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<DIV dir=ltr align=left><SPAN class=150163407-03102007><FONT
color=#0000ff>Please circulate widely</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=150163407-03102007><FONT
color=#0000ff></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=150163407-03102007><FONT color=#0000ff>Many
thanks</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=150163407-03102007><FONT color=#0000ff>Lelia
Green</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=150163407-03102007><FONT
color=#0000ff>ECU</FONT></SPAN></DIV><BR>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left>
<HR tabIndex=-1>
<FONT face=Tahoma><B>From:</B> P.Tsatsou@lse.ac.uk [mailto:P.Tsatsou@lse.ac.uk]
<BR><B>Sent:</B> Thursday, 27 September 2007 8:49 PM<BR><B>To:</B>
P.Tsatsou@lse.ac.uk<BR><B>Subject:</B> EU Kids Online Alert<BR></FONT><BR></DIV>
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<P><FONT face="Arial, ArialMT, sans-serif" color=#000000
size=2><B>Dear Subscriber,</B></FONT></P>
<P><FONT face="Arial, ArialMT, sans-serif" color=#000000
size=2>Here is the third alert from EU Kids
Online</FONT></P></TD></TR></TBODY></TABLE>
<P><BR><SPAN style="FONT-WEIGHT: 400"><FONT color=#9b004f
size=5>Three new reports now freely available</FONT></SPAN></P>
<P> </P>
<P><B>The EU Kids O</B><FONT
face="Arial, ArialMT, sans-serif"><B>nline network has completed its
first year</B><BR> </P>
<P><FONT face=Arial size=2>Three new reports from the EU Kids Online
network have been completed - see below for a summary. Each can be
freely downloaded from our <A
href="http://www.eukidsonline.net">website</A>.</FONT></FONT></P>
<P><FONT face=Arial size=2><BR>We are delighted to welcome three new
countries into our network - Ireland, Cyprus and Italy – making 21
countries in all.<BR> </FONT></P>
<P><FONT face=Arial size=2>Recent PowerPoint presentations and
papers relating to the EU Kids Online network are also available on
the <A
href="http://www.eukidsonline.net">website</A>.<BR> </FONT></P>
<P><FONT face=Arial size=2>To keep our work up to date, the details
of more studies in the field of children and the internet have been
added to our searchable online <A
href="http://www.eukidsonline.net">repository</A>, bringing this to
a total of 295 projects identified and coded.<BR> </FONT></P>
<P><FONT face=Arial><FONT size=2>To support this work, we reissue
our invitation to researchers, policy-makers and practitioners. If
you know of any relevant research or research-related activities
that impact on questions of children and young people’s use, risk
and safety online, please email </FONT><A
href="mailto:P.Tsatsou@lse.ac.uk"><FONT
size=2>P.Tsatsou@lse.ac.uk</FONT></A><FONT
size=2>.</FONT></FONT></P>
<P> </P>
<HR width="98%" color=#333333 noShade SIZE=1>
<P><FONT face=Arial size=2><B>Report on Data
Availability</B><BR> </FONT></P>
<P><FONT face=Arial size=2>The first of the reports now available on
our <A href="http://www.eukidsonline.net">website</A>
is:<BR>Staksrud, E., Livingstone, S., and Haddon, L. (2007) <I>What
Do We Know About Children’s Use of Online Technologies? A Report on
Data Availability and Research Gaps in Europe</I>. </FONT></P>
<P><FONT face=Arial size=2>The report examines the available
research on children and the internet in the 18 countries originally
participating in the EU Kids Online network. It provides a detailed
analysis of the research identified in our online repository after 6
months (235 studies in all), in order to inform policy-makers,
practitioners and academics working in the field of the nature of
the evidence base, its availability and the key
gaps.<BR> </FONT></P>
<P><FONT face=Arial size=2>The report has been produced in two
versions:</FONT></P></FONT><FONT face=Arial>
<UL>
<LI><FONT size=2>The short version, available in paper form (on
request) and online, summarises all the findings, and includes 500
word national research overviews for each of the 18 countries (35
pages).</FONT>
<LI><FONT size=2>The long version, available online only, provides
a detailed account of all findings, with tables and figures (63
pages), plus an annex containing 2000 word national reports for
each of the 18 countries (48 pages).</FONT> </LI></UL></FONT><FONT
face="Arial, ArialMT, sans-serif">
<P><FONT face=Arial size=2>The report aims to provide an account
of:</FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>how much research exists regarding children and
the internet, and its accessibility</FONT>
<LI><FONT size=2>the nature of the evidence base, in terms of
funding, methods, topics, risks, age of children and country
studied</FONT>
<LI><FONT size=2>the conclusions note the key features of the
available research, the significant gaps in the evidence base, and
the emerging issues and challenges for research.</FONT>
</LI></UL></FONT>
<P><FONT face=Arial size=2>Key research gaps are:</FONT></P><FONT
face=Arial>
<UL>
<LI><FONT size=2>Research on younger (primary school)
children</FONT>
