Pub Date : 2021-10-26DOI: 10.1080/17482798.2021.1985548
Nicole Martins, Karyn Riddle
ABSTRACT This study provides a comprehensive update investigating the amount and nature of violence contained in primetime television programming that targets children aged 17 and younger. Using the same sampling procedures and codebook as the original National Television Violence Study, we coded 765 primetime television programs airing on 21 broadcast and cable networks during the 2016/2017 season. We then separated children’s programs from nonchildren’s programs to compare violence by amount and context. Results indicate that programs targeted to youth continue to be more violent than programs made for adults, but the percentage of such programs was slightly lower than what was reported twenty years ago. Once again, violence in children’s programs is just as likely to be glamorized as shows for adults but continues to be more sanitized and trivialized. Implications for children’s learning of aggression are discussed. IMPACT SUMMARY Prior State of Knowledge: The landmark National Television Violence Studies (NTVS) found that violence is more prevalent in programs targeted to children. NTVS also found that violence in children’s programs was more likely to be sanitized and trivialized, increasing the risk of children’s learning of aggression. Novel Contributions: The study provides an important update to the media violence literature, and demonstrates that violence in children’s primetime television has not changed in any meaningful way in the last twenty years. Practical Implications: The patterns observed here heighten the risk of viewers learning of aggression and becoming desensitized to such portrayals. Future research should consider the intentions of those in the industry to better understand why violence remains a staple of children’s programming.
{"title":"Reassessing the risks: an updated content analysis of violence on U.S. children’s primetime television","authors":"Nicole Martins, Karyn Riddle","doi":"10.1080/17482798.2021.1985548","DOIUrl":"https://doi.org/10.1080/17482798.2021.1985548","url":null,"abstract":"ABSTRACT This study provides a comprehensive update investigating the amount and nature of violence contained in primetime television programming that targets children aged 17 and younger. Using the same sampling procedures and codebook as the original National Television Violence Study, we coded 765 primetime television programs airing on 21 broadcast and cable networks during the 2016/2017 season. We then separated children’s programs from nonchildren’s programs to compare violence by amount and context. Results indicate that programs targeted to youth continue to be more violent than programs made for adults, but the percentage of such programs was slightly lower than what was reported twenty years ago. Once again, violence in children’s programs is just as likely to be glamorized as shows for adults but continues to be more sanitized and trivialized. Implications for children’s learning of aggression are discussed. IMPACT SUMMARY Prior State of Knowledge: The landmark National Television Violence Studies (NTVS) found that violence is more prevalent in programs targeted to children. NTVS also found that violence in children’s programs was more likely to be sanitized and trivialized, increasing the risk of children’s learning of aggression. Novel Contributions: The study provides an important update to the media violence literature, and demonstrates that violence in children’s primetime television has not changed in any meaningful way in the last twenty years. Practical Implications: The patterns observed here heighten the risk of viewers learning of aggression and becoming desensitized to such portrayals. Future research should consider the intentions of those in the industry to better understand why violence remains a staple of children’s programming.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47372290","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 : 2021-10-26DOI: 10.1080/17482798.2021.1982742
Á. Tabullo, L. Gago-Galvagno
ABSTRACT The objective of the following study was to analyze the associations of caregivers’ literacy practices and beliefs, and children exposure to screen media with lexical density and syntax development during the first three years. A total of 136 primary caregivers of infants between 12 to 40 months of age (M= 26.34, SD = 7.55) were evaluated. The participants completed a sociodemographic questionnaire, a reading comprehension test, a literacy practices and beliefs survey and the CDI (McArthur Bates Communicative Development Inventory) part II (words and sentences). In addition, children’s daycare attendance was considered. After controlling for age, gender, parent’s education level and daycare attendance, positive attitudes towards literacy and frequency of PC use contributed to CDI vocabulary scores, while shared reading frequency was associated with CDI syntax scores. These results indicate that both parent-child shared reading and PC use provide a context for verbal interaction and joint attention that stimulates language development. Impact Summary Prior State of Knowledge: There are contradictory results about the relations between home literacy, screen media exposure and language development during the first years of life. Also, most of this research has been conducted in WEIRD countries. Novel Contributions: Parents attitudes about reading and shared reading were more important in explaining language development than books quantity, caregiver’s reading comprehension and self-reading practices. Regarding screen exposure, only frequency of PC use was a significant predictor of children’s vocabulary scores. Practical Implications: The positive associations of literacy beliefs, practices and screen times with vocabulary might indicate that both shared reading and screen coviewing provide a context for parent-child joint attention and verbal interaction that promotes word learning.
