Englanninkielinen raportti How young people look for information online.
Raportti liittyy keväällä 2011 päättyneeseen European Digital Youth Information -hankkeeseen, jossa tutkittiin nuorten netin käyttöä tiedon, avun ja neuvonnan etsimisessä. Hanke toteutettiin kuuden Euroopan maan yhteistyönä brittiläisen YouthNet-organisaation johdolla. Suomesta hankkeen kumppaniorganisaationa toimi Nuorten tieto- ja neuvontatyön kehittämiskeskus Koordinaatti.
Hankkeessa toteutettiin verkkokyselyt kunkin maan 16-25-vuotiaille nuorille. Kysely suomalaisille nuorille toteutettiin alkuvuodesta 2011, vastaajia oli lähes 600.
Global youth networks and the digital divideHeidi Thon
This document discusses global youth networks and the digital divide between the global North and South. It examines theories on how digital technologies spread through populations and whether they contribute to increased communication between youth. The author conducted a survey of 629 students in Norway and East Africa to compare their technology access and motivation for staying connected with exchange partners. The findings suggest that both technological and motivational factors influence digital networks between students in different regions. Barriers to connection included lack of infrastructure, cost, and education in the global South.
Awareness and use of career information sources among secondary school studen...Alexander Decker
This document summarizes a study that investigated secondary school students' awareness and use of career information sources in Nigeria. The study found that students were most aware of parents, teachers, and churches as sources of career information. When it came to actually using sources, students reported most often using parents, classmates, and teachers. Students also found information from parents, churches, and teachers to be the most useful for career decision-making. Delays and inaccuracies in information received were among the top challenges faced by students seeking career information. The study recommends that parents help students utilize a wider range of career information sources.
This document summarizes cases from the National Authority for Data Protection and Freedom of Information (NAIH) regarding the misuse of children's personal data online. Several cases are described where children's photos were taken from social media sites without consent and shared on other sites along with personal details and harmful or offensive comments. The NAIH has received many complaints about such incidents and lacks jurisdiction in some cases when data is processed outside of Hungary. However, principles of data protection and consent still apply. The NAIH aims to protect children's rights and dignity online through enforcement and raising awareness.
This document discusses communication tools that can be used when recruiting new college students. It focuses on print media, email, and digital/social media. Print media is declining in use among teenagers who are increasingly using digital media like the internet and social platforms for over 2 hours per day. While print still has value for providing tangible information, email is widely used but lacks nonverbal context and students may not check or have access to the emailed information. Digital media like social platforms are best for quick updates but content must be concise and engaging to attract students. The document evaluates the benefits and limitations of each tool to determine the most effective options for recruiting the target 16-20 year old demographic.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The Scottish Information Literacy Projectguest9f3d11
The Scottish Information Literacy Project aims to develop information literacy in Scotland through creating a national framework, partnerships, and research. The project has drafted an information literacy framework, conducted workplace studies, and promoted information literacy integration in education. Next steps include expanding the framework, developing training modules, and furthering partnerships in various sectors including workplaces and health.
The Scottish Information Literacy Project aims to develop information literacy in Scotland through creating a national framework, partnerships, and research. The project has drafted an information literacy framework, conducted workplace studies, and promoted information literacy integration in education. Next steps include expanding the framework, developing training modules, and furthering partnerships in various sectors including workplaces and health.
Global youth networks and the digital divideHeidi Thon
This document discusses global youth networks and the digital divide between the global North and South. It examines theories on how digital technologies spread through populations and whether they contribute to increased communication between youth. The author conducted a survey of 629 students in Norway and East Africa to compare their technology access and motivation for staying connected with exchange partners. The findings suggest that both technological and motivational factors influence digital networks between students in different regions. Barriers to connection included lack of infrastructure, cost, and education in the global South.
Awareness and use of career information sources among secondary school studen...Alexander Decker
This document summarizes a study that investigated secondary school students' awareness and use of career information sources in Nigeria. The study found that students were most aware of parents, teachers, and churches as sources of career information. When it came to actually using sources, students reported most often using parents, classmates, and teachers. Students also found information from parents, churches, and teachers to be the most useful for career decision-making. Delays and inaccuracies in information received were among the top challenges faced by students seeking career information. The study recommends that parents help students utilize a wider range of career information sources.
This document summarizes cases from the National Authority for Data Protection and Freedom of Information (NAIH) regarding the misuse of children's personal data online. Several cases are described where children's photos were taken from social media sites without consent and shared on other sites along with personal details and harmful or offensive comments. The NAIH has received many complaints about such incidents and lacks jurisdiction in some cases when data is processed outside of Hungary. However, principles of data protection and consent still apply. The NAIH aims to protect children's rights and dignity online through enforcement and raising awareness.
This document discusses communication tools that can be used when recruiting new college students. It focuses on print media, email, and digital/social media. Print media is declining in use among teenagers who are increasingly using digital media like the internet and social platforms for over 2 hours per day. While print still has value for providing tangible information, email is widely used but lacks nonverbal context and students may not check or have access to the emailed information. Digital media like social platforms are best for quick updates but content must be concise and engaging to attract students. The document evaluates the benefits and limitations of each tool to determine the most effective options for recruiting the target 16-20 year old demographic.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The Scottish Information Literacy Projectguest9f3d11
The Scottish Information Literacy Project aims to develop information literacy in Scotland through creating a national framework, partnerships, and research. The project has drafted an information literacy framework, conducted workplace studies, and promoted information literacy integration in education. Next steps include expanding the framework, developing training modules, and furthering partnerships in various sectors including workplaces and health.
The Scottish Information Literacy Project aims to develop information literacy in Scotland through creating a national framework, partnerships, and research. The project has drafted an information literacy framework, conducted workplace studies, and promoted information literacy integration in education. Next steps include expanding the framework, developing training modules, and furthering partnerships in various sectors including workplaces and health.
Media and Information Literacy Skills of Senior High School Students of Andre...YogeshIJTSRD
1. The study assessed the media and information literacy skills of senior high school students in Andres Bonifacio College in the Philippines.
2. It found that students had an overall "good" level of media and information literacy skills, with a mean score of 3.01 out of 5, but scored lower on skills like using Boolean operators in research.
3. Students' media literacy scores differed according to their career strand, with those in the ICT strand having less developed skills in areas like starting research and finding information resources.
The International Women’s Network - Impacts of Information and Communication ...Jacqueline Stein
This document summarizes a dissertation that examines how information and communication technologies (ICTs) and social media impact African women's leadership. It reviews literature on women's access to and use of ICTs, how they build networks, the benefits and limitations of technology use, gender dynamics online, and potential for leadership and empowerment. The study hypothesizes that ICTs provide opportunities for women to develop new narratives and enterprises. It describes conducting qualitative interviews with 10 female leaders in Kenya, Ghana, and Nigeria to understand their technology use and how it contributes to their success. The dissertation aims to explore returns women receive by being "plugged into" technologies and acting as agents of change in their communities.
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
The document discusses a study that was conducted to ascertain students' perceptions of using social media for educational purposes. The study surveyed 200 students from three universities in Rivers State, Nigeria. The results found that social media is frequently used by students for educational activities like communication, sharing ideas, and interacting with others. Students generally have a favorable attitude towards using social media. There were also significant differences found in social media usage and attitudes between male and female students, as well as across the three universities. The study recommends incorporating social media into university curriculums to enhance education.
This dissertation investigates structured online intergroup contact between young people from Palestine, Israel, and the UK. Six participants (two from each country) took part in an exercise where they pretended to work for a news agency. A UK participant acted as an editor, sending tasks via email to a Palestinian and Israeli journalist using pictures and predefined text. The editor then exchanged the journalists' responses. The research aimed to analyze the perspectives of the participants about their experience. Key findings included challenges of using only pictures for online learning, potential for image theatre and small group dialogue, advantages of third-party mediation in reducing anxiety, and how this model could be used as a new online activism tool. The conclusion imagines how this structured online
How do students use smartphone in intercultural communication for group workJulie Tan
This report summarizes a group assignment that studied how university students use smartphones for intercultural communication in group work. The group conducted interviews and a thematic analysis of the data. Key findings included that students perceive smartphones positively but also as a distraction, that smartphones help build relationships and support academic work, and that personality and cultural differences can pose challenges to intercultural communication via smartphone. The report concluded by discussing limitations, connections to prior literature, and potential extensions of the research.
The document provides an overview of the process of thematic qualitative data analysis that was used to analyze interview responses from 15 respondents about smartphone usage among university students in Mauritius. It describes the sample population, which included both local and international students between ages 22-25 who were active smartphone users. It also outlines the steps taken, including data familiarization, preliminary theme and code generation, and finalizing the themes and codes based on the interview responses. Key themes that emerged included smartphone addiction, negative effects on mental and physical health as well as academic performance, and advantages of smartphones. Direct quotes from respondents are provided to support the themes.
The document discusses several ways that internet use can negatively impact adolescents. It argues that internet has contributed to a decline in education among adolescents by promoting the use of "chat language" in writing. It also asserts that internet reduces morality by giving easy access to pornography and normalizing behaviors like homosexuality. The document further claims that internet reduces thinking capacity by encouraging plagiarism and exam cheating as adolescents copy information directly from online sources without understanding it. It posits that internet use reduces face-to-face communication as adolescents rely more on online communication through social media on their phones.
Communal Computing and shared spaces of use: a study of Internet cafes in dev...jason hobbs
The document summarizes research on internet cafes in developing areas of South Africa. It finds that internet cafes have become important hubs that provide affordable access to computers and the internet for many people who do not have access at home or work. They fill important gaps by supplementing limited access elsewhere and providing informal training. The cafes also serve as important community spaces, with many patrons using them for communication, information gathering, and other activities that facilitate education and career development.