<LI><FONT size=2>Research on platforms other than the fixed
internet</FONT>
<LI><FONT size=2>Research on peer-to-peer applications</FONT>
<LI><FONT size=2>Research on children’s perceptions of online
risk</FONT>
<LI><FONT size=2>Research on children’s coping with risk,
including media literacy</FONT>
<LI><FONT size=2>Research on parents’ coping with risk, including
parental mediation and use of filtering or other safety
tools</FONT>
<LI><FONT size=2>Research on the effectiveness of parental
mediation/use of safety tools</FONT>
<LI><FONT size=2>Research on online risk to children in certain
countries</FONT>
<LI><FONT size=2>Research on certain types of risk (commercial
risk, user-generated content, suicide or self harm sites.</FONT>
</LI></UL></FONT>
<P><FONT face=Arial size=2>Emerging issues and challenges are noted
in brief below:<BR> </FONT></P>
<P><FONT face=Arial size=2>First, empirical research is highly
time-sensitive - </FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>Research in this field becomes quickly out of
date and findings must be regularly updated</FONT>
<LI><FONT size=2>We greatly need multi-national research, so one
country may learn from another, while recognising the
specificities of diverse economic, cultural and social
contexts</FONT>
<LI><FONT size=2>Tracking studies are required to understand the
long-term implications of online technologies</FONT>
<LI><FONT size=2>The research agenda does not always suit the
needs of the policy agenda, and it is more common to identify
problems than to evaluate policy solutions. </FONT></LI></UL></FONT>
<P><FONT face=Arial size=2>Second, regarding the theories, methods
and standards of research - </FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>We advocate multiple theoretical perspectives, so
the various dimensions of children’s internet use can be
understood in relation to children’s own perceptions, those of
their parents, and the context of everyday internet use</FONT>
<LI><FONT size=2>Although multidisciplinary, multimethod,
contextual, and longitudinal research is particularly demanding,
it remains sorely needed<BR>Research is sometimes poorly reported,
with key information missing, or it is difficult to gain access to
– the quality, rigour and public accessibility of some research
could be improved</FONT>
<LI><FONT size=2>Nearly all research online activities and risks
neglects children's lives offline (e.g. their social networks,
their parenting, their attitudes to risk-taking or coping with
psychological distress). <BR> </FONT> </LI></UL></FONT>
<P><FONT face=Arial size=2>Last, we note that this is a sensitive
and difficult field of research - </FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>The risk agenda is led largely led by adult
concerns and media-spread moral panics, and so focuses on
pornography, stranger contact, violence etc.</FONT>
<LI><FONT size=2>It is insufficiently led by objective evidence of
actual harm, whether criminal (e.g. incidence of sexual abuse or
criminal abduction) or medical (e.g. incidence of youth suicide or
self harm attempts)</FONT>
<LI><FONT size=2>It is also insufficiently reflective of children
and young people's own agenda of concerns (in which bullying,
identity abuse, spam and race hate would figure much higher than
pornography or even stranger danger)</FONT>
<LI><FONT size=2>Research and policy often underestimates the ways
in which it is inherent to childhood and especially adolescence to
take risks, push boundaries and evade adult scrutiny.</FONT>
<LI><FONT size=2>The pressing need for more research on younger
children raises significant challenges regarding methodology and
research ethics</FONT>
<LI><FONT size=2>More discrimination is needed regarding the
nature of children's online activities, including they ways in
which they differentiate different kinds of pornographic or
violent content or potentially harmful contact.<BR> </FONT>
</LI></UL></FONT>
<P><FONT face=Arial size=2>We conclude that research must follow use
– tracking online activities for new populations, younger users, new
risks, and so forth. Much depends on the researchers’ grasp of
children’s experiences, including their approach to risk, for in
many respects, children do not draw the line between risks and
opportunities in the same way that adults do.</FONT></P>
<P> </P>
<HR width="98%" color=#333333 noShade SIZE=1>
<P><FONT face=Arial size=2><B>Report on the Three Country
Comparison</B><BR> </FONT></P>
<P><FONT face=Arial size=2>The second of the reports now available
on our <A href="http://www.eukidsonline.net">website</A>
is:<BR>Hasebrink, U., Livingstone, S., Haddon, L., Kirwil, L., and
Ponte, C. (2007) <I>Comparing Children’s Online Activities and Risks
across Europe: A Preliminary Report Comparing Findings for Poland,
Portugal and UK</I>. (95 pages) </FONT></P>
<P> </P>
<P><FONT face=Arial size=2>EU Kids Online is now comparing the
actual findings the research identified above across 21 countries.