{"title":"Early vocabulary size in Argentinean toddlers: associations with home literacy and screen media exposure","authors":"Á. Tabullo, L. Gago-Galvagno","doi":"10.1080/17482798.2021.1982742","DOIUrl":"https://doi.org/10.1080/17482798.2021.1982742","url":null,"abstract":"ABSTRACT The objective of the following study was to analyze the associations of caregivers’ literacy practices and beliefs, and children exposure to screen media with lexical density and syntax development during the first three years. A total of 136 primary caregivers of infants between 12 to 40 months of age (M= 26.34, SD = 7.55) were evaluated. The participants completed a sociodemographic questionnaire, a reading comprehension test, a literacy practices and beliefs survey and the CDI (McArthur Bates Communicative Development Inventory) part II (words and sentences). In addition, children’s daycare attendance was considered. After controlling for age, gender, parent’s education level and daycare attendance, positive attitudes towards literacy and frequency of PC use contributed to CDI vocabulary scores, while shared reading frequency was associated with CDI syntax scores. These results indicate that both parent-child shared reading and PC use provide a context for verbal interaction and joint attention that stimulates language development. Impact Summary Prior State of Knowledge: There are contradictory results about the relations between home literacy, screen media exposure and language development during the first years of life. Also, most of this research has been conducted in WEIRD countries. Novel Contributions: Parents attitudes about reading and shared reading were more important in explaining language development than books quantity, caregiver’s reading comprehension and self-reading practices. Regarding screen exposure, only frequency of PC use was a significant predictor of children’s vocabulary scores. Practical Implications: The positive associations of literacy beliefs, practices and screen times with vocabulary might indicate that both shared reading and screen coviewing provide a context for parent-child joint attention and verbal interaction that promotes word learning.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44913928","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 : 2021-10-25DOI: 10.1080/17482798.2021.1992460
Nicoleta Corbu, Denisa Oprea, Valeriu Frunzaru
ABSTRACT Despite their apparent digital literacy, adolescents often have trouble assessing the accuracy and trustworthiness of the information they encounter. Given the proliferation of fake news and that adolescents are new (or soon-to-be) voters, important issues arise for democratic processes. This study is the first to investigate Romanian adolescents’ self-perceived ability to evaluate the credibility of the news in their media diet. Drawing on a national survey (N = 1,221) of 12th-grade Romanian students (aged 17–18), we found a significant third-person effect in young people’s self-reported ability to detect fake news. This effect is stronger when people compare themselves to distant others than close others. We also found that the most important predictors of this third-person effect are gender, openness to multiculturalism, and lifelong learning, with family education and confirmation bias being non-significant predictors. IMPACT SUMMARY Prior State of Knowledge: Prior studies show that although adolescents are increasingly aware of the prevalence of fake news, they have difficulty assessing news accuracy. Less is known about how adolescents perceive their capabilities to assess accuracy as compared with their friends and family or with other people in general. Novel Contributions: Romanian adolescents exhibit a strong third-person effect, meaning that they consider themselves more capable of identifying false information than peers in their inner and outer circles. The prevalence of this perception raises serious concerns about their ability to be well-informed participants in the democratic process. Practical Implications: Romanian policymakers should introduce media literacy into high school curricula to develop students’ abilities to assess news accuracy, fact check information, and be better prepared to enter adulthood as informed citizens.