Report on Loss of Reading Habit Amoung YouthAvinash Chavan
The document is a research project on the loss of reading habits among youth. It includes an introduction outlining the topic, a methodology section describing how primary research was conducted through surveys, and analyses of the survey results. Key findings include that most youth enjoy reading but feel they do not have enough time, and that increased access to technology and a fast-paced educational system have reduced opportunities and motivation for reading. The conclusion is that while digital technologies are important, they have also negatively impacted reading habits by distracting youth and wasting time on unproductive activities.
Digital Media Education for Korean YouthHafidzah Aziz
This document examines digital media education policies for youth in Korea. It provides an overview of trends in digital media education in English-speaking countries to frame the analysis. Digital media education aims to both empower youth and protect them, and can be categorized into awareness, access to hardware/software, and digital skills. The document then reviews digital media usage statistics for Korean youth and Korean government policies related to digital media education. It finds that while Korea has attempted a sophisticated framework, a formally established media education curriculum is still lacking.
This document provides an exploratory study of the digital landscape and risks faced by Russian youth online. Some key findings include:
- Internet usage in Russia grew dramatically from 2000-2010, with 46.5 million users by 2010.
- The Russian digital space is dominated by domestic sites like Yandex, VKontakte, and Mail.ru rather than Western equivalents.
- Meeting strangers online poses one of the biggest risks, with 40% of Russian youth aged 9-16 reporting meeting an online contact in person.
- Other significant risks include exposure to adult/indecent content, malware/fraud, and cyberbullying.
Information and digital competence in higher educationTariq Ghayyur
The document discusses the challenges facing higher education institutions in the knowledge society. It argues that higher education must reconsider its objectives in light of societal demands and new sociocultural trends. This includes significant changes to teaching models and incorporating information and communication technologies. Specifically, the concept of competency has gained importance, which the document defines based on the DeSeCo project. It focuses on information competencies, which are presented as advancing beyond instrumental IT competencies by being linked to more complex knowledge construction processes. Developing students' information and digital competencies is important for higher education to meet the needs of the knowledge society.
The effect of personality styles on social media useKrishna De
This document summarizes a research paper that studied the relationship between personality style (level of introversion or extroversion) and social media use on Facebook. The study found that heavy Facebook users, who spend more than two hours daily on the site, self-reported as being more outgoing and extroverted. The research aimed to determine if and how a person's personality type relates to their Facebook usage behaviors and motivations. Specifically, it examined whether extroverted or introverted individuals used Facebook more and for different reasons.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Rindang muhammad husain 2020 b_review jurnal 3rindanghusain
This document summarizes a journal article about teaching sport philosophy online to university students in Italy. The key points are:
1) 223 sport science students enrolled in an online course on sport philosophy over 3 years, with 94% passing the final exam. Only 7.2% failed and 3 students dropped out.
2) The course used open source tools like Moodle, Wordpress, Facebook, YouTube, and Skype to host content and facilitate interaction. It covered topics like ethics, values in sport, and the philosophy of Olympism.
3) Student feedback was collected through interviews, questionnaires, and focus groups to evaluate the online teaching methodology and identify areas for improvement. The results showed teaching philosophy online can
This document discusses academic literacy and how to engage the digital generation in academic literacy. It provides definitions of academic literacy and explains why it is important. It then discusses the characteristics of the digital generation and how they differ from previous generations in how they learn, communicate, and search for information using technologies like Google. Some research studies are summarized that explore how the digital generation searches for information online and what challenges those with low literacy may face. The document advocates for rethinking how universities teach to better engage the digital generation.
Kristen Purcell presents the latest Pew Internet findings on participatory and mobile news consumption, and the level of public interest in religious and spiritual news and information. More: pewinternet.org
Technological expansion and the changing way individuals gain access to information has deeply impacted the structure of libraries – physically as well as conceptually. A new generation of digital services platforms for libraries is emerging, designed to provide a more comprehensive approach to the management and access to all formats of library materials. Despite the modernization of libraries and their adaption to the digital age, the library still hold a critical role within community to serve its users, continuing to be beacons of information sharing, learning, and entertainment even amidst tight fiscal times.As one of the leading university in Indonesia, Bogor Agricultural University Library must find solutions to new challenges, overhaul many of their entrenched business processes, and foster systems that engage students.This study examined the information seeking behavior of the digital native and digital immigrant students of Bogor Agricultural University, in order to remind the library that there are some changes happened in its users and to recommend the new services should be taken by the library. The similarities and differences in seeking information of those two group students were discussed.
This report investigates how social learning theory and communication have changed in the 21st century. A survey was conducted with questions about communication preferences and technology usage across different age groups. The results showed that younger people rely more on technology like smartphones for communication and find it hard to disconnect. Older people showed less reliance on technology and were more likely to think society's dependency on it is too high. This aligns with social learning theory, as younger generations learned behaviors around new technologies as they emerged, while older people did not grow up with the same technologies and learned different communication styles. However, the survey sample size was small so results cannot be generalized.
The report analyzes data from a 2013 survey of 2006 New Zealanders about their internet usage. It finds that 92% of respondents currently use the internet, while 3% were previous but not current users and 5% have never used the internet. The report categorizes internet users as Next Generation Users, who access the internet through multiple devices including mobile devices, First Generation Users who use fewer or more traditional devices, and Low Level Users who use the internet infrequently. The survey examines internet usage patterns and behaviors, as well as attitudes about online and offline information sources and activities.
Media and Information Literacy Skills of Senior High School Students of Andre...YogeshIJTSRD
1. The study assessed the media and information literacy skills of senior high school students in Andres Bonifacio College in the Philippines.
2. It found that students had an overall "good" level of media and information literacy skills, with a mean score of 3.01 out of 5, but scored lower on skills like using Boolean operators in research.
3. Students' media literacy scores differed according to their career strand, with those in the ICT strand having less developed skills in areas like starting research and finding information resources.
The International Women’s Network - Impacts of Information and Communication ...Jacqueline Stein
This document summarizes a dissertation that examines how information and communication technologies (ICTs) and social media impact African women's leadership. It reviews literature on women's access to and use of ICTs, how they build networks, the benefits and limitations of technology use, gender dynamics online, and potential for leadership and empowerment. The study hypothesizes that ICTs provide opportunities for women to develop new narratives and enterprises. It describes conducting qualitative interviews with 10 female leaders in Kenya, Ghana, and Nigeria to understand their technology use and how it contributes to their success. The dissertation aims to explore returns women receive by being "plugged into" technologies and acting as agents of change in their communities.
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
The document discusses a study that was conducted to ascertain students' perceptions of using social media for educational purposes. The study surveyed 200 students from three universities in Rivers State, Nigeria. The results found that social media is frequently used by students for educational activities like communication, sharing ideas, and interacting with others. Students generally have a favorable attitude towards using social media. There were also significant differences found in social media usage and attitudes between male and female students, as well as across the three universities. The study recommends incorporating social media into university curriculums to enhance education.
This dissertation investigates structured online intergroup contact between young people from Palestine, Israel, and the UK. Six participants (two from each country) took part in an exercise where they pretended to work for a news agency. A UK participant acted as an editor, sending tasks via email to a Palestinian and Israeli journalist using pictures and predefined text. The editor then exchanged the journalists' responses. The research aimed to analyze the perspectives of the participants about their experience. Key findings included challenges of using only pictures for online learning, potential for image theatre and small group dialogue, advantages of third-party mediation in reducing anxiety, and how this model could be used as a new online activism tool. The conclusion imagines how this structured online
How do students use smartphone in intercultural communication for group workJulie Tan
This report summarizes a group assignment that studied how university students use smartphones for intercultural communication in group work. The group conducted interviews and a thematic analysis of the data. Key findings included that students perceive smartphones positively but also as a distraction, that smartphones help build relationships and support academic work, and that personality and cultural differences can pose challenges to intercultural communication via smartphone. The report concluded by discussing limitations, connections to prior literature, and potential extensions of the research.
The document provides an overview of the process of thematic qualitative data analysis that was used to analyze interview responses from 15 respondents about smartphone usage among university students in Mauritius. It describes the sample population, which included both local and international students between ages 22-25 who were active smartphone users. It also outlines the steps taken, including data familiarization, preliminary theme and code generation, and finalizing the themes and codes based on the interview responses. Key themes that emerged included smartphone addiction, negative effects on mental and physical health as well as academic performance, and advantages of smartphones. Direct quotes from respondents are provided to support the themes.
The document discusses several ways that internet use can negatively impact adolescents. It argues that internet has contributed to a decline in education among adolescents by promoting the use of "chat language" in writing. It also asserts that internet reduces morality by giving easy access to pornography and normalizing behaviors like homosexuality. The document further claims that internet reduces thinking capacity by encouraging plagiarism and exam cheating as adolescents copy information directly from online sources without understanding it. It posits that internet use reduces face-to-face communication as adolescents rely more on online communication through social media on their phones.
Communal Computing and shared spaces of use: a study of Internet cafes in dev...jason hobbs
The document summarizes research on internet cafes in developing areas of South Africa. It finds that internet cafes have become important hubs that provide affordable access to computers and the internet for many people who do not have access at home or work. They fill important gaps by supplementing limited access elsewhere and providing informal training. The cafes also serve as important community spaces, with many patrons using them for communication, information gathering, and other activities that facilitate education and career development.
Report on Loss of Reading Habit Amoung YouthAvinash Chavan
The document is a research project on the loss of reading habits among youth. It includes an introduction outlining the topic, a methodology section describing how primary research was conducted through surveys, and analyses of the survey results. Key findings include that most youth enjoy reading but feel they do not have enough time, and that increased access to technology and a fast-paced educational system have reduced opportunities and motivation for reading. The conclusion is that while digital technologies are important, they have also negatively impacted reading habits by distracting youth and wasting time on unproductive activities.
