- Title Pages
- List of tables and figures
- Acknowledgements
- Notes on contributors
- One Theoretical framework for children's internet use
- Two Methodological framework: the EU Kids Online project
- Three Cognitive interviewing and responses to EU Kids Online survey questions
- Four Which children are fully online?
- Five Varieties of access and use
- Six Online opportunities
- Seven Digital skills in the context of media literacy
- Eight Between public and private: privacy in social networking sites
- Nine Experimenting with the self online: a risky opportunity
- Ten Young Europeans' Online environments: a typology of user practices
- Eleven Bullying
- Twelve ‘Sexting’: the exchange of sexual messages online among European youth
- Thirteen Pornography
- Fourteen Meeting new contacts online
- Fifteen Excessive internet use among European children
- Sixteen Coping and resilience: children's responses to online risks
- Seventeen Agents of mediation and sources of safety awareness: a comparative overview
- Eighteen The effectiveness of parental mediation
- Nineteen Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online
- Twenty Understanding digital inequality: the interplay between parental socialisation and children's development
- Twenty-one Similarities and differences across Europe
- Twenty-Two Mobile access: different users, different risks, different consequences?
- Twenty-Three Explaining vulnerability to risk and harm
- Twenty-Four Relating online practices, negative experiences and coping strategies
- Twenty-five Towards a general model of determinants of risk and safety
- Twenty-Six Policy implications and recommendations: now what?
- Appendix: Key variables used in EU Kids Online analyses
- References
- Index
Digital skills in the context of media literacy
Digital skills in the context of media literacy
- Chapter:
- (p.87) Seven Digital skills in the context of media literacy
- Source:
- Children, risk and safety on the internet
- Author(s):
Nathalie Sonck
Els Kuiper
Jos de Haan
- Publisher:
- Policy Press
This chapter describes European children's level of self-reported digital literacy, measured by the ability to perform specific tasks, the range of online activities undertaken and the belief about one's own internet abilities. A nuanced answer is presented to the question whether European youth is really as skilful as often assumed. Differences in skills persist between children, due to gender, age and parental education. Moreover, skills vary between European countries. By multi-level analysis, both types of skill differences are studied simultaneously. The chapter discusses how self-reports of digital skills relate to digital literacy and the broader concept of media literacy. Care is needed, however, in using self-reported skill measures as proxies for media literacy when drawing out implications for future research and policy agendas.
Keywords: Media literacy, Digital skills, Self-reports, Country differences, Multi-level analysis
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- Title Pages
- List of tables and figures
- Acknowledgements
- Notes on contributors
- One Theoretical framework for children's internet use
- Two Methodological framework: the EU Kids Online project
- Three Cognitive interviewing and responses to EU Kids Online survey questions
- Four Which children are fully online?
- Five Varieties of access and use
- Six Online opportunities
- Seven Digital skills in the context of media literacy
- Eight Between public and private: privacy in social networking sites
- Nine Experimenting with the self online: a risky opportunity
- Ten Young Europeans' Online environments: a typology of user practices
- Eleven Bullying
- Twelve ‘Sexting’: the exchange of sexual messages online among European youth
- Thirteen Pornography
- Fourteen Meeting new contacts online
- Fifteen Excessive internet use among European children
- Sixteen Coping and resilience: children's responses to online risks
- Seventeen Agents of mediation and sources of safety awareness: a comparative overview
- Eighteen The effectiveness of parental mediation
- Nineteen Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online
- Twenty Understanding digital inequality: the interplay between parental socialisation and children's development
- Twenty-one Similarities and differences across Europe
- Twenty-Two Mobile access: different users, different risks, different consequences?
- Twenty-Three Explaining vulnerability to risk and harm
- Twenty-Four Relating online practices, negative experiences and coping strategies
- Twenty-five Towards a general model of determinants of risk and safety
- Twenty-Six Policy implications and recommendations: now what?
- Appendix: Key variables used in EU Kids Online analyses
- References
- Index