{"title":"Romanian adolescents, fake news, and the third-person effect: a cross-sectional study","authors":"Nicoleta Corbu, Denisa Oprea, Valeriu Frunzaru","doi":"10.1080/17482798.2021.1992460","DOIUrl":"https://doi.org/10.1080/17482798.2021.1992460","url":null,"abstract":"ABSTRACT Despite their apparent digital literacy, adolescents often have trouble assessing the accuracy and trustworthiness of the information they encounter. Given the proliferation of fake news and that adolescents are new (or soon-to-be) voters, important issues arise for democratic processes. This study is the first to investigate Romanian adolescents’ self-perceived ability to evaluate the credibility of the news in their media diet. Drawing on a national survey (N = 1,221) of 12th-grade Romanian students (aged 17–18), we found a significant third-person effect in young people’s self-reported ability to detect fake news. This effect is stronger when people compare themselves to distant others than close others. We also found that the most important predictors of this third-person effect are gender, openness to multiculturalism, and lifelong learning, with family education and confirmation bias being non-significant predictors. IMPACT SUMMARY Prior State of Knowledge: Prior studies show that although adolescents are increasingly aware of the prevalence of fake news, they have difficulty assessing news accuracy. Less is known about how adolescents perceive their capabilities to assess accuracy as compared with their friends and family or with other people in general. Novel Contributions: Romanian adolescents exhibit a strong third-person effect, meaning that they consider themselves more capable of identifying false information than peers in their inner and outer circles. The prevalence of this perception raises serious concerns about their ability to be well-informed participants in the democratic process. Practical Implications: Romanian policymakers should introduce media literacy into high school curricula to develop students’ abilities to assess news accuracy, fact check information, and be better prepared to enter adulthood as informed citizens.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403804","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 : 2021-10-02DOI: 10.1080/17482798.2021.1978674
L. Green
Parents who expect this text to be the ultimate “how to” book about digital parenting with evidence-based dos and don’ts are going to be deeply disappointed. They will probably be the only category...
{"title":"Parenting for a digital future: how hopes and fears about technology shape children’s lives","authors":"L. Green","doi":"10.1080/17482798.2021.1978674","DOIUrl":"https://doi.org/10.1080/17482798.2021.1978674","url":null,"abstract":"Parents who expect this text to be the ultimate “how to” book about digital parenting with evidence-based dos and don’ts are going to be deeply disappointed. They will probably be the only category...","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41303454","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 : 2021-09-28DOI: 10.1080/17482798.2021.1982741
Chelly Maes, Laura Vandenbosch
ABSTRACT Content analyses on sexual messages in youth-oriented series have traditionally focused on the distribution of negative or antisocial sexual messages. As such, the potential of youth-oriented series to promote prosocial sexual messages (PSM) has been neglected. Grounded in the 3AM model, this content analysis fills this gap in the literature by examining the occurrence of PSM in youth-oriented series (e.g. Elite) on Netflix. A total of 126 characters (52% male, 48% female) and 3,151 scenes in 65 episodes were coded. The results indicate that PSM were promoted 4 times per episode (i.e. average length was 36 minutes) and were distributed by more than half of the characters. PSM also significantly co-occurred with antisocial sexual messages (ASM) in scenes, suggesting that sexual messages may operate as a “mixed” socialization agent for adolescents’ sexuality development. Further, characters in comedies and non-heterosexual characters more often distributed PSM than respectively characters in dramas and heterosexual characters. The promotion of PSM did not vary by characters’ gender. Implications of these findings in terms of audience effects and suggestions for future research are further discussed. IMPACT SUMMARY Prior State of Knowledge: While negative sexual messages in youth-oriented television series have been studied extensively, little is known about these television series’ potential to promote positive sexual messages. Novel Contributions: This content analysis addresses this gap in the literature. Positive sexual messages are frequently promoted in youth-oriented television series and co-occur with negative sexual messages. Also, they challenge the heterosexual script. Practical Implications: For parents and practitioners who view television as a tool for learning about sexuality, these results suggest that negative and positive sexual messages in television series co-occur. Providing explanations of these messages may be relevant for young viewers.