Digital Media Education for Korean YouthHafidzah Aziz
This document examines digital media education policies for youth in Korea. It provides an overview of trends in digital media education in English-speaking countries to frame the analysis. Digital media education aims to both empower youth and protect them, and can be categorized into awareness, access to hardware/software, and digital skills. The document then reviews digital media usage statistics for Korean youth and Korean government policies related to digital media education. It finds that while Korea has attempted a sophisticated framework, a formally established media education curriculum is still lacking.
This document provides an exploratory study of the digital landscape and risks faced by Russian youth online. Some key findings include:
- Internet usage in Russia grew dramatically from 2000-2010, with 46.5 million users by 2010.
- The Russian digital space is dominated by domestic sites like Yandex, VKontakte, and Mail.ru rather than Western equivalents.
- Meeting strangers online poses one of the biggest risks, with 40% of Russian youth aged 9-16 reporting meeting an online contact in person.
- Other significant risks include exposure to adult/indecent content, malware/fraud, and cyberbullying.
Information and digital competence in higher educationTariq Ghayyur
The document discusses the challenges facing higher education institutions in the knowledge society. It argues that higher education must reconsider its objectives in light of societal demands and new sociocultural trends. This includes significant changes to teaching models and incorporating information and communication technologies. Specifically, the concept of competency has gained importance, which the document defines based on the DeSeCo project. It focuses on information competencies, which are presented as advancing beyond instrumental IT competencies by being linked to more complex knowledge construction processes. Developing students' information and digital competencies is important for higher education to meet the needs of the knowledge society.
The effect of personality styles on social media useKrishna De
This document summarizes a research paper that studied the relationship between personality style (level of introversion or extroversion) and social media use on Facebook. The study found that heavy Facebook users, who spend more than two hours daily on the site, self-reported as being more outgoing and extroverted. The research aimed to determine if and how a person's personality type relates to their Facebook usage behaviors and motivations. Specifically, it examined whether extroverted or introverted individuals used Facebook more and for different reasons.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Rindang muhammad husain 2020 b_review jurnal 3rindanghusain
This document summarizes a journal article about teaching sport philosophy online to university students in Italy. The key points are:
1) 223 sport science students enrolled in an online course on sport philosophy over 3 years, with 94% passing the final exam. Only 7.2% failed and 3 students dropped out.
2) The course used open source tools like Moodle, Wordpress, Facebook, YouTube, and Skype to host content and facilitate interaction. It covered topics like ethics, values in sport, and the philosophy of Olympism.
3) Student feedback was collected through interviews, questionnaires, and focus groups to evaluate the online teaching methodology and identify areas for improvement. The results showed teaching philosophy online can
This document discusses academic literacy and how to engage the digital generation in academic literacy. It provides definitions of academic literacy and explains why it is important. It then discusses the characteristics of the digital generation and how they differ from previous generations in how they learn, communicate, and search for information using technologies like Google. Some research studies are summarized that explore how the digital generation searches for information online and what challenges those with low literacy may face. The document advocates for rethinking how universities teach to better engage the digital generation.
Kristen Purcell presents the latest Pew Internet findings on participatory and mobile news consumption, and the level of public interest in religious and spiritual news and information. More: pewinternet.org
Technological expansion and the changing way individuals gain access to information has deeply impacted the structure of libraries – physically as well as conceptually. A new generation of digital services platforms for libraries is emerging, designed to provide a more comprehensive approach to the management and access to all formats of library materials. Despite the modernization of libraries and their adaption to the digital age, the library still hold a critical role within community to serve its users, continuing to be beacons of information sharing, learning, and entertainment even amidst tight fiscal times.As one of the leading university in Indonesia, Bogor Agricultural University Library must find solutions to new challenges, overhaul many of their entrenched business processes, and foster systems that engage students.This study examined the information seeking behavior of the digital native and digital immigrant students of Bogor Agricultural University, in order to remind the library that there are some changes happened in its users and to recommend the new services should be taken by the library. The similarities and differences in seeking information of those two group students were discussed.
This report investigates how social learning theory and communication have changed in the 21st century. A survey was conducted with questions about communication preferences and technology usage across different age groups. The results showed that younger people rely more on technology like smartphones for communication and find it hard to disconnect. Older people showed less reliance on technology and were more likely to think society's dependency on it is too high. This aligns with social learning theory, as younger generations learned behaviors around new technologies as they emerged, while older people did not grow up with the same technologies and learned different communication styles. However, the survey sample size was small so results cannot be generalized.
The report analyzes data from a 2013 survey of 2006 New Zealanders about their internet usage. It finds that 92% of respondents currently use the internet, while 3% were previous but not current users and 5% have never used the internet. The report categorizes internet users as Next Generation Users, who access the internet through multiple devices including mobile devices, First Generation Users who use fewer or more traditional devices, and Low Level Users who use the internet infrequently. The survey examines internet usage patterns and behaviors, as well as attitudes about online and offline information sources and activities.
1) Online news and information consumption has become portable, participatory, and personalized as people access news on mobile devices and through social media.
2) Over half of American adults want more local news coverage. Local news enthusiasts are more engaged with social media and customizing their news experience.
3) As technologies change how people access and interact with information, news providers must leverage new formats like social networks to better engage audiences and disseminate their content.
The document discusses digital technology trends impacting libraries based on a presentation by Kristen Purcell from the Pew Research Center. It finds that wireless internet and mobile use is growing rapidly, especially among younger demographics and African Americans. Social media use is also increasing among both adults and teens. E-reader and tablet ownership is rising but still most common among those with higher education and income. The presentation recommends that libraries position themselves as nodes in patrons' information networks by providing expertise, recommendations, and opportunities for participation and customization to remain relevant institutions in the new information ecology.
The document discusses digital technology trends impacting libraries based on a presentation by Kristen Purcell from the Pew Research Center. It finds that wireless internet and mobile use is growing rapidly in the US, especially among younger and minority groups. Social media use is also increasing among both adults and teens. E-reader and tablet ownership is rising, especially among more educated and affluent groups. The presentation recommends that libraries position themselves as nodes in patrons' information networks by providing expertise, recommendations, and opportunities for participation and customization of content.
How today’s changing information ecology, specifically the increasing use of social media and mobile technologies, has altered the way consumers access and interact with news and information. Read more: pewinternet.org
In this session, we began to critically examine some of the global trends that are likely to have an impact on the future of learning - both positive and negative.
The document summarizes key points from a lecture on global internet trends:
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How young people look for information online
1. How young people look for
information online:
A survey of views in six European countries
June 2011
Elena Di Antonio
2. Contents
1. Executive Summary ......................................................................................................... 3
2. Introduction ...................................................................................................................... 7
2.1. Aims and objectives of the research ................................................................................................... 7
2.2. Context of the research ...................................................................................................................... 8
2.3. Structure of the report ......................................................................................................................... 9
3. Methodology ....................................................................................................................10
3.1. Overview ........................................................................................................................................... 10
3.2. Sampling ........................................................................................................................................... 11
4. Demographic profile........................................................................................................12
5. Information provided in the different countries ............................................................13
5.1. How young people in partner countries are given information about different issues ...................... 13
5.2. To summarise: .................................................................................................................................. 15
6. Use of the digital media ..................................................................................................16
6.1. Number of hours spent on the internet ............................................................................................. 16
6.2. Online activities ................................................................................................................................. 17
6.3. Motivations to go online .................................................................................................................... 19
6.4. To summarise…. .............................................................................................................................. 21
7. The internet as a source of information.........................................................................22
7.1. Different sources of advice and information ..................................................................................... 22
7.2. Challenges in dealing with online information .................................................................................. 23
7.3. Benefits of online information ........................................................................................................... 26
7.4. To summarise…. .............................................................................................................................. 27
8. Young people’s use of the internet for building relationships .....................................28
8.1. Internet as community building ......................................................................................................... 28
8.2. Internet as helping relationship with friends ..................................................................................... 29
8.3. To summarise…. .............................................................................................................................. 30
9. Some typical narratives ..................................................................................................31
10. Conclusions.....................................................................................................................34
11. Appendix ..........................................................................................................................35
11.1. Tables ............................................................................................................................................... 35
11.2. Questionnaire ................................................................................................................................... 38
Prepared by YouthNet, May 2011 Page 2 of 41
3. 1. Executive Summary
The present research has been undertaken as part of the “European Digital Youth Information Project”
(EDYIP), a networking project on the theme of online information for young people. The aim of the research is
to provide insights into the issues that young people face when searching for online information in order to
inform the development of good practice on how best to reach young people through the internet.
An incentivised online survey was disseminated among 13 to 30 years old in Great Britain, Ireland, Finland,
Belgium, Spain and Denmark between December 2010 and February 2010.
Results are not representative of the population of young people in these countries, because of the small
sample size. Furthermore, the young people who have limited access to digital technologies are not likely to be
represented in the findings, since the survey was online and disseminated mainly through online channels.
These methodology constraints need to be taken into account when reading the findings. As result of this, the
research does not claim to give a representative picture of the situation, but it aims to trigger more interest
and study in this area.
The research explored people’s use of the internet as source of information and advice-seeking by:
Setting out the context of the research in terms of how young people (1) access information in their
countries and (2) use digital media.
Giving a picture of how young people use and feel about the internet as source of information.
Analysing the role the internet has in building relationships
Context of the research: how young people access information in their
countries
The countries which best provide information to young people were
Belgium and Finland, with an average of 68% and 67% young people The countries which best
respectively stating that their country provided information on all of
provide information to
the issues.
young people were
Ireland and Spain were the countries where young people found it
Belgium and Finland
most difficult to access information on sensitive topics, with only 35%
and 16% respectively able to do so
Respondents found it easier to find information on education (an
average of 56% respondents said this)
Prepared by YouthNet, May 2011 Page 3 of 41
4. Context of the research: how young people use digital media.
On average respondents spent between 1 to 4 hours every day online The main motivation for
The Finnish and the English respondents spent more than 4 hours per young people to go online
day online, with an average of 55% and 49% of respondents is to look for information
respectively. for their own use (an
On average, the main motivation for young people to go online is to
average of 81%).
look for information for their own use (an average of 81% across the
countries). While there was a significant consistency across
respondents from different countries regarding their main purpose
for going online, there was a significant difference across countries
between those respondents who were actively looking for
information, and those who were doing so passively .