However, first a comparative strategy was developed and tested on
research from three countries - Poland, Portugal and the UK. This
report will be of particular interest to readers in the three
countries concerned. It also has a wider relevance for those
interested in the issues and problems of cross-national analysis.
</FONT></P>
<P> </P>
<P><FONT face=Arial size=2>To focus the analysis of findings, the
report constructs a model that links the key variables, on the basis
of which a series of hypotheses could be derived and tested. See
below:</FONT></P>
<P> </P>
<P><FONT face=Arial size=2><IMG height=388
src="http://www.lse.ac.uk/collections/designunit/raw/e_newsletters/EU_kids/images/Diagram.jpg"
width=450 border=0 NOSEND="1"></FONT></P>
<P> </P>
<P><FONT face=Arial size=2>These hypotheses concern pan-European
similarities in findings as regards:</FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>child-related variables (i.e. effects of the
child’s age, gender and socio-economic status)</FONT>
<LI><FONT size=2>internet-related variables (i.e. effects of
internet access, usage, attitudes and skills, relation between
risks and opportunities, and parents’ internet related behaviour).
</FONT></LI></UL></FONT>
<P><FONT face=Arial size=2>The report then considers factors that
might account for cross-national differences in
findings:</FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>the media environment in the different countries
(i.e. the diffusion of the ICT infrastructure and further
indicators of the media environment)</FONT>
<LI><FONT size=2>ICT regulation in the different countries</FONT>
<LI><FONT size=2>wider public discourses in the different
countries</FONT>
<LI><FONT size=2>attitudes and values in the different
countries</FONT>
<LI><FONT size=2>educational systems in the different countries.
</FONT></LI></UL></FONT>
<P><FONT face=Arial size=2>It concludes with a discussion of the
explanation for differences and similarities across countries,
drawing out the implications, and lessons learned, for the
comprehensive (21 country) cross-national comparison.</FONT></P>
<P><FONT face=Arial size=2>The report works with the following
typology of online risks to children:<BR> </FONT></P>
<TABLE id=table1 width="100%" border=1>
<TBODY>
<TR>
<TD> </TD>
<TD><FONT face=Arial size=2>Commercial </FONT></TD>
<TD><FONT face=Arial size=2>Aggressive </FONT></TD>
<TD><FONT face=Arial size=2>Sexual</FONT></TD>
<TD><FONT face=Arial size=2>Values</FONT></TD></TR>
<TR>
<TD><FONT face=Arial size=2>Content<BR>Child as recipient
</FONT></TD>
<TD><FONT face=Arial size=2>Adverts, spam, sponsorship,
personal info</FONT></TD>
<TD><FONT face=Arial size=2>Violent/ hateful content
</FONT></TD>
<TD><FONT face=Arial size=2>Pornographic or unwelcome sexual
content</FONT></TD>
<TD><FONT face=Arial size=2>Bias, racist, misleading info/
‘advice</FONT></TD></TR>
<TR>
<TD><FONT face=Arial size=2>Contact<BR>Child as
participant</FONT></TD>
<TD><FONT face=Arial size=2>Tracking/ harvesting personal
info</FONT></TD>
<TD><FONT face=Arial size=2> Being bullied, harassed or
stalked </FONT></TD>
<TD><FONT face=Arial size=2> Meeting strangers, being
groomed</FONT></TD>
<TD><FONT face=Arial size=2>Self-harm, unwelcome
persuasion</FONT></TD></TR>
<TR>
<TD><FONT face=Arial size=2>Conduct<BR>Child as
actor</FONT></TD>