{"title":"“Consent Is Sexy”: exploring the portrayal of prosocial sexuality messages in youth-oriented series","authors":"Chelly Maes, Laura Vandenbosch","doi":"10.1080/17482798.2021.1982741","DOIUrl":"https://doi.org/10.1080/17482798.2021.1982741","url":null,"abstract":"ABSTRACT Content analyses on sexual messages in youth-oriented series have traditionally focused on the distribution of negative or antisocial sexual messages. As such, the potential of youth-oriented series to promote prosocial sexual messages (PSM) has been neglected. Grounded in the 3AM model, this content analysis fills this gap in the literature by examining the occurrence of PSM in youth-oriented series (e.g. Elite) on Netflix. A total of 126 characters (52% male, 48% female) and 3,151 scenes in 65 episodes were coded. The results indicate that PSM were promoted 4 times per episode (i.e. average length was 36 minutes) and were distributed by more than half of the characters. PSM also significantly co-occurred with antisocial sexual messages (ASM) in scenes, suggesting that sexual messages may operate as a “mixed” socialization agent for adolescents’ sexuality development. Further, characters in comedies and non-heterosexual characters more often distributed PSM than respectively characters in dramas and heterosexual characters. The promotion of PSM did not vary by characters’ gender. Implications of these findings in terms of audience effects and suggestions for future research are further discussed. IMPACT SUMMARY Prior State of Knowledge: While negative sexual messages in youth-oriented television series have been studied extensively, little is known about these television series’ potential to promote positive sexual messages. Novel Contributions: This content analysis addresses this gap in the literature. Positive sexual messages are frequently promoted in youth-oriented television series and co-occur with negative sexual messages. Also, they challenge the heterosexual script. Practical Implications: For parents and practitioners who view television as a tool for learning about sexuality, these results suggest that negative and positive sexual messages in television series co-occur. Providing explanations of these messages may be relevant for young viewers.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41407490","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 : 2021-09-21DOI: 10.1080/17482798.2021.1977358
D. Schmuck, N. Fawzi, C. Reinemann, Claudia Riesmeyer
ABSTRACT This study investigates the predictors of adolescents’ political cynicism in the social media environment. Given that social media are one of the main sources of information for many young people today, it is crucial to investigate how and in which ways social media use is associated with political cynicism. To that aim, we use data from computer-assisted personal interviews of N = 1,061 adolescents between 14 and 19 years in Germany. Our findings reveal that relative information-oriented social media use is related to lower political cynicism, while exposure to extremist political content on social media predicts higher levels of political cynicism. Furthermore, although self-perceived online media literacy is negatively associated with political cynicism, it does not moderate the relationship between political cynicism and relative information-oriented social media use or exposure to extremist content. We discuss theoretical and practical implications of these findings. IMPACT SUMMARY Prior State of Knowledge: Nowadays adolescents often express high levels of political cynicism, which gives reason for concern. Existing research suggests that the media as political socialization agent may both dampen or increase youth’s political cynicism depending on the content. Novel Contributions: We identify a lack of research on the role of social media use to explain youth’s political cynicism. To address this, we focus on two key predictors: the degree of information-orientation of social media use and exposure to extremist content. Practical Implications: This study has practical implications for educational interventions that aim at training adolescents’ understanding of political processes. The findings are also crucial for policymakers and platform operators who tackle extremism on social media platforms.