A high proportion of Spanish and Belgian respondents passively
A high proportion of Spanish searched for information online for study purposes (69% and 64%
and Belgian respondents respectively), but were not particularly engaged with active ways
passively searched for of accessing online information such as participating in discussions
information online (69% and through forums (14% of Spanish and Belgian) or asking questions
64%), but were not online (15% and 10% of respondents respectively)
particularly engaged with The situation is the opposite for the Danish respondents, who
preferred active ways of sharing and looking for information, such
active ways of accessing
as discussion forums (48%), rather than just looking for existing
online information such as
information for study purposes (28%).
participating in discussions
English, Irish and Finnish respondents tended to be particularly
forums (both 14%) or asking engaged in seeking information online, both through passive
questions online (15% and content consumption for study purposes and through more
10%) active ways of looking for information such as participating in
discussion boards and asking questions online.
Although looking for information for their own use was the main
purpose for young people to go online, a significantly smaller Spanish respondents were
proportion of respondents went to the internet to share their the least actively engaged
experiences (43%) and give online advice (40%). with the internet, with only
Finnish and English respondents were more likely than the others to 21% of them going online
talk with other people and share their experiences (57% and 55%
to share their experiences
respectively).
and 17% to give advice
Spanish respondents were the least actively engaged with the
internet, with only 21% of them going online to share their
experiences and 17% to give advice.
Prepared by YouthNet, May 2011 Page 4 of 41
5. Young people’s use of the internet to access information
Generally the internet was the most likely source for information on a
range of topics, especially on issues such as drugs (an average of 41% Generally the internet was
across the countries), sex (39%) and to a lesser extent alcohol (35%). the most likely source for
There are discrepancies in the behaviours of the respondents from
information on a range of
different countries when choosing one source of information over
topics, especially on issues
others.
such as drugs (an average
Finnish, English and Irish respondents tended to go online as a main
of 41% across the
source of advice for the majority of issues: alcohol (57%, 42% and
37% respectively), sex (54%, 42% and 49% respectively), drugs (72%, countries), sex (39%) and
47% and 43% respectively) and health (44%, 33% and 35% to a lesser extent alcohol
respectively). (35%).
Conversely, Spanish and Danish respondents were the least likely to
use the internet as a source of information, since it did not appear to
be the main source for any of the topics.
The research attempted to explore the main challenges young
With the exception of English people face when looking for information online. The main issues
respondents, overall the explored were around (1) the difficulty of trusting the accuracy of
majority of the young people the information; and (2) the difficulty in finding relevant
surveyed were aware of the information.
difficulty of finding accurate With the exception of English respondents, overall the majority of
the young people surveyed were aware of the difficulty of finding
information online
accurate information online, 70% of respondents agreeing with
the statement “I am wary of the information I find online”.
Respondents were also questioned on their ability to deal with
the huge amount of information provided online and the
difficulties of discerning what good advice was (54% of
respondents). This barrier was seen as particularly challenging by
Belgian and Spanish respondents.
The research also attempted to explore how important anonymity is
for young people when looking for information on sensitive issues On average, English and
On average, English and Irish respondents seemed to be more Irish respondents seemed
concerned than others about their anonymity when talking about to be more concerned than
sensitive issues others about their
Spanish respondents were less concerned about anonymity issues, anonymity when talking
with only 30% of respondents preferring to speak with strangers
about sensitive issues
about sensitive issues and a similar percentage (32%) feeling more
comfortable speaking online about certain issues.
Prepared by YouthNet, May 2011 Page 5 of 41
6. The role the internet has in building relationships.
To have a better understanding of how digital channels such as
discussion forums and social media are used to share and get Generally respondents
information, it is necessary to have an insight on how they are seemed to be more likely
perceived in their broader meaning of “relationship-building”.
to recognise that the
Generally respondents seemed to be more likely to recognise that
internet brings community
the internet brings communities together rather than to claim they
together, rather than to
are part of the community themselves.
claim they are part of the
This is particularly true in the case of Finnish and Belgian
respondents community themselves.
Conversely, Danish respondents showed consistency between
their perception of the internet as community building and their
sense of belonging to this online community, 63% agreeing with
both the statements.
Young people were also asked how the internet helped them
For Danish respondents, the develop and maintain their friendships. On average,
friends they can reach respondents were more likely to perceive the internet as a
through the internet are broader community rather than a channel to reach friends
mostly “online friends”, since when needed.
58% of respondents have More than half of Irish, Danish and English respondents
appreciated the fact that through the internet they could reach
never met these friends in
their friends wherever they wanted
their real life.
For Danish respondents, the friends they can reach through the
internet are mostly “online friends”, since 58% of respondents
Spanish respondents were
have never met these friends in their real life.
least likely to use the internet Spanish respondents were least likely to use the internet to
to reach their friends when reach their friends when they need them (17%) and least likely
they need them to have friends online they had never met in the real life (22%).
Prepared by YouthNet, May 2011 Page 6 of 41
7. 2. Introduction
2.1. Aims and objectives of the research
The present research has been undertaken as part of the “European Digital Youth Information Project” (EDYIP),
a networking project on the theme of online information for young people. The project, which was funded by
the European Commission’s Youth in Action programme through the British Council, aimed to (1) identify good
practice in the area of youth information online and (2) plan for future joint projects in the area. EDYIP ran
from July 2010 to March 2011.
The project involved seven partners from six different countries: Spain, Finland, Belgium, UK, Ireland and
Denmark (see Table 1) 1. This project was an integral part of the continued development of the work of the
organisations concerned. These partners have valuable expertise and experience in online youth information
services; one of the objectives of the project was to share the learning and good practices with other European
countries where knowledge and expertise about digital information for young people is less developed. This
research report will help us meet this objective.
As part of the project, YouthNet - in consultation with the partners - designed a questionnaire to explore
young respondents’ attitudes and behaviours towards the internet and seeking online information. The
research is a crucial part of providing deeper insights into the issues that young people face when searching for
online information and the findings will contribute to the development of good practice on how best to reach
young people through the internet.
As young people grow into adulthood in the “digital era”, they are constantly finding new ways to
communicate online. This can include seeking advice2. The internet is constantly revolutionising social
relationships and the way people access information, and young people interact with people and information
in a different way than previous generations do. Therefore, in order to be able to support youngster in the way
that works for them, it is necessary to start analysing the complex interconnected Web which is their online
home.
1
One organisation – Youth Agora – took part into EDYIP but not in the research. Therefore it is not included in the report
Prepared by YouthNet, May 2011 Page 7 of 41
8. Table 1: partners involved
Type of Country Main services provided
Name organisation
Engaging young people to become active in creating personal and
Non-profit
SpunOut Ireland social change through online activities such as SpunOut’s website and
organisation
social networks.
Non-profit Virtual club offering interactive youth-to-youth forums and online
Cyberhus Denmark
organisation counselling for vulnerable children and teens.
Online activities supporting young people. The main activities are:
- e-learning courses for young entrepreneurs in rural areas of the
Xarxa Infojove Public body Spain Balearic Islands.
- offline and online workshops and courses for young people on peer
to peer support
NCDC doesn’t provide services for young people directly, but it nationally
National Coordination
develops best practices, creates equal opportunities locally and regionally
and Development Centre
Public body Finland and supports municipalities and organisations helping young people to
of Youth Information and
find information through centres, web services, phone services and face-
Counselling Services
to-face support.
Providing 16 to 25 year olds with online information and support on a
Non-profit range of different issues, through articles and factsheets, multimedia,
YouthNet UK
organisation user generated content, a personalised question and answer service,
discussion boards and live chats
In Petto specialises in youth information, youth and prevention. In
Non-profit
In Petto Belgium Petto carries out on and offline programmes and projects involving
organisation
young people, including a number of peer to peer projects.
2.2. Context of the research
There is a lack of research into the issue of young people’s online advice-seeking behaviour. In order to fill this
gap in the literature, in 2009 YouthNet commissioned research exploring how young people look for advice
and support in a digital age3. The report explored how young people:
Communicate and use digital media;
Deal with the issues of online security ;
Search for information, exploring the role of the internet as source of advice and comparing
alternative sources (e.g.: peers).
The results of the study show that young people in the UK spend on average about two hours online per day
and their main reason to go online is looking for information for their own use (82% of respondents)4. The
internet appeared the first source of information for issues related to drugs (36% of respondents seeking
information online as opposed to 13% turning to friends) and sex (29% as opposed to 27% turning to friends).
The main reason young people go online for advice on sensitive issues is related to anonymity. 68% of
respondents stated anonymity is the reason they would look for advice on the internet rather than speaking to
someone face-to-face. The majority of people were aware of the risk surrounding the quality of the
information found online, with 58% of respondents being wary of the information found online. The main
concern young people face when looking for information online was that on the internet it is difficult to know
if people are who they say they are (77% of respondents agreed with the statement).
3
Professor Michael Hume, “Life Support. Young people’s needs in a digital age” (October 2009) funded by the Nominet Trust
4
Base: 994 16 to 24 years old
Prepared by YouthNet, May 2011 Page 8 of 41
9. The findings from the research give a great insight into young people’s patterns of behaviours when looking for
information online, However, the fluid nature of digital media means approaches must be constantly revised
and understood by organisations and stakeholders working in this field. In fact, young people’s interaction with
the internet is constantly changing as new technology, like smart phones, continues to develop and people and
organisations working with youngsters need to be aware of these changes. Furthermore, there is a significant
gap in the literature comparative studies on the issue of young people’ online seeking behaviour across
European countries. From here came the need to develop this piece of research, which reflects some of the
issues and questions explored in the national survey conducted by YouthNet in the UK in 2009. The next step
in the exploration of these issues among European countries will be to develop a questionnaire which will
allow results to be representative of the young European population. Ideally the survey could be done every
year, to keep up with the fast pace of the development of digital media.
