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There is growing concern over online privacy in today’s digital worlds, in part due to the nature of social media, which encourages the disclosure of personal information. Such concerns have resulted in a significant amount of research, so far focused on adults’ and teenagers’ perceptions of privacy and privacy management. This study aims to explore how children perceive online privacy. It addresses three research questions: RQ 1: What are children’s views of online privacy? RQ 2: What are parents’ views of online privacy? Do their views on privacy influence how they deal with their children’s privacy? RQ 3: What are the benefits and disadvantages of different Internet parental mediation strategies for children’s online privacy? Twenty-six semi-structured one-to-one interviews and ten focus group sessions were conducted with fifty-seven pupils aged 9 to 11 years old (Primary 6 and Primary 7), from one school in Scotland. Additionally, 8 parents were interviewed to understand how their perceptions of privacy influenced their Internet parenting strategies. This study has three overarching findings. The first overarching finding is related to children’s and parents’ views about the Internet as an unsafe place, occasionally leading parents to deploy restrictive and monitoring Internet parental mediation strategies. Second, children view privacy as more difficult to achieve online than offline for two main reasons: (1) the Internet is a ‘bigger space’ populated by a massive number of ‘people’, most of whom they do not know nor have they ever seen (‘strangers’), and (2) there are certain difficulties in managing the privacy settings of social networking sites. The third finding is that trust, autonomy and privacy are interrelated. Trust reduce privacy concerns, encouraged for two-way information sharing between children and parents, with an expectation that parents will be able to help identify potential and also unexpected online issues, and necessary advice and safety precautions can be taught to children. As a result, children will potentially be able to manage their online activities in an increasingly autonomous way. Trust is important not only in interpersonal relationships, but also for building confidence for contexts in which we do not have any prior knowledge, such as with strangers or with the providers of online platforms.

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No description available.

The purpose of this study was to examine the relationship between teenagers’ use of mobile Internet devices and their involvement in risky digital behaviors, including problematic Internet use, exposure to pornography, and participation in sexting. A crosssectional correlational design using a sample (N = 97) of teens aged 13-18 was used. Linear regression analyses revealed that teens using smartphones as their primary source of Internet access were most likely to receive sexting requests, while teens using computers to access the Internet were most likely to intentionally view pornography. Additionally, teens who used multiple mobile devices to connect to the Internet and teens who had owned at least one mobile Internet device for longer periods of time were most likely to have higher levels of problematic Internet use. Contextual factors such as age, gender, family structure, religious commitment, attachment to parents, and parental monitoring of online activities were also examined to determine their relationship to the aforementioned outcomes. Consistent with adolescent developmental trajectories, older teens reported higher rates of pornography exposure and sexting requests, and indicated a greater willingness to participate in sexting. However, younger teens who used smartphones as their primary source of Internet access were just as likely as older teens to have received requests to sext. Males had higher rates of pornography exposure and were more willing than females to send sexual messages to their significant other. Females, on other hand, were asked to sext more frequently. Teens with high levels of religious commitment had the lowest levels of pornography exposure and participation in sexting. Among the parental variables examined, teens’ attachment to their parents was most significantly related to the studies’ outcomes. Strongly attached teens had lower levels of problematic Internet use, pornography exposure, and participation in sexting than their peers who were not as strongly attached to their parents.

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No description available.

This document presents a dissertation research study that examined parents of preteens and the protectionist and empowerment Internet mediation and media literacy strategies they reported using to guide their child's use of the Internet. Parents' use of protectionist and empowerment strategies, their confidence level in enacting these strategies, their attitudes about efficacy of these strategies, and the relationship among their attitudes about children's use of the Internet to these areas were examined. The study used an online survey (N=236) of parents who have preteens with Internet access at home, and parent interviews from a sample of the survey respondents (N=40), to gather data from a nationwide sample of parents. Parents were asked questions about their use of, confidence in, and perceptions of effectiveness of protectionist and empowerment Internet mediation strategies, what topics related to Internet use they have discussed with their child, and overall their attitudes about the Internet and children. The survey results show that the majority of parents use a combination of protectionism and empowerment strategies, but more heavily use protectionist Internet mediation overall. Parents reported high confidence in using most of the strategies, with slightly less (but still notably high) confidence in using empowerment strategies. Even though parents reported feeling confident using empowerment strategies, they used them much less than protectionist strategies. Protectionist strategies were also ranked as more effective than empowerment ones. Parents' attitudes about the Internet were also associated with behaviors. Parents' level of comfort in using the Internet and computers was positively associated with their overall engagement in their preteens' Internet use, whether protectionism or empowerment. Parental attitude about the Internet being a good place for their child was associated with the likelihood to use protectionist strategies. However, parents who did not believe the Internet was a good place for their kids tended to talk about more Internet behavior topics with their child. The interviews with parents revealed a typology of protectionist and empowerment strategies with three major themes and several subthemes. The first theme included strategies for monitoring the Internet, the second illustrated the types of protectionist and empowerment behaviors parents use, and the third theme encompassed the values that emerged regarding parents' family communication and roles, comparisons to other families, and hopes about the potential benefits of the Internet in their child's life. Among the three themes parents voiced their life experiences, feelings, and concerns and how those influenced their decisions around protectionism or empowerment. Similar to the survey results, the interviews show that most parents used protectionist strategies, with the most widely used strategies including "POS" (parent over shoulder), and having the child use the Internet in a public space in the home. Few parents who were interviewed co-surf online with their preteens, ask questions about the websites their kids visit, or encourage their kids to create things online. However, parents who worked in fields related to media and technology were more likely to use empowerment strategies. The interviews revealed that parents' use of protectionist or empowerment strategies is complex, and is interwoven with their attitudes, values, concerns, and hopes for the potential of the Internet for their child. This study challenges the field to consider four myths about parents and Internet mediation, including: 1) Parents are either protectionist or empowerment, but not usually both; 2) Parents who are more confident using Internet mediation strategies will use them more often; and 3) Parents who think the Internet is not a good place for kids are more likely to use protectionist strategies; and 4) Parents who are uncomfortable with technology are more likely to use protectionist strategies. Possible reasoning for these misconceptions about parents, and how this speaks to research in the field, are explored. This study encourages parent media literacy education efforts to include a balance and progression in protectionist and empowerment strategies by proposing a Stair Steps of Parent Internet Mediation framework. This framework explains an aspirational process for parent education around the Internet to guide future efforts for those who work in parent media literacy education. / Mass Media and Communication