{"title":"Social media use and political cynicism among German youth: the role of information-orientation, exposure to extremist content, and online media literacy","authors":"D. Schmuck, N. Fawzi, C. Reinemann, Claudia Riesmeyer","doi":"10.1080/17482798.2021.1977358","DOIUrl":"https://doi.org/10.1080/17482798.2021.1977358","url":null,"abstract":"ABSTRACT This study investigates the predictors of adolescents’ political cynicism in the social media environment. Given that social media are one of the main sources of information for many young people today, it is crucial to investigate how and in which ways social media use is associated with political cynicism. To that aim, we use data from computer-assisted personal interviews of N = 1,061 adolescents between 14 and 19 years in Germany. Our findings reveal that relative information-oriented social media use is related to lower political cynicism, while exposure to extremist political content on social media predicts higher levels of political cynicism. Furthermore, although self-perceived online media literacy is negatively associated with political cynicism, it does not moderate the relationship between political cynicism and relative information-oriented social media use or exposure to extremist content. We discuss theoretical and practical implications of these findings. IMPACT SUMMARY Prior State of Knowledge: Nowadays adolescents often express high levels of political cynicism, which gives reason for concern. Existing research suggests that the media as political socialization agent may both dampen or increase youth’s political cynicism depending on the content. Novel Contributions: We identify a lack of research on the role of social media use to explain youth’s political cynicism. To address this, we focus on two key predictors: the degree of information-orientation of social media use and exposure to extremist content. Practical Implications: This study has practical implications for educational interventions that aim at training adolescents’ understanding of political processes. The findings are also crucial for policymakers and platform operators who tackle extremism on social media platforms.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49608709","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 : 2021-09-21DOI: 10.1080/17482798.2021.1978675
Koeun Choi
Sesame Street characters sparked curiosity and the joy of learning in me as a young child as they have helped children around the world for over 50 years. Years later, the large body of research on Sesame Street inspired me to study educational media in graduate school and has continued to guide me as a researcher who grapples with the opportunities and challenges presented by new media technologies for young children’s learning. It is my great privilege to honor and look beyond Sesame Street’s 50 anniversary. This commentary comes at a particularly critical time, as the COVID-19 pandemic has made understanding the role of screen media in children’s education an even more pressing question. I review how the show revolutionized television for young children and became the model for conducting internal research on children’s learning through media. The personal anecdotes incorporated throughout this commentary are from Sesame Workshop “alumni,” chosen because their insights and expertise reflect leadership in varied areas across the organization that produces Sesame Street. Their favorite memories of their time on “the longest street in the world” reinforce that the unique and special contribution Sesame Street has made to young children and to the television landscape also leaves an indelible mark on the people who create the Sesame magic for children around the world. I conclude by looking forward to Sesame Street’s evolution into new media technologies.
{"title":"Sesame Street: Beyond 50","authors":"Koeun Choi","doi":"10.1080/17482798.2021.1978675","DOIUrl":"https://doi.org/10.1080/17482798.2021.1978675","url":null,"abstract":"Sesame Street characters sparked curiosity and the joy of learning in me as a young child as they have helped children around the world for over 50 years. Years later, the large body of research on Sesame Street inspired me to study educational media in graduate school and has continued to guide me as a researcher who grapples with the opportunities and challenges presented by new media technologies for young children’s learning. It is my great privilege to honor and look beyond Sesame Street’s 50 anniversary. This commentary comes at a particularly critical time, as the COVID-19 pandemic has made understanding the role of screen media in children’s education an even more pressing question. I review how the show revolutionized television for young children and became the model for conducting internal research on children’s learning through media. The personal anecdotes incorporated throughout this commentary are from Sesame Workshop “alumni,” chosen because their insights and expertise reflect leadership in varied areas across the organization that produces Sesame Street. Their favorite memories of their time on “the longest street in the world” reinforce that the unique and special contribution Sesame Street has made to young children and to the television landscape also leaves an indelible mark on the people who create the Sesame magic for children around the world. I conclude by looking forward to Sesame Street’s evolution into new media technologies.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44735578","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 : 2021-09-08DOI: 10.1080/17482798.2021.1974502
N. Sakr, J. Steemers
ABSTRACT The material challenges of funding, commissioning and distribution that are well known to inhibit production of children’s factual content about other countries and cultures operate in parallel with challenges arising from the moral responsibilities inherent in what Roger Silverstone called “the problem of proper distance”. By that he signified a “moral category” requiring filmmakers to provide “context as well as imagination” and be willing to “recognise the other in her sameness and difference”. “Distance” and “difference” have become at once more significant but also more ambiguous at a time of mass forced migration, in which traditions, religions and cultures from distant places are brought together in physical proximity. Based on input from cross-cultural dialogues, screenings and interviews involving European producers of children’s documentaries, this article explores dilemmas and experiences faced in representing the backgrounds and stories of children who arrived in Europe from Syria, Iraq, Afghanistan and elsewhere in the mid-2010s. It shows the resonance of Silverstone’s thinking by revealing that many practitioners themselves apply notions of closeness and distance, both physically and metaphorically, in their choices about combining the familiar and unfamiliar and co-creating content with child participants. IMPACT SUMMARY a. Prior State of Knowledge: Existing power imbalances between filmmaker and subject/participant are accentuated when documentaries are made about vulnerable children. Studies have pinpointed competing pressures to tell a compelling story, respect privacy and provide background, while avoiding exoticism, didacticism and cultural preconceptions. b. Novel Contributions: Practitioners’ spontaneous references to “distance” when discussing their filming of refugee children demonstrate that Silverstone’s concept of “proper distance” as a “moral category” can be operationalised in co-creating content with documentary participants and evaluating the merits of such documentaries. c. Practical Implications: Creatives and commissioning editors responsible for children’s factual content about other cultures can use the findings to calibrate how they convey children’s “sameness” and “difference” with empathy and respect. Such content’s relevance for promoting social cohesion also matters to policymakers.