2.3. Structure of the report
The questionnaire explored people’s use of the internet as source of information and advice-seeking. The
report is structured into different sections (as shown in
Figure 1 1):
The first two sections set out the context of the research, by drawing a picture of how young people
(1) access information in their countries and (2) use digital media.
The third section gives a picture of how young people use and feel about the internet as source of
information. The section explores (1) the use of alternative sources of information to the internet and
(2) the barriers and benefits of using the internet to access advice on sensitive issues.
The final section explores the role the internet has in building relationships. This is because in order to
have a better understanding of how digital channels as discussion forums and social media are used to
share and get information, it is necessary to have an insight on how they are perceived in their
broader meaning of “relationship-building”.
Figure 1: Structure of the report
How young people access How young people How young people
information in access information online: use digital media
their country
the role of the internet as
source of information
The role of internet as
relationship- building
Prepared by YouthNet, May 2011 Page 9 of 41
10. 3. Methodology
3.1. Overview
An incentivised online survey was designed by YouthNet in consultation with the partners in October 2010 and
the partners started disseminating it to young people at the end of December 2010. The survey was closed in
January 2011, being open for around one month. Each partner used different channels to promote the survey.
YouthNet posted the link on Youthnet.org website and promoted it through our social media channels (e.g.
Facebook, Twitter) and among members of our community, posting reminders on the discussion boards. We
also promoted the survey via other youth organisations in the UK, such as British Youth Council, who featured
it in their e-newsletter.
Cyberhus used a national network called volunteerjobs.dkand its network of volunteers. It also promoted the
survey in partnership with relevant educational institutions.
NCDC sent the links via e-mail to its network and other associates. Some of the websites the links were
published in are:
NCDC web magazine for Youth Information and Counselling workers (www.koordinaatti.fi)
The page for young people of the Mannerheim League for Child Welfare
(http://www.mll.fi/nuortennetti)
Media education web service (The Finnish Society on Media Education) (http://en.mediakasvatus.fi/)
AllianssiExpress - The newsletter of the Finnish Youth Co-operation Allianssi (national service and
lobbying organisation for youth work)
The student forum of HUMAK University of Applied Sciences
Online democracy tool for young people - Initiative Channel (www.aloitekanava.fi)
The main organisations/ channels the link was sent to were: (1) the network of Youth Information and
Counselling services in Finland; (2) Youth Workshops; (3) Media Groups of young people; (4) The Union
of Finnish Youth Councils.
SpunOut promoted the survey through its existing online community by publishing the survey on their
website, forum, Facebook page and Twitter.
Xarxa Infojove emailed the survey link to youth workers participating in peer to peer project s, asking them to
promote the survey. The survey was also posted on the website.
Prepared by YouthNet, May 2011 Page 10 of 41
11. 3.2. Sampling
As Table 2 shows, the response rate varied across organisations, as did the channels through which young
people were recruited for the survey.
Results are not representative of the population of young people in these countries, because of the small
sample size. Furthermore, the young people who have limited access to digital technologies are not likely to be
represented in the findings, since the survey was online and disseminated mainly through online channels.
The sample is not representative of the organisations’ users either, either because of the small size (as in the
case of Xarxa Infojove, Spunout and In Petto), or because the questionnaire was not targeted exclusively to the
organisation’s users (as in the case of Cyberhus, Youthnet and NCDC).
Even if the results are not representative of the young people across the countries participating in the
research, the findings are a good indication of trends and patterns of behaviour in information-seeking .
As such, the aim of the report is not to draw robust conclusions, but to illustrate key themes and to pave the
way for further and more substantial European research.
Table 2: Organisations involved and response rate
Name Young people surveyed Young people Unique users
responding (Monthly Average
2010)
SpunOut Members of SpunOut online community 87 48,000
Cyberhus users, network of young people through Facebook 11,000
Cyberhus 328
and other platforms, users of Habbo Denmark
In Petto 70
Xarxa Infojove Peer to peer participants and online users 149
Young people in Finland and Sweden, reaching them through 569 (543 Finnish NCDC do not
NCDC different partners and 26 Swedish directly target
respondents) young people
English respondents and other young people in England 135,000 16-25 year
YouthNet 838
olds from the UK
Prepared by YouthNet, May 2011 Page 11 of 41
12. 4. Demographic profile
Table 3 and Table 4 show the respondents’ demographic breakdown in terms of gender and age. The vast
majority of Finnish5, Irish and Belgian respondents were female (respectively 83%, 76% and 73%), a slightly
bigger proportion of Spanish and Danish respondents were male (64% and 56% respectively). The situation in
England gave a more equal spread; a total of 54% of English respondents were female and the remaining 46%
male.
Table 3: Gender
Male Female Prefer not to say
%
NCDC (Finland) 17 83 0
Spunout (Ireland) 24 76 0
In Petto (Belgium) 27 73 0
YouthNet (UK) 45 54 0
Xarxa Infojove (Spain) 64 36 0
Cyberhus (Denmark) 56 38 6
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
The target audience of this survey was young people between 13 and 30 years old; as Table 4 shows, within
this range there were some differences among organisations’ respondents. Denmark accounted for the
youngest respondents since a majority of them were between 13 and 15 years old (accounting for 49% of the
total), followed by Spanish respondents, where the majority of respondents were between 13 and 18 years old
(64%). Belgian and Finnish respondents were mainly between 16 and 21 years old (accounting for the 70% and
the 77% respectively of the total); Belgian respondents being more likely to be between 16 and 18 years old.
English and Irish respondents were mainly between 16 and 24 years old (respectively 85% and 72%), with a
fairly equal spread within this age group.
Table 4: Age
% 13 - 15 16 - 18 19 - 21 22 - 24 25 - 27 28 – 30
NCDC (Finland) 10 38 32 16 5 0
Spunout (Ireland) 6 29 23 20 15 8
In Petto (Belgium) 9 46 31 4 10 0
YouthNet (UK) 5 30 25 30 8 1
Xarxa Infojove (Spain) 28 36 14 11 7 4
Cyberhus (Denmark) 49 15 2 2 0 0
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
5
26 respondents of NCSC were Swedish; for simplification we will not make difference between Finnish and Swedish
respondents, but we will refer to them simply as Finnish respondents.
Prepared by YouthNet, May 2011 Page 12 of 41
13. 5. Information provided in the different countries
The research explores young people’s attitudes and behaviours when it comes to looking for advice, particularly
focusing on their use of online sources of information. In order to set the findings within the context of
information provision in each of the countries concerned, respondents were asked whether it was easy for
young people in their country to access information on different issues. Specifically, respondents were asked to
reflect on the availability of information on education, work & careers, finance, health6, sex & relationships and
issues faced when growing up.
5.1. How young people in partner countries are given information about different issues
As Table 5 shows, on average, the countries which scored highly in terms of providing information to young
people were Belgium and Finland, with an average of 68% and 67% respondents respectively stating that their
country provided information on all of the issues. England came next (with 54% of respondents stating there is
information available for young people), followed by Denmark (54%). In Ireland 35% of young people stated
there is online information available on these topics in their countries and in Spain only 16% stated so.
With the exception of searching for information and advice on finance, this general trend was consistent
across the different categories of information in the research. In the case of seeking financial information,
while Belgian respondents were more likely to be given information on most of the topics than the rest of the
countries involved in the research, they did not think financial advice was easy to access.
6
Respondents were asked separately about mental and physical heath, but to simplify the analysis the two areas have been
averaged.
Prepared by YouthNet, May 2011 Page 13 of 41
14. Table 5: Agreement that young people in partner countries are given lots of information about different issues
Xarxa Average
In Petto NCDC YouthNet Cyberhus Spunout Infojove info
% (Belgium) (Finland) (UK) (Denmark) (Ireland) (Spain) provide
d across
countrie
s
Young people in the country are
given info on EDUCATION 80 81 64 57 23 MISSING 56
Young people in the country are
given info on ISSUES FACED
WHEN GROWING UP 81 63 63 57 45 28 51
Young people in the country are
given info on SEX AND
RELATIONSHIPS 79 72 62 54 38 9 47
Young people in the country are
given info on WORK AND
CAREERS 66 69 58 55 29 10 44
Young people in the country are
given info on HEALTH 64 67 55 56 30 12 44
Young people in the country are
given info on FINANCE 40 48 52 43 46 23 42
Average info provided in the
country 68 67 59 54 35 16
Table 5 also shows that overall around half of respondents stated they could easily find information on these
issues in their countries.
Respondents found it easier to find information on education (an average of 56% respondents said this),
followed by information on issues faced when growing up (51%) and sex and relationships (47%). They found it
slightly less easy to access information on work and careers (44%), health (44%) and finance (42%).
The trend was fairly consistent across the different countries. Nevertheless, it is interesting to a few
exceptions.
Accessing information on finance was generally perceived to be more difficult than accessing information on
other issues except among Irish and Spanish respondents who were more likely to be given information on
finance than on the other topics.
In comparison, formation on education and on issues faced when growing up was generally easiest to access
except for Finnish and Irish respondents, who found getting this type of information more difficult than getting
advice on other issues.
Prepared by YouthNet, May 2011 Page 14 of 41
15. 5.2. To summarise:
Respondents were also asked how easy it is for young people to get information on different issues. The
countries which were best at providing information to young people were Belgium and Finland, where
around seven in ten young people found it easy to access information. Ireland and Spain appeared to be
the countries where young people found it most difficult to access information, with 35% and 16% of
respondents respectively being provided with adequate advice.
Overall, around half of all respondents said they could easily find information on these issues in their
countries. On average, respondents found it easiest to find information on education, followed by
information on issues faced when growing up and then information on sex and relationships. They found
it slightly less easy to access information on work and careers, health and finance.