<TD><FONT face=Arial size=2>Illegal downloading,
hacking</FONT></TD>
<TD><FONT face=Arial size=2>Bullying or harassing
another</FONT></TD>
<TD><FONT face=Arial size=2>Creating and uploading porn
material </FONT></TD>
<TD><FONT face=Arial size=2>Providing misleading info/advice
</FONT></TD></TR></TBODY></TABLE>
<P> </P>
<HR width="98%" color=#333333 noShade SIZE=1>
<P><FONT face=Arial size=2><B>Report reviewing Methodological
Issues</B><BR> </FONT></P>
<P><FONT face=Arial size=2>The third of the reports now available on
our <A href="http://www.eukidsonline.net">website</A> is:<BR>Lobe,
B., Livingstone, S., and Haddon, L. (2007) <I>Researching Children’s
Experiences Online across Countries: Issues and Problems in
Methodology</I>. (64 pages) </FONT></P>
<P><FONT face=Arial size=2>This literature review is primarily
intended for academics who wish to become familiar with the core
methodological issues, lessons and debates that relate to
researching children, researching the new online technologies, and
conducting cross-national comparisons. </FONT></P>
<P><FONT face=Arial size=2>The first part reviews general approaches
to research, dealing with questions of: </FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>what counts as research</FONT>
<LI><FONT size=2>the plurality of approaches to research</FONT>
<LI><FONT size=2>what is meant by methodology</FONT>
<LI><FONT size=2>standards in empirical research</FONT>
<LI><FONT size=2>mixed methods design</FONT>
<LI><FONT size=2>the issues involved in analysing and reporting
findings. </FONT></LI></UL></FONT>
<P><FONT face=Arial size=2>The second part considers how we research
children, covering:</FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>whether to do research ‘with’ or ‘on’
children</FONT>
<LI><FONT size=2>adults researching children, children as
informants</FONT>
<LI><FONT size=2>age, stage and development issues</FONT>
<LI><FONT size=2>the reliability of children as informants</FONT>
<LI><FONT size=2>ethical issues involved in researching
children</FONT>
<LI><FONT size=2>adapting extending existing methods of research
when researching children. </FONT></LI></UL></FONT>
<P><FONT face=Arial size=2>The third part looks at how we research
online technologies, considering:</FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>the new challenges involved in researching ‘new’
media</FONT>
<LI><FONT size=2>understanding the changes taking place in new
media</FONT>
<LI><FONT size=2>extending familiar research methods to study
online contexts</FONT>
<LI><FONT size=2>specifically ‘online’ research methods</FONT>
<LI><FONT size=2>the ethical issues entailed in online research on
children. </FONT></LI></UL></FONT>
<P><FONT face=Arial size=2>The fourth part looks as cross-national
comparisons, dealing with:</FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>why we should make comparisons across
nations</FONT>
<LI><FONT size=2>analytical challenges in comparative
research</FONT>
<LI><FONT size=2>practical challenges in cross-national
research</FONT>
<LI><FONT size=2>different approaches to cross-national
research</FONT>
<LI><FONT size=2>key decisions when conducting cross-national
research</FONT>
<LI><FONT size=2>methods of comparative data analysis</FONT>
<LI><FONT size=2>longitudinal analysis</FONT>
<LI><FONT size=2>researching context in cross-national analysis.