{"title":"Children’s documentaries: distance and ethics in European storytelling about the wider world","authors":"N. Sakr, J. Steemers","doi":"10.1080/17482798.2021.1974502","DOIUrl":"https://doi.org/10.1080/17482798.2021.1974502","url":null,"abstract":"ABSTRACT The material challenges of funding, commissioning and distribution that are well known to inhibit production of children’s factual content about other countries and cultures operate in parallel with challenges arising from the moral responsibilities inherent in what Roger Silverstone called “the problem of proper distance”. By that he signified a “moral category” requiring filmmakers to provide “context as well as imagination” and be willing to “recognise the other in her sameness and difference”. “Distance” and “difference” have become at once more significant but also more ambiguous at a time of mass forced migration, in which traditions, religions and cultures from distant places are brought together in physical proximity. Based on input from cross-cultural dialogues, screenings and interviews involving European producers of children’s documentaries, this article explores dilemmas and experiences faced in representing the backgrounds and stories of children who arrived in Europe from Syria, Iraq, Afghanistan and elsewhere in the mid-2010s. It shows the resonance of Silverstone’s thinking by revealing that many practitioners themselves apply notions of closeness and distance, both physically and metaphorically, in their choices about combining the familiar and unfamiliar and co-creating content with child participants. IMPACT SUMMARY a. Prior State of Knowledge: Existing power imbalances between filmmaker and subject/participant are accentuated when documentaries are made about vulnerable children. Studies have pinpointed competing pressures to tell a compelling story, respect privacy and provide background, while avoiding exoticism, didacticism and cultural preconceptions. b. Novel Contributions: Practitioners’ spontaneous references to “distance” when discussing their filming of refugee children demonstrate that Silverstone’s concept of “proper distance” as a “moral category” can be operationalised in co-creating content with documentary participants and evaluating the merits of such documentaries. c. Practical Implications: Creatives and commissioning editors responsible for children’s factual content about other cultures can use the findings to calibrate how they convey children’s “sameness” and “difference” with empathy and respect. Such content’s relevance for promoting social cohesion also matters to policymakers.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47499139","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 : 2021-08-17DOI: 10.1080/17482798.2021.1969254
Ong’ong’a Daniel Oloo
ABSTRACT This study explored internet use by adolescents, aged 12–14 years, who reported negative online experiences in Kenya. A qualitative case study method was employed, using in-depth interviews and thematic analysis. The study’s findings show that young people frequently used online platforms at night for entertainment (online gaming, betting, chatting, and streaming content) and educational purposes (searching for educational content). The challenges they encountered included fraud, stalking, pop-ups, and accidental access to adult content. They devised strategies for staying safe that included going offline, ignoring messages, deleting accounts, and hiding online (e.g. fake photos or IDs). Study findings indicate that female users more readily reported issues they encountered online than males. The study suggests the need for strategic partnerships between relevant international and local stakeholders to create awareness and empowerment programs (training, advocacy, and resourcing) to address online risks through the media, formal school programs, and parent–teacher associations. IMPACT SUMMARY a. Prior State of Knowledge: While adolescents’ digital platform use has been studied extensively in other countries, little is known about the online behaviors of African adolescents in general and Kenyan adolescents in particular. b. Novel Contributions: This study responds to the public dialogues on the security and safety of adolescents using internet resources in Kenya and elsewhere by providing empirical data on the internet safety of adolescents in Kenyan schools. c. Practical Implications: Stakeholders are encouraged to form strategic international and local partnerships to create awareness, implement empowering training programs, as well as advocate and provide resources through the media, parent–teacher associations, and formal school programs that address adolescents’ online risks.