Prepared by YouthNet, May 2011 Page 15 of 41
16. 6. Use of the digital media
In order to better understand how young people access online information, it is first necessary to be aware of
how they relate to digital media, how many hours they spend online, which online activities they engage with
and the reasons why they go on the internet.
6.1. Number of hours spent on the internet
Young people were asked how much time they spent online each day. As Figure 2 shows, overall respondents
spent between 1 to 4 hours every day online, with a small percentage spending less than an hour per day (an
average of 5% across all the organisations involved).
As Figure 2 shows, the Finnish and of the English respondents spent the most time online (with an average of
55% and 49% of respondents respectively spending more than 4 hours per day online).
Figure 2: Time spent on the internet each day
In Petto (Belgium) 4 68 24 3 1
Xarxa Infojove (Spain) 7 63 25 13
1 hour or less
Spunout (Ireland) 5 61 31 1 2 More than 1 hour, up to 4 hours
More than 4 hours, up to 10
Cyberhus (Denmark) 3 51 32 7 6 hours
More than 10 hours
YouthNet (UK) 4 45 42 7 2 Don't know
NCDC (Finland) 7 30 38 17 6
0 20 40 60 80 100
% of young people
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
Prepared by YouthNet, May 2011 Page 16 of 41
17. 6.2. Online activities
Respondents were asked which types of activities they performed online the week before the survey. As Table
6 shows, the majority of respondents used social networking sites (an average of 88% across the countries
taking part in the research) the week before completing the survey, with the Belgian respondents being the
most engaged with social networks (96%) and the English respondents the least engaged (77%).
Other online activities we enquired about were:
- Instant messaging services (an average of 55% across countries), which the Belgian and Spanish
respondents were more likely to engage with than other respondents (69% and 65% respectively)
- Creating content, such as using Twitter and posting videos on Youtube (accounting for overall
engagement levels of 28% of respondents) and writing reviews (15%). As shown in Table 6, English
respondents were the most engaged in creating and developing content, with around four out of ten
creating content through YouTube, Twitter, blogging (36%) and around three in ten writing reviews (28%).
- Accessing ‘adult’ internet content (an average of 12% across organisations), with English and Irish
respondents more likely to access this type of content (22% and 21% respectively)
For the purpose of the research, the focus is on the active and passive ways young people interact with the
internet when searching for information.
- Passively looking for information: the more traditional way to search for information. Information of this
type is usually static, non-interactive and created for a wide, nonspecific audience - for example
factsheets, videos or audio content.
- Actively looking for information:
o Discussion boards: an interactive way to share experiences in a safe online environment where
respondents can receive advice and support from their peers, facilitated by moderators
o Asking questions: seeking 1-to-1 confidential advice and support from an expert
As Table 6 shows, the young people involved in the research were more likely to browse the internet for study
purposes (an average of 59% across the countries involved) than to participate in discussion boards (35%) or
ask a question (22%).
English, Irish and Finnish respondents tended to be particularly engaged with seeking information online, both
through passive content consumption for study purposes (respectively 60%, 61% and 72%), and through more
active ways of looking for information, for example by participating in discussion forums (41%, 52%, 42%
respectively) or by asking questions (the least common option, with 33%, 24% and 28% of respondents
respectively using this service).
Prepared by YouthNet, May 2011 Page 17 of 41
18. Table 6: Activities performed online the week before the questionnaire
% Used Looked Used an Taken Created Asked a Written Accessed Base
social for info instant part in content question reviews "adult"
network for study messaging discuss internet
purposes service ion content
forums
In Petto (Belgian) 96 64 69 14 23 10 10 20 70
NCDC (Finland) 92 72 54 42 30 28 10 14 569
Spunout (Ireland) 90 61 44 52 24 24 13 21 87
Xarxa Infojove (Spain) 87 69 65 14 22 15 23 5 149
Cyberhus (Denmark) 83 28 45 48 35 20 6 9 328
YouthNet (UK) 77 60 53 41 36 33 28 22 838
AVERAGE
88 59 55 35 28 22 15 12
Base: all respondents (*caution: low base size and significant variations between the bases of the different organisations)
Figure 3 (below) shows there was a significant difference across respondents from the different countries
between those who were actively and passively looking for information online.
Interestingly, a high proportion of Spanish and Belgian respondents passively searched for information online
for study purposes (69% and 64% respectively), but were not particularly engaged with active ways to access
online information. In fact only 14% of Spanish and Belgian respondents took part in interactive discussions
through forums (against an average of 35%) while 15% and 10% of their respondents respectively engaged in
more proactive activities such as asking questions online (against an average of 22 %).
The situation is the opposite for the Danish respondents, who preferred active ways to share and look for
information, such as discussion forums (48% against an average of 35%), rather than just looking for existing
information for study purposes (28% against an average of 52%).
Prepared by YouthNet, May 2011 Page 18 of 41
19. Figure 3: Activities performed online the week before the questionnaire
72
69
Looked for information online for 64
study purposes 61
60
28
42 NCDC (Finland)
14
Taken part in online discussion 14 Xarxa Infojove (Spain)
forums 52 In Petto (Belgium)
41
48 Spunout (Ireland)
28 YouthNet (UK)
15 Cyberhus (Denmark)
10
Asked a question online
24
33
20
0 20 40 60 80 100
% of young people
Base: all respondents (*caution: low base sizes and significant variations between the bases of the different organisations).
6.3. Motivations to go online
Respondents were asked whether they used the internet to look for information or advice for their own use,
to give advice or to share experiences.
As Figure 4 shows, overall the young people responding to the survey used the internet to look for information
for their own use (an average of 81% across the countries); Finnish, Irish and Belgian respondents were more
likely than the others to use the internet for this reason (accounting for 94%, 92% and 91% of the total
respectively).
By comparison, a significantly smaller proportion of respondents were actively engaged with the internet, with
only 43% sharing their experiences online and 40% giving online advice.
Finnish and English respondents were more likely than the others to talk with other people and share their
experiences (57% and 55% respectively). English respondents were also the most likely to give advice, with
54% of them doing so against an average of 40% across the countries.
Spanish respondents were least actively engaged with the internet, with only 21% of them going online to
share their experiences and 17% to give advice.
Prepared by YouthNet, May 2011 Page 19 of 41
20. Figure 4: Use of the internet
Base: all respondents (*caution: low base size and significant variations among the bases of the different organisations
Prepared by YouthNet, May 2011 Page 20 of 41
21. 6.4. To summarise….
Overall, the young people surveyed across the six organisations in Europe were likely to spend between 1
and 4 hours a day on the internet. The English and Finnish respondents spent more time online than the
others, since a significant majority of them tended to spend more than 4 hours per day online (55% and
49% respectively)
The online activity that respondents were most engaged with was using social networks, with a vast
majority of them engaging with this online activity the week before completing the survey.
It is interesting to note the difference regarding passive and active searches for information online. When
it comes to the main reasons for young people to go online, it appeared overall respondents used the
internet to look for information for their own use (an average of 81% across the countries) rather than to
actively engage with the internet as a means of giving advice (an average of 40% across the countries) and
to share their experiences (an average of 43% across the countries).
Finnish and English respondents were more likely than the others to talk with other people who might
share their experiences (57% and 55% respectively). Conversely,, Spanish respondents were the least
engaged with active online activities, with only 21% using the internet to share their experiences and only
17% giving advice online.
Prepared by YouthNet, May 2011 Page 21 of 41
22. 7. The internet as a source of information
Respondents were asked where they get information and advice on different topics; the use of the internet to
access information was compared to other sources of information such as the guidance of professionals,
parents and teachers or advice from friends or peers. Furthermore, respondents were asked to reflect on how
they approach issues of trust and security online. Finally, young people were probed around the significance of
anonymity when seeking advice on sensitive issues.
7.1. Different sources of advice and information
Respondents were asked which sources of information they used for different issues. As Table 7 shows,
generally the internet was the most likely source for information on a range of topics, especially on issues such
as drugs (an average of 41% across the countries), sex (39%) and to a lesser extent alcohol (35%).
This differed for other issues, for example, young people generally went to their parents and teachers for
advice about finance.
Young people appeared to turn to their peers for information on relationships (accounting for 56% of
respondents across the countries). Interestingly, a particularly small percentage of Spanish respondents used
the internet as source of information on relationships (only the 5%). At the other extreme, English and Irish
respondents were more likely to use the internet as source of information on relationships (26% of
respondents).
When it comes to health issues, young people were likely to use various sources of information without
preferring one in particular, asking for advice from professionals (an average of 32% across the countries),
parents and teachers (an average of 28% across the countries) and going online (an average of 27% across the
countries).
There was significant variation in the respondents’ behaviours towards seeking information on health. The
main source of information on health for Belgian and Danish respondents was parents and teachers (46% and
40% respectively); however, the biggest proportion of the Spanish respondents turned to professionals (54%),
and the main source of information on health for Finnish respondents was the internet (44%).
Prepared by YouthNet, May 2011 Page 22 of 41
23. Table 7: Most likely to turn to for advice…
Xarxa Infojove Cyberhus
NCDC (Finland) Spunout (Ireland) In Petto (Belgium) YouthNet (UK) (Spain) (Denmark)
Parents&
Alcohol Online (57%) Online (37%) Online (34%) Online (42%) Peers (38%) teachers (35%)
Sex Online (54%) Online (49%) Online (50%) Online (42%) Peers (41%) Peers (28%)
Professionals Parents&
Drugs Online (72%) Online (43%) Online (48%) Online (47%) (26%) teachers (24%)
Relationship
s Peers (50% Peers (24%) Peers (19%) Peers (48%) Peers (53%) Peers (57%)
Parents& Parents& Parents& Parents & Parents& Parents&
Finance teachers (46%) teachers (49%) teachers (67%) teachers (37%) teachers (64%) teachers (65%)
Online (44%) Online (35%) Parents& Online (33%) Professionals Parents&
Health teachers (46%) (54%) teachers (40%)
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
Table 7 also shows that there are discrepancies in the behaviours of the respondents from different countries
when choosing one source of information over others.
