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Children, risk and safety on the internetResearch and policy challenges in comparative perspective$
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Sonia Livingstone and Leslie Haddon

Print publication date: 2012

Print ISBN-13: 9781847428837

Published to Policy Press Scholarship Online: January 2013

DOI: 10.1332/policypress/9781847428837.001.0001

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Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online

Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online

Chapter:
(p.245) Nineteen Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online
Source:
Children, risk and safety on the internet
Author(s):

Veronika Kalmus

Cecilia von Feilitzen

Andra Siibak

Publisher:
Policy Press
DOI:10.1332/policypress/9781847428837.003.0019

This chapter explores, first, the extent to which social support from teachers and peers is related to children's uptake of online opportunities and their levels of digital literacy and safety skills; and second, whether and how teachers' and peers' mediation are related to the main online risks and harm experienced by children. Socio-demographic variations in the effectiveness of teachers' and peers' mediation are also analysed. Finally, the chapter explores whether there are substantial differences among European countries with regard to correlations between teachers' and peers' mediation on the one hand, and children's digital skills and online opportunities, and experiences of risks and harm on the internet on the other. One of the conclusions is that substantial mediation by peers (as well as teachers) occurs retroactively, after children have experienced online harm, with children being active agents in the process and initiating the mediation when needed.

Keywords:   Teachers' mediation, Peers' mediation, Online opportunities, Digital skills, Online risks, Online harm

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