A comparative analysis of European press coverage of children and the internet

This article reports a content analysis of press coverage of children and the internet in order to examine cross-cultural similarities and differences in the news values framing accounts of the benefits from and risks facing children online. By comparing media reporting in 14 European countries, the study found greater coverage of online risks than opportunities across Europe, which appears to be due to the high position of crime stories on the news agenda.. Thus readers, including parents, are exposed to media representations that often show the online world as being risky for children, which may affect perceptions of the prevalence of risk. However, there is national variation in terms of which risks receive more press attention, meaning that parents in different countries are potentially sensitised to different risks

In their own words: what bothers children online?

In an open-ended survey question to European 9- to 16-year-olds, some 10,000 children reported a range of risks that concern them on the internet. Pornography (named by 22% of children who mentioned risks), conduct risk such as cyber-bullying (19%) and violent content (18%) were at the top of children’s concerns. The priority given to violent content is noteworthy insofar as this receives less attention than sexual content or bullying in awareness-raising initiatives. Many children express shock and disgust on witnessing violent, aggressive or gory online content, especially that which graphically depicts realistic violence against vulnerable victims, including from the news. Video-sharing websites such as YouTube were primary sources of violent and pornographic content. The findings discussed in relation to children’s fear responses to screen media and the implications for the public policy agenda on internet safety are identified

Narratives of Industry Responses to Cyberbullying: Perspectives on Self-regulation From and About the Industry

In this chapter, we provide an overview of narratives about online inter- mediaries’ responses to cyberbullying from the perspectives of policy makers and the companies, as well as children and parents. Relevant self-regulatory and self- organisational efforts are discussed aswell as the rationales for their adoption; includ- ing how the effectiveness of these efforts is seen from the perspectives of various stakeholders. We draw attention to the relative paucity of data on effectiveness of companies’ mechanisms, particularly from the perspective of any benefits received by children as a result of these interventions and support

‘Friends call me racist’: Experiences of repercussions from writing comments on newspaper websites

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Developing a framework for researching children’s online risks and opportunities in Europe

In this report we discuss how the original EU Kids Online analytical model was constructed. We review key findings produced from qualitative and quantitative research by EU Kids Online before discussing the rationale for a revised model that reflects the findings better and raises new questions for research. We conclude that future research should examine the following 12 research priorities: 1. Factors relating to children’s identity and resources, beyond demographic variables. 2. New modes of access to the internet, as this becomes more mobile, personalised, pervasive. 3. A multidimensional analysis of digital skills and literacies and their significance for well-being. 4. A rethinking of the ‘ladder of opportunities’ to identify whether and when children undertakemore ambitious creative or civic online activities. 5. New kinds of online risks including risks to their personal data, privacy issues and online reputation management. 6. The interplay between children’s digital practices and proprietary policies and mechanisms. 7. Children’s desire to experiment and transgress boundaries, to grasp children’s agency online. 8. Extending the analysis of how parents mediate their children’s internet use to the potential importance of other socialising agents. 9. Extending research on 9-to 16-year olds to much younger children’s use of digital media. 10. Research on sociotechnological innovations in smart/wearable/ubiquitous everyday devices. 11. The implications of digital engagement as it may reconfigure (undermine or enhance, alter or diversify) children’s wellbeing in the long term. 12. Relate the research agenda on children’s online access, risks and opportunities to the broader agenda of children’s rights – to provision, participation and protection – in the digital age