Finnish, English and Irish respondents tended to go online as a main source of advice for the majority of issues:
alcohol (57%, 42% and 37% respectively), sex (54%, 42% and 49% respectively), drugs (72%, 47% and 43%
respectively) and health (44%, 33% and 35% respectively).
Conversely, Spanish and Danish respondents were the least likely to use the internet as a source of
information, since it did not appear to be the main source for any of the topics.
The Danish respondents were the most likely to ask their parents and teachers about issues on finance (65%)
health (40%), alcohol (35%) and drugs (24%), demonstrating a very open relationship with adults. However, on
topics such as sex and relationships they were more likely to ask for advice from their peers (28% and 57%
respectively).
Spanish respondents tended to turn to their peers if they needed information or advice on relationships (53%),
sex (41%) and alcohol (38%). In contrast to respondents from other organisations, they tended to use
professional advice as a main source of information for drugs (26%) and health issues (54%).
7.2. Challenges in dealing with online information
The research attempted to explore the main challenges young people face when looking for information
online. The main issues explored were around (1) the difficulty of trusting the accuracy of the information; and
(2) the difficulty in finding relevant information.
As Figure 5 shows, overall the majority of the young people surveyed were aware of the difficulty of finding
accurate information online, agreeing with the statement “on the internet you never know if somebody is who
they say they are” (an average of 72% across the countries) and with the statement “I am wary of the
information I find online” (70%).
Prepared by YouthNet, May 2011 Page 23 of 41
24. Interestingly, there were not strong variations in the answers of the respondents from different countries. The
only exception was English respondents, who generally tended to be slightly less worried about the
information they find online (43% agreeing with the statement “I am wary of the information I find online” and
66% with the statement “on the internet you never know if somebody is who they say they are”).
Respondents were also questioned on their ability to deal with the huge amount of information provided
online and the difficulties of discerning what was good advice; they were asked to what extent they agree that
“there is so much information out there, it is impossible to know what it is good advice and what isn’t”. Around
half of respondents agreed with this statement (54%).
As Figure 5 shows, on average Belgian and Spanish respondents found it more difficult to separate good
advice from bad advice than the other respondents interviewed (with 69% and 65% respectively agreeing with
the above statement). Finnish and Danish respondents seemed to have the least trouble discerning what was
good information (with 44% and 47% respectively agreeing with the statement “there is so much information
out there, it is impossible to know what it is good advice and what isn’t”).
Figure 5: People agreeing with the following statements on trusting online information
77 Xarxa Infojove
77
I am wary of the information I find 74 (Spain)
online 69 In Petto (Belgium)
69
43
NCDC (Finland)
72
69
On the internet you never know if 74 Cyberhus (Denmark)
someone is who they say they are 73
77
66 Spunout (Ireland)
65 YouthNet (UK)
There is so much information out 69
there, it is impossible to know what is 44
47
good advice and what isn’t 57
54
0 50 100
% of young people AGREEING
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
Young people were also asked an open question about the challenges they faced when using the internet for
information. The analysis of the answers shows that young people tended to find it difficult to discern the good
information from the bad, since there is much contradictory advice and often the authors of information are
unknown. Another common challenge was a failure to use search engines, such as Google, in the most
effective way. 7
7
The answers analysed are from YouthNet’s, Spunout and Xarxa Infojove’, Cyberhus respondents (because of translation
limitations)
Prepared by YouthNet, May 2011 Page 24 of 41
25. “The only problems I have faced have “When looking at health related problems,
been when I have used online forums. You internet diagnosing isn't the best idea. So much
don't always get the advice you want/need stuff comes up and something simple like a
as you can get people using these forums stress headache can be diagnosed as a brain
who aren't very nice” (respondent from tumour for example, via a search on google.
YouthNet) Which then doesn't help the stress levels.
“(respondent from YouthNet)
“Recognising a trustworthy
“Searching for things and being unable to locate
website” (respondent from
them. Searching for things and having inappropriate
YouthNet)
results show up” (respondent from YouthNet)
“The unreliability and contradictions
“False information, and lots of stupid adverts on the internet make it difficult to
“(respondent from YouthNet) know what is fact and what is
opinion” (respondent from
YouthNet)
“Too much out there, “Most of the times I cannot find what I am really looking for, I
hard to pick” (respondent often find pages which have no useful information whatsoever
from Spinout) and this is frustrating! “(respondent from Xarxa Infojove)
“Getting my head around the themes I have been looking for. I end up in pages that have
nothing to do with what I have been originally looking for” (respondent from Xarxa Infojove)
“Many times the information is “The only problem is that usually the information is
not accurate” (respondent from wrong and from people who don’t have a clue about
Xarxa Infojove) the subject” (respondent from Xarxa Infojove)
Prepared by YouthNet, May 2011 Page 25 of 41
26. “Sometimes it is hard to decide "It is not always, that the information you get are true.
which is the best advice when two You have to be careful and be realisitic when you
different viewpoints can conflict” search for information on the web. wether it is for
(respondent from YouthNet) schoolwork or for private use." (respondent from
Cyberhus)
"There is alot of bullshit on google, and "Yes, sometimes when I search for stuff, a
it is difficult to know, what is true" pop-up window appears and ask me to fill
(respondent of Cyberhus) out stuff, and then I leave again"
(respondent of Cyberhus)
7.3. Benefits of online information
Respondents were questioned about the benefits of using the internet as source of information for sensitive
issues. In analysing the benefits of online information, the research focused on the issue of anonymity. Young
people looking for information on sensitive issues online (1) do not need to show their face or their voice and
(2) can talk with perfect strangers who won’t be able to associate the person with the issues discussed.
Figure 6 shows that, on average, English and Irish respondents seemed to be more concerned than others
about their anonymity when talking about sensitive issues, with 65% and 63% respectively agreeing with the
statement “when it comes to sensitive issues, I would rather speak to people who do not know me personally”
and 56% and 53% agreeing with the statement “I can talk about things online that I can’t talk about to people
face to face”.
Spanish respondents were less concerned about anonymity issues, with only 30% of respondents preferring to
speak with strangers about sensitive issues and a similar percentage (32%) feeling more comfortable speaking
online about certain issues.
Prepared by YouthNet, May 2011 Page 26 of 41
27. Figure 6: People agreeing with the following statements
56
53
I can talk about things online that I 53
can’t talk about to people face to face 50
37 YouthNet (UK)
32
In Petto (Belgium)
65 Spunout (Ireland )
36 Cyberhus (Denmark)
When it comes to sensitive issues, I
63
would rather speak to people who do NCDC (Finland )
41
not know me personally
42 Xarxa Infojove ( Spain)
30
0 50 100
% of young people AGREEING
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
7.4. To summarise….
On average the internet was the most common source for information on a range of issues, especially for
issues such as drugs (an average of 41% across the countries), sex (an average of 40% across the countries)
and to a lesser extent , alcohol (an average of 40% across the countries).
Finnish, English and Irish respondents tended to go online as a main source of advice for the majority of
the issues: alcohol, sex, drugs and health. Spanish and Danish respondents were the least likely to use the
internet as source of information
Young respondents confirmed the hypothesis that the difficulty in discerning accurate and trustworthy
information online is a big issue. Respondents were also probed about how they feel about the fact that
when searching for information online their identity can be kept anonymous. On average, English and Irish
respondents seemed to appreciate more than others the fact that the internet is an anonymous source of
information.
Spanish respondents were less concerned with anonymity issues.
Prepared by YouthNet, May 2011 Page 27 of 41
28. 8. Young people’s use of the internet for building relationships
Finally, the survey analyses the role that the internet plays in building up online relationships, both with a close
circle of people and with a broader community. Even though this issue is not the key focus of the research, it
has to be recognised that the boundaries between the internet as a “source of information” and as
“community- building” are often blurred. Therefore, in order to have a better understanding of how digital
channels such as discussion forums and social media are used to share and get information, it is necessary to
have an insight into how they are perceived in their broader meaning of “relationship- building”.
8.1. Internet as community building
Young people taking part in the survey were asked a series of questions about the role of the internet in
relationship-building, both in creating broader relationships and as facilitating closer relationships with online
and offline “friends”.
Young people were asked whether they felt the internet brings communities of people together and whether
they saw themselves as part of this community. As Figure 7 shows, generally respondents seemed to be more
likely to recognise the internet brings community together than to claim they are part of the community
themselves. This is particularly true in the case of Finnish and Belgian respondents; they are more likely than
other respondents to agree with the statement “the internet brings communities of similar people together”
(88% and 87% of them respectively, against an average of 79%); however, they are the least likely to agree
with the statement “thanks to the internet I feel part of new groups and community” (42% and 44% of them
respectively, against an average of 51%).
Conversely, Danish respondents showed consistency between their perception of the internet as community
building and their sense of belonging to this online community, 63% agreeing with both the statements.
Danish respondents were also most likely to feel part of an online community themselves, followed by Irish
and English respondents (59% and 47% agreeing with the statement “thanks to the internet I feel part of new
groups and community” respectively). The majority of English and Irish respondents were also likely to think
that the internet brings community of similar people together (85% and 82% respectively)
Prepared by YouthNet, May 2011 Page 28 of 41
29. Figure 7: People agreeing with the following statements
88
87
The internet brings communities of 85
similar people together 82
70
NCDC (Finland)
63
In Petto (Belgium)
42 Spunout (Ireland)
44 YouthNet (UK)
Thanks to the internet I feel part of new 59 Xarxa Infojove (Spain)
groups and communities 47 Cyberhus (Denmark)
52
63
0 20 40 60 80 100
% of young people AGREEING
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
8.2. Internet as helping relationship with friends
Young people were also asked how the internet helped them develop and maintain their friendships.