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Pub Date : 2021-08-06DOI: 10.1080/17482798.2021.1962931
S. Mann, Drew P. Cingel, Alexis R. Lauricella, E. Wartella
ABSTRACT There has been a recent increase in television programming that aims to provide realistic portrayals of adolescent life in an effort to both entertain and educate adolescent viewers. Research on this entertainment-education programming has examined the effects on adolescent viewers; however, it has not considered the relationship between parent viewing of such programming and their perceived knowledge about adolescent life. Further, it is possible that parent viewing of entertainment-education programming can relate to parental efficacy indirectly via their perceived knowledge about adolescent life. We test these relationships using data from 1,880 parent viewers and non-viewers (adolescent children ages 13–17) of the series 13 Reasons Why sampled from Brazil, Australia/New Zealand, the United States, and the United Kingdom. Results suggest an indirect relationship between parent viewership of the series and parental efficacy, via parental perceived knowledge, among parents who viewed the entire first season in comparison to those who only viewed some episodes. There were direct relationships between viewing and parental efficacy when comparing those who viewed all episodes to non-viewing parents. These findings suggest that entertainment-education programming may relate to positive outcomes among parents, with implications for the family ecology. IMPACT SUMMARY a. Prior State of Knowledge: The genre of entertainment-education programming (EE) includes programs that provide realistic portrayals of adolescent life including portrayals of sensitive topics. Prior examinations of adolescent-directed EE consider effects on adolescent viewers but do not consider the effect on parent viewers. b. Novel Contributions: Results suggest an indirect relationship between parent viewership of the Netflix produced series, 13 Reasons Why, and parental efficacy, via parental perceived knowledge. These findings occur among parents who viewed the entire first season of the series in four global regions. c. Practical Implications: These findings suggest that EE programming may relate to positive outcomes among parent viewers and have larger implications for the family ecology by bolstering parental efficacy and perceived knowledge about adolescent life.
{"title":"Parent viewership of 13 reasons why and parental perceived knowledge about adolescent life: implications for parental efficacy among parents from the United States, the United Kingdom, Brazil, and Australia/New Zealand","authors":"S. Mann, Drew P. Cingel, Alexis R. Lauricella, E. Wartella","doi":"10.1080/17482798.2021.1962931","DOIUrl":"https://doi.org/10.1080/17482798.2021.1962931","url":null,"abstract":"ABSTRACT There has been a recent increase in television programming that aims to provide realistic portrayals of adolescent life in an effort to both entertain and educate adolescent viewers. Research on this entertainment-education programming has examined the effects on adolescent viewers; however, it has not considered the relationship between parent viewing of such programming and their perceived knowledge about adolescent life. Further, it is possible that parent viewing of entertainment-education programming can relate to parental efficacy indirectly via their perceived knowledge about adolescent life. We test these relationships using data from 1,880 parent viewers and non-viewers (adolescent children ages 13–17) of the series 13 Reasons Why sampled from Brazil, Australia/New Zealand, the United States, and the United Kingdom. Results suggest an indirect relationship between parent viewership of the series and parental efficacy, via parental perceived knowledge, among parents who viewed the entire first season in comparison to those who only viewed some episodes. There were direct relationships between viewing and parental efficacy when comparing those who viewed all episodes to non-viewing parents. These findings suggest that entertainment-education programming may relate to positive outcomes among parents, with implications for the family ecology. IMPACT SUMMARY a. Prior State of Knowledge: The genre of entertainment-education programming (EE) includes programs that provide realistic portrayals of adolescent life including portrayals of sensitive topics. Prior examinations of adolescent-directed EE consider effects on adolescent viewers but do not consider the effect on parent viewers. b. Novel Contributions: Results suggest an indirect relationship between parent viewership of the Netflix produced series, 13 Reasons Why, and parental efficacy, via parental perceived knowledge. These findings occur among parents who viewed the entire first season of the series in four global regions. c. Practical Implications: These findings suggest that EE programming may relate to positive outcomes among parent viewers and have larger implications for the family ecology by bolstering parental efficacy and perceived knowledge about adolescent life.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1962931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43474456","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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