Nigerian adaptation of Akili and Me when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recontacted 363 children (mean age = 5.1, SD = 1.1 years) who had provided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched Akili and Me, beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more Akili and Me characters performed significantly better on the outcomes of literacy, numeracy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning. IMPACT SUMMARY Prior State of Knowledge Previous research conducted in low- and middle-income countries offers evidence that when exposed to educational and entertaining media, young children show significant albeit small improvements in their knowledge and skills related to literacy, numeracy, socio-emotional development, and health and hygiene. Novel Contributions Our original plan was to examine learning from media through a school-based study. In Nigeria, the government shutdown schools because of COVID−19; we used this interruption as an opportunity to capture children’s exposure to and impact of home-based viewing of educational media. Practical Implications Educational programs offering culturally-relevant content can affect preschool children’s learning of content and skills. If school interruptions happen because of manmade or natural disasters, governments can disseminate quality educational programming to enhance children’s learning while at home.
摘要2019冠状病毒病疫情爆发时，一组研究人员正在调查尼日利亚改编的《阿基利和我》的影响。学校停课，中断了该研究的准实验干预设计。学校重新开放后，研究人员重新接触了363名儿童（平均年龄 = 5.1，SD = 1.1 年），他们在基线时提供了数据并完成了干预。分析显示，在停课期间，参与的孩子们观看了《Akili and Me》，这超出了通过研究干预所经历的接触。研究人员发现，在包括对照组在内的观看组中，孩子们使用节目接受度得分来了解节目的角色。研究人员没有发现与研究最初的小组分配相关的差异。那些能说出更多Akili和Me角色名字的孩子在识字、算术、体型、社会情感发展、控制性别、年龄、基线得分和小组分配方面的表现明显更好。这项研究提供了有希望的证据，证明当地制作的教育媒体干预措施可以影响早期学习技能，尤其是在儿童依赖教育媒体进行家庭学习的危机期间。影响摘要先前的知识状况先前在中低收入国家进行的研究提供了证据，表明当接触到教育和娱乐媒体时，幼儿在识字、算术、社会情感发展以及健康和卫生方面的知识和技能有了显著但微小的进步。新颖的贡献我们最初的计划是通过一项基于学校的研究来研究从媒体学习。在尼日利亚，政府因新冠肺炎关闭了学校；我们利用这次中断来捕捉孩子们在家观看教育媒体的机会和影响。实践意义提供文化相关内容的教育项目可能会影响学龄前儿童对内容和技能的学习。如果学校因人为或自然灾害而中断，政府可以传播高质量的教育节目，以提高儿童在家的学习能力。
{"title":"How the COVID-19 shutdown revealed the effectiveness of a northern Nigerian educational media program","authors":"D. Borzekowski, Lauren E Kauffman, L. Jacobs, Mamun Jahun, Hadiza Babayaro","doi":"10.1080/17482798.2023.2222187","DOIUrl":"https://doi.org/10.1080/17482798.2023.2222187","url":null,"abstract":"ABSTRACT A team of researchers were investigating the impact of a Nigerian adaptation of Akili and Me when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recontacted 363 children (mean age = 5.1, SD = 1.1 years) who had provided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched Akili and Me, beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more Akili and Me characters performed significantly better on the outcomes of literacy, numeracy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning. IMPACT SUMMARY Prior State of Knowledge Previous research conducted in low- and middle-income countries offers evidence that when exposed to educational and entertaining media, young children show significant albeit small improvements in their knowledge and skills related to literacy, numeracy, socio-emotional development, and health and hygiene. Novel Contributions Our original plan was to examine learning from media through a school-based study. In Nigeria, the government shutdown schools because of COVID−19; we used this interruption as an opportunity to capture children’s exposure to and impact of home-based viewing of educational media. Practical Implications Educational programs offering culturally-relevant content can affect preschool children’s learning of content and skills. If school interruptions happen because of manmade or natural disasters, governments can disseminate quality educational programming to enhance children’s learning while at home.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"373 - 388"},"PeriodicalIF":3.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106471","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 : 2023-05-02DOI: 10.1080/17482798.2023.2202869
R. Young, M. Tully
ABSTRACT Research in parental mediation often focuses on how parents’ practices for managing digital media are aligned with normative expectations. However, there is less research that explores parental mediation as a process, with practices changing over time in response to barriers and challenges. To address this gap, the goal of the current study is to examine parents’ decisions around not monitoring or limiting adolescents’ media use. Based on focus group discussions and interviews with predominantly female (77%) and White (92%) parents living in five communities in the Midwestern United States, we explore parental mediation as a process in which decisions about children’s media use reflect competing individual, ideological, and structural factors. In eight focus groups (n = 48) and 13 follow-up interviews, we ask parents to narrate barriers to commonly suggested mediation strategies to examine how parents’ navigate factors such as efficacy, conflict, or adolescent autonomy in managing digital media use. Based on the findings, we propose that looking at barriers illustrates mediation as a process of calibration, a decision that is made and re-made as parents navigate complex and sometimes contradictory situations and expectations. IMPACT SUMMARY Prior State of Knowledge: Past studies on parental mediation of digital technology define a range of strategies like restriction or monitoring and explore factors predicting whether parents use these strategies. Less research examines how parents arrive at the decision to implement normative mediation strategies. Novel Contributions: We propose the term calibration to explain how barriers and challenges prompt shifts in parental mediation over time. Calibration captures how parents balance competing internal and external factors, like efficacy or norms, in engaging with adolescents about digital media use. Practical Implications: Conceptualizing mediation as calibration may help parents develop a toolbox of strategies that can shift as needed. In addition, focusing on values like autonomy helps parents choose which mediation strategies work for their family context and which may not.
{"title":"Roadblocks and resistance: Digital mediation as a process of calibration among U.S. parents of adolescents","authors":"R. Young, M. Tully","doi":"10.1080/17482798.2023.2202869","DOIUrl":"https://doi.org/10.1080/17482798.2023.2202869","url":null,"abstract":"ABSTRACT Research in parental mediation often focuses on how parents’ practices for managing digital media are aligned with normative expectations. However, there is less research that explores parental mediation as a process, with practices changing over time in response to barriers and challenges. To address this gap, the goal of the current study is to examine parents’ decisions around not monitoring or limiting adolescents’ media use. Based on focus group discussions and interviews with predominantly female (77%) and White (92%) parents living in five communities in the Midwestern United States, we explore parental mediation as a process in which decisions about children’s media use reflect competing individual, ideological, and structural factors. In eight focus groups (n = 48) and 13 follow-up interviews, we ask parents to narrate barriers to commonly suggested mediation strategies to examine how parents’ navigate factors such as efficacy, conflict, or adolescent autonomy in managing digital media use. Based on the findings, we propose that looking at barriers illustrates mediation as a process of calibration, a decision that is made and re-made as parents navigate complex and sometimes contradictory situations and expectations. IMPACT SUMMARY Prior State of Knowledge: Past studies on parental mediation of digital technology define a range of strategies like restriction or monitoring and explore factors predicting whether parents use these strategies. Less research examines how parents arrive at the decision to implement normative mediation strategies. Novel Contributions: We propose the term calibration to explain how barriers and challenges prompt shifts in parental mediation over time. Calibration captures how parents balance competing internal and external factors, like efficacy or norms, in engaging with adolescents about digital media use. Practical Implications: Conceptualizing mediation as calibration may help parents develop a toolbox of strategies that can shift as needed. In addition, focusing on values like autonomy helps parents choose which mediation strategies work for their family context and which may not.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"353 - 372"},"PeriodicalIF":3.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151465","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：