On average, respondents were more likely to perceive the internet as a broader community than a channel to
reach friends when needed. This difference is clear especially in the case of Spanish respondents, since 52% of
them felt part of new groups and communities thanks to the internet, and only 17% of them recognised that
the internet made their friends more available when they needed them.
Figure 8 shows that more than half of Irish, Danish and English respondents appreciated the fact that through
the internet they could reach their friends wherever they wanted, 60%, 56% and 53% respectively agreeing
with the statement “the internet means my friends are there when I need them”.
For Danish respondents, the friends they can reach through the internet are mostly “online friends”, since 58%
of respondents have never met these friends in their real life. On the other hand, Irish and English respondents
tended to use the internet to reach friends they have in their real life, since only 33% and 40% respectively
stated that they have friends online they had never met in real life.
Spanish respondents were least likely to use the internet to reach their friends when they need them (17%)
and least likely to have friends online they had never met in the real life (22%).
Prepared by YouthNet, May 2011 Page 29 of 41
30. Figure 8: People agreeing with the following statements
60
56
The internet means my friends are 53
there when I need them 35
34 Spunout (Ireland)
17
Cyberhus (Denmark)
33 YouthNet (UK)
58 NCDC (Finland)
I have friends online who I have never 40
met in real life 29 In Petto (Belgium)
27 Xarxa Infojove (Spain)
22
0 10 20 30 40 50 60 70
% of young people AGREEING
Base: all respondents (*caution: low base size, self selection issues and variations among the bases of the different organisations)
8.3. To summarise….
Respondents seemed to be more likely to recognise the internet brings community together than to claim
they are part of the community themselves.
On the other hand, Danish respondents showed consistency between their perception of the internet as
community building and their sense of belonging to this online community
Irish and English appreciated the role of the internet in making their friends available at all the time but
they tended to use the internet to reach their friends they have in their real life.
Spanish respondents are the least likely to use the internet to reach their friends when they need them
Prepared by YouthNet, May 2011 Page 30 of 41
31. 9. Some typical narratives
The following paragraphs present the survey findings built into narrative form to represent “typical”
respondents from each of the six countries involved. The narratives cannot be taken as representative of
young people in these countries, but they are a provisional indication of the situation which then requires
validation through further research.
Esben is a 14 years old boy from Denmark.
He usually spends between two and four hours online. Esben mainly uses the internet to communicate with
his peers though social networks (his main online activity), instant messaging services and taking part in
discussion forums. In fact, Esben mainly goes online because he wants to be part of new groups and
communities and to access his friends when he needs. Interestingly, Esben has a lot of good friends online that
he has never met in real life, showing that his online community is separated from his real life.
Esben rarely uses the internet to find information for his own purposes. In fact, Esben never uses the internet
as his primary source of information when it comes to finding the answer to different issues. He rather prefers
to ask his parents and teachers about questions related to health, finance and even alcohol and drugs. When it
comes to questions on sex and relationships, Esben prefers to go to his peers. Like his European friends, Esben
is wary of the information he finds online; at the same time, Esben is pretty confident he can discern what
is good advice and what is not.
` Esben
Francisco is a 16 year old male from Spain.
He spends less time online than his European friends, around two hours per day, in particular on social
networks. Francisco recognises that the internet makes him feel, somehow, part of a broader community.
However, Francisco says he does not go online to share his experiences with others. For example, he hardly
ever uses discussion forums, not feeling particularly comfortable about speaking about sensitive issues with
people he doesn’t know. Furthermore, he doesn’t feel he needs the internet to access his friends when he
needs them and all his friends are real people he relates to in his real life: Francisco doesn’t feel that he needs
the internet to build new friendships.
Francisco uses the internet mainly to look for information for his own use, especially for study purposes.
Interestingly though, when asked whether he uses the internet as main source of information for sensitive
issues, he realises that he prefers to ask parents and teachers questions on finance, a professional if he has
doubts on health and drugs and his peers questions on alcohol, sex and relationships. Francisco
is wary of the information he finds online.
Francisco
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32. Maya is a 17 year old girl from Finland - although she lived
the first six years of her life in Sweden.
She is online for more than 4 hours most days, more than her European friends. When she goes online she
always engages with social networks, being more familiar with them than most of her European friends.
Maya often goes online to talk with other people who might share general issues and in fact she often
participates in discussion forums. However, when asked about the reasons why she uses an online platform to
share her experiences, she is not sure. Interestingly, Maya’s online behaviour does not match her responses to
the survey. For example, one might expect a young person who frequently uses discussion forums (such as
Maya) to feel a part of a community, to dislike talking about issues face to face, and to prefer to speak about
sensitive issues anonymously and with people they do not know personally. However, despite the fact that she
often uses discussion forums, Maya does not agree with these statements.
The main reason why she goes online is to search information for her own use. In fact, compared to her
European friends, she is the most likely to use the internet for study purposes. She uses the internet as main
source of information for a range of topics such as alcohol, sex, drugs and health. She is used to searching for
information online, therefore she is more capable than her European friends to discern what it is good advice
and what is not. Still, she is wary of the information she can find online, almost as much as her Spanish
and Belgian friends.
Maya
Bridget is a 17 year old girl from Belgium.
She usually spends between two and four hours online per day.
While Bridget recognises the power of the internet in bringing communities together as through social
networks, contradictorily she does not particularly feel part of this online community and she does not
recognise the role that the internet has in making her friends always available.
She is the most likely of her European friends to use social networks; she also uses instant messaging services
very often and definitely more frequently than the other people answering the questionnaire. On the opposite
side, Bridget never participates in discussion forums since she does not particularly make use of the internet to
talk with people who might share sensitive issues, preferring to speak about these issues with people who
know her personally rather than to strangers online.
Bridget mainly goes online to look for information for her own purposes. She uses the internet as a main
source of information on issues such as alcohol, sex and drugs. Nevertheless, she is very wary of the quality of
this information and she is the least confident of her European friends in discerning good from bad advice.
Finally, when asked whether young people in her country are given enough information about certain topics
important to them, she recognises that overall they are, with the exception of information on finance, and
health to a lesser extent. When she has questions on these issues Bridget prefers to ask her parents
or teachers.
Bridget
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33. Caroline is an 18 year old girl from Ireland.
She usually spends between two and four hours online per day, mainly on social networks.
She also spends more time than her European friends on discussion forums. Caroline, like her English friend
Susan, is the most concerned about her anonymity when talking about sensitive issues. She recognises that for
her it’s easier to talk about things online that she couldn’t talk about to people face-to-face and she prefers to
discuss sensitive issues with people don’t know personally.
Furthermore, Caroline strongly thinks that the internet has the power to bring similar people together and to
some extent she feels part of this online community. The internet also means for her that her friends are there
when she needs them, even if Caroline mostly uses online channels to be in contact with her real life friends
from, as opposed to exclusive online friends.
From what Caroline indicated, the main reason why she goes online such as participates in discussion forums is
usually to access information for her own use, rather than to share her experiences. In fact, the
internet is her main source of information for issues as sex, drugs, alcohol and health.
Caroline
Susan is a 20 year old girl from England.
She spends more than four hours online most days –more than her European friends.
In comparison to the other respondents, Susan is engaged in a number of various online activities. Like her
European friends, she mainly uses social networks, but she often uses the internet for study purposes and she
also engages in instant message services.
She also participates in discussion forums quite often; in fact, Susan stated that a significant reason for her to
go online is so that she can talk with people who might share her issues and to give advice. Furthermore, Susan
is more conscious than her European friends of her anonymity when searching for answers to sensitive issues.
She prefers to talk online about particular issues and to open up to people who don’t know her personally.
Therefore, participating in anonymous discussion boards offers a suitable opportunity to find answers without
disclosing her identity.
Finally, unlike her European friends, Susan sometimes creates online content (e.g. though Twitter or Youtube).
Less often she writes online reviews, but she is definitely more engaged in this activity than her European
friends.
Even if she is engaging with so many different online activities, Susan accesses the internet mainly to search
information for her own use; in fact the internet is her main source of information for issues such as drugs,
alcohol, sex and health. Of her European friends, she is the least concerned about the difficulties of finding
accurate information online, even if she recognises that there is so much information online that sometimes if
difficult to discern what it is a good advice and what it is not.
Susan
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34. 10. Conclusions
The findings from the online survey draw an initial picture of young people’s attitudes and behaviours towards
the internet and online information-seeking behaviour across six countries in Europe.
The report shows the majority of young people surveyed around Europe are mainly using the internet to
access information for their own use; however, the online channels they use, whether the internet is their
main source of information for sensitive issues, their attitudes towards anonymity and their ability to discern
good from bad advice vary from country to country.
The exception is Danish respondents, who seemed to be the least likely to use the internet to look for advice
for their own use, mainly using the internet to access their online friends and to be able to feel part of new
groups and communities.
Generally, English, Finnish and Irish respondents tended to be the most likely to use the internet as the main
source of information for sensitive topics.
Irish and English respondents appeared to be the more familiar with handling a great quantity of uncertain
information and the ones most concerned about their anonymity when looking fro information online.
Interestingly Finnish respondents appeared to be very wary about the information they find online preferred
to speak about sensitive issues with people they know and face-to face rather than online.
Conversely Belgian and Spanish respondents seemed to be the least likely to use the internet as main source
of information, preferring to get face-to-face advice on several issues because of concerns about the quality of
the information found online.
The findings regarding young people’ patterns of behaviours when searching for information online are rather
blurry, because they are not representative of the users of organisations taking part in the research, and, due
to the small sample size, they also do not precisely reflect young people in Spain, Ireland, England, Denmark,
Finland and Belgium. Nevertheless, this picture discloses many themes that need to be explored further and it
will serve to direct research into areas for further investigation.
Prepared by YouthNet, May 2011 Page 34 of 41