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-06T18:28:59Z No. of bitstreams: 1 Mayara da Silva Peghim Cabral.pdf: 876430 bytes, checksum: f2ffc191ae9eb87e0d259fe469487ee5 (MD5) / Made available in DSpace on 2016-12-06T18:28:59Z (GMT). No. of bitstreams: 1 Mayara da Silva Peghim Cabral.pdf: 876430 bytes, checksum: f2ffc191ae9eb87e0d259fe469487ee5 (MD5) Previous issue date: 2016-11-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / It is known that the accession and incorporation of (ICTs) Information and Communication Technologies have changed worldwide, patterns of behavior, personal and family relationships. Particularly the smartphone, which is called a smart phone by its features such as, Internet access and operating systems, has been used by most of the population including children and adolescents. Daily its usage becomes increasingly personal and, through the application downloads, are used for various purposes making it difficult to measurement of parents. It is estimated that by 2018 in Brazil, the number of smartphones in use reaches the 268 million unit mark and therefore their use is increasingly present also within families. This qualitative research sought to identify with the parents and guardians of children and adolescents 7-17 years the types of ICT use in the home and characterize what are the risks that their children would face when using a smartphone and what they thought they understood for risk and protection on the internet. Through two different times, the survey was attended 52 parents who answered an online questionnaire containing 19 multiple choice questions and three open type questions analyzed descriptively. In a second moment, another 27 parents attended in person a lecture and left written testimony that were subjected to content analysis. As main results, stood out that all the family group makes use of ICTs at various moments of the routine and all members have their own smartphone. There is a concern about the risks present in the access and use of the devices because of its connection to the internet and it was evidenced that parents act in a passive way amid the use of smartphones. We emphasize the risks, but do not perceive the full potential that the use provides. The parents expect the school to be a mediator and exert information role in relation to education and ICT issues. With its interactive feature, the use of smartphones by children and adolescents suggests us that families as different professionals should play protective and active role with them through dialogues and discussions / É sabido que a adesão e incorporação das Tecnologias da Informação e Comunicação (TICs) alteraram no mundo todo, os padrões de comportamento, relacionamento pessoal e familiar. Particularmente o smartphone, que é chamado de aparelho inteligente por suas características como acesso à internet e sistemas operacionais, tem sido utilizado pela maioria da população incluindo crianças e adolescentes. Diariamente seu uso torna-se cada vez mais pessoal e através do download de aplicativos, são utilizados para diversas finalidades dificultando a medição dos pais. Estima-se que até 2018 no Brasil, o número de smartphones em uso atinja a marca de 268 milhões de aparelho e, portanto, sua utilização seja cada vez mais presente também no seio das famílias. Esta pesquisa qualitativa procurou identificar com os pais e responsáveis de crianças e adolescentes de 7 a 17 anos, os tipos de uso das TICs no lar e caracterizar quais seriam os riscos que os filhos se deparariam ao utilizar um smartphone e o que imaginavam que eles entendiam por risco e proteção na internet. Através de dois momentos diferentes, a pesquisa contou com a participação 52 pais que responderam um questionário online contendo 19 questões múltipla escolha e 3 questões do tipo abertas analisadas descritivamente. No segundo momento, outros 27 pais participaram presencialmente de uma palestra e deixaram depoimento por escrito que foram submetidos a análise de conteúdo. Como principais resultados, destacou-se que todo grupo familiar faz uso das TICs em vários momentos da rotina e todos os membros possuem seu próprio smartphone. Existe uma preocupação a respeito dos riscos presentes no acesso e uso dos aparelhos devido sua conexão com a internet e evidenciou-se que pais se colocam de forma passiva em meio a utilização dos smartphones. Ressalta-se os riscos, porém não percebem as potencialidades que o uso proporciona. Os pais esperam que a escola seja mediadora e exerça papel informativo em relação aos temas de educação e TIC. Com sua característica interativa, a utilização dos smartphones pelas crianças e adolescentes nos sugerem que tanto as famílias como diferentes profissionais devam desempenhar papel protetivo e ativo diante delas através de diálogos e discussões

The master thesis "Media education in the family" discusses media education strategies of parents, or, in other words, parental mediation. This discussion is important because the family, in addition to the school system, is largely responsible for influencing the media literacy of children. The theoretical section of this thesis sums up how this topic was processed in foreign and Czech studies, and describes the main characteristics of parental mediation. Media education strategies of parents are also assessed in connection with the socialization of the child, and with the education and communication styles in family. Frequently, studies describe three types of parental mediation, which are: active mediation, restrictive mediation and social co-viewing. Although these types of mediation were defined mostly in connection with the viewing of television programs, it is possible to transfer these types, with small changes, on to other media, including the internet. The practical part of this thesis contains a qualitative analysis of in-depth interviews with parents who have children between the ages of 12 and 15. The goal of this analysis was to find out what parents think of the relationship between children and media, which strategies of parental mediation they are using, and which conditions and...