</FONT></LI></UL></FONT>
<P><FONT face=Arial size=2>The summary and conclusions provide an
overview of:</FONT></P><FONT face=Arial>
<UL>
<LI><FONT size=2>methodological challenges and debates</FONT>
<LI><FONT size=2>conceptualising children’s relation to
technology</FONT>
<LI><FONT size=2>researching the online environment</FONT>
<LI><FONT size=2>researching the European environment</FONT>
<LI><FONT size=2>looking ahead to producing a Best Practice Guide
for doing research in this field (i.e. the next report planned by
this working group, due in September 2008).</FONT> </LI></UL></FONT>
<HR width="98%" color=#333333 noShade SIZE=1>
<P><FONT face=Arial size=2><B>Selected ongoing
research</B><BR> </FONT></P>
<P><FONT face=Arial size=2>In addition to ongoing projects reported
in the previous newsletter (available on our website) the Estonian
participants in the project are currently researching ‘Children and
Young People in the Emerging Information and Consumer Society’. They
will conduct a questionnaire survey in six Estonian schools this
autumn, focussing on online media activities, including the use of
dating websites, creative online activities and learning online.
</FONT></P>
<P><FONT face=Arial size=2>Several EU Kids Online participants are
working on PhDs and dissertations in this field: </FONT></P><FONT
face=Arial>
<UL>
<LI><FONT size=2>Andra Siibak from Estonia is doing a PhD on ‘The
Role of the New Media Environment in the Formation of Young
People’s Gender Identity’.</FONT>
<LI><FONT size=2>Cátia Candeias from Portugal is focusing on
working class children who do not have access to the Internet at
home, looking at how they use the access in public spaces and how
they use the mobile phone for going online.</FONT>
<LI><FONT size=2>Elisabeth Staksrud from Norway is doing a PhD on
children’s use of new media in relation to different regulatory
approaches towards content regulation (internet/ mobile/ computer
games/ chat services).</FONT>
<LI><FONT size=2>Panayiota Tsatsou from the LSE is doing a PhD on
digital divides in Greece, looking at culture and everyday
settings of life, on the one hand, and at the role of
decision-making, on the other. </FONT></LI></UL></FONT>
<HR width="98%" color=#333333 noShade SIZE=1>
<P><FONT face=Arial><B><FONT size=2>A quick overview of some of our
other activities</FONT></B></FONT></P>
<P> </P>
<P><FONT face=Arial size=2>In June, the UK team organised a seminar
at the London School of Economics entitled <I>Critical evaluation of
online risks for children</I>. It presented results from the EU Kids
Online project, and also reported on a recent Dutch survey, a report
of the use of ethnographic methods in Japan, a discussion on youth
and online pornography, and a presentation on which risks are
important for policy-makers.</FONT></P>
<P><FONT face=Arial size=2><BR>One of the sub-projects of EU Kids
Online planned for this October-November aims to examine media
coverage of children and the internet in the participating
countries. This will feed into our other projects: trying to
understand how media coverage might influence some of the
experiences in different countries and also have a bearing upon what
is researched. <BR> </FONT></P>
<P><FONT face=Arial size=2>For more information on these and other
activities, contact details for each national team are available on
our <A href="http://www.eukidsonline.net">website</A>.</FONT></P>
<HR width="98%" color=#333333 noShade SIZE=1>
<P><B>Please note </B></P>
<P> </P>
<P><FONT face=Arial>You received this alert because you have been in
touch with us, because we know of your work, or because you have
been recommended to us. If you are happy to receive these alerts,
you need do nothing further. If you are not interested in news from
this project, please email Panayiota Tsatsou (<A
href="mailto:P.Tsatsou@lse.ac.uk"><FONT
size=2>P.Tsatsou@lse.ac.uk</FONT></A>) and we will remove you from
the list.</FONT></P>
<P><FONT face="Arial, ArialMT, sans-serif" size=2></FONT></P>
<HR width="98%" color=#333333 noShade SIZE=1>
<P><FONT face="Arial, ArialMT, sans-serif" size=2><B>Contact
details</B></FONT></P>
<P> </P>
<P><FONT face="Arial, ArialMT, sans-serif" size=2>Professor Sonia
Livingstone and Dr Leslie Haddon<BR>Department of Media and
Communications <BR>London School of Economics and Political Science
<BR>Houghton Street, London WC2A 2AE, UK <BR>fax: +44 (0) 20 7955
7248 <BR>email: <A
href="mailto:s.livingstone@lse.ac.uk">s.livingstone@lse.ac.uk</A> /
<A href="mailto:leshaddon@aol.com">leshaddon@aol.com</A></FONT></P>
<P> </P></FONT></TD>
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