This document discusses adapting the EU Kids Online questionnaire for use with deprived children in Portugal. It summarizes the challenges of translating a questionnaire about children's internet use across 25 European countries. It then discusses adapting the questionnaire for use with children who access the internet at Digital Inclusion Centers, which are part of a public policy program for social inclusion in Portugal. Finally, it provides context about the socioeconomic situation of children in Portugal and the challenges faced by disadvantaged groups.
Integration and audience research: digital participation in the face of socia...Daniel Meirinho
This paper presents results from a research on digital inclusion and participation amongst deprived children in Portugal. Thanks to the national program to distribute laptops and mobile internet access, several of these children already have access to the internet, but the time spent online and the activities they conduct are limited by the type of access and usually by a lack of digitally competent parents.
Empowering Language Minorities through Technology: Which Way to Go?eLearning Papers
Author: Melinda Dooly
The term ‘Information Age’ has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another.
Patrick Burton provided an overview of the South African context, where only 23 per cent of children live with both parents, 55 per cent live below the poverty line, and 48.7 per cent have been exposed to violence in their community. Furthermore, 89 per cent of households in South Africa have a mobile phone, while only 21 per cent have a computer; 25 per cent of children who had a negative online experience missed school while 31 per cent reported difficulty concentrating. Media panics are resulting in tough legislation: in South Africa, sexting laws can result in lifetime registration as a sex offender, even when consensual. The use context and legal context raise questions about how research can inform interventions and potentially result in policy change.
Burton explored what counts as evidence, discussing how media panics often drive policy discussion, and asked participants to consider how to use data to respond. He emphasised the importance of project evaluation when engaging in high-quality, rigorous research. A significant challenge in studying children and young people’s internet use is the current legislation that criminalises sexting and requires mandatory reporting. Burton recommends involving children and young people in the survey development process, so as to ask children and young people about what is important to them.
The aim of this first session was to identify the diversity of problems around the world and the research challenges that result. In particular, contributors discussed the particular barriers to, and opportunities faced by, children in engaging with digital technologies in their country or region, also identifying areas where more research is needed.
Integration and audience research: digital participation in the face of socia...Daniel Meirinho
This paper presents results from a research on digital inclusion and participation amongst deprived children in Portugal. Thanks to the national program to distribute laptops and mobile internet access, several of these children already have access to the internet, but the time spent online and the activities they conduct are limited by the type of access and usually by a lack of digitally competent parents.
Empowering Language Minorities through Technology: Which Way to Go?eLearning Papers
Author: Melinda Dooly
The term ‘Information Age’ has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another.
Patrick Burton provided an overview of the South African context, where only 23 per cent of children live with both parents, 55 per cent live below the poverty line, and 48.7 per cent have been exposed to violence in their community. Furthermore, 89 per cent of households in South Africa have a mobile phone, while only 21 per cent have a computer; 25 per cent of children who had a negative online experience missed school while 31 per cent reported difficulty concentrating. Media panics are resulting in tough legislation: in South Africa, sexting laws can result in lifetime registration as a sex offender, even when consensual. The use context and legal context raise questions about how research can inform interventions and potentially result in policy change.
Burton explored what counts as evidence, discussing how media panics often drive policy discussion, and asked participants to consider how to use data to respond. He emphasised the importance of project evaluation when engaging in high-quality, rigorous research. A significant challenge in studying children and young people’s internet use is the current legislation that criminalises sexting and requires mandatory reporting. Burton recommends involving children and young people in the survey development process, so as to ask children and young people about what is important to them.
The aim of this first session was to identify the diversity of problems around the world and the research challenges that result. In particular, contributors discussed the particular barriers to, and opportunities faced by, children in engaging with digital technologies in their country or region, also identifying areas where more research is needed.
Bu Wei described the Chinese context, where 195 million users are urban children and there are 61.5 million rural users; 20.7 million on average go online weekly; and 38 per cent of the total child population are rural children and young people left behind by one or both of their parents. About four out of every 10 children in China are affected by migration. It affects mostly rural children and young people with serious consequences; most drop out of school or lack any social or family support. However, internet use statistics show a growing trend, particularly among urban children, who spend on average 20.7 hours per week online. Access and use differ starkly between urban and rural children and young people. Efforts to use digital devices and social media for social support include ‘Baby Come Back Home’, an internet project launched by NGOs to help trafficking victims find their parents. To raise awareness of this issue, UNICEF developed a documentary, ‘Stories through 180 lenses’, for and by left-behind children. The ‘1kg More’ project encourages urban children and young people to carry an additional 1kg in their backpack when travelling to rural areas to help rural children (carrying textbooks, etc.). While research is not a main focus, these projects serve to highlight a digital divide, not just in access, but also in resources, information and languages. While a majority of urban children in China fully participate in the digital age, most rural children do not have access to the internet and other new ICTs. Policy and programming interventions tend to prioritise urban children and new ICTs.
Bu Wei also reported on sampling issues when studying migrant children. She recommended content analysis of information used by children to better understand their use patterns and experiences. Pairing research with participatory action, Wei invited participants to consider how new mobile technologies can address the needs of migrant children.
How to develop the ability of students to assess information from media and s...Council of Europe (CoE)
We are delighted to share with you the results of the joint pilot project on “Teacher training in citizenship and human rights education – how to develop the ability of students to assess information from media and social networks?” This project was carried out by representatives of Belarus, Georgia, Lithuania and the Russian Federation in the framework of “Human Rights and Democracy in Action” – a joint Pilot Projects Scheme supported by the European Union and the Council of Europe.
More information - www.coe.int
Migrations and the Net: new virtual spaces to build a cultural identityeLearning Papers
Author: Linda J. Castañeda, Paz Prendes, Francisco Martínez-Sánchez.
This paper presents some of the reflections, projects and results around the topics of multiculturalism and migration attained by the Educational Technology Research Group at the University of Murcia, some of them integrated in the Interuniversity Cooperation programmes promoted by the Spanish Agency for International Cooperation (AECI).
Nishant Shah described the many contradictions that qualitative research reveals, based on his work in rural India. In a region with the highest mobile phone penetration in India, children and young people use Chinese-based mobile phones, where they have learned enough of the characters to manage to communicate. Despite women’s access to technology being difficult and not always socially allowed, it was intriguing that women with limited access to mobile phones were often up to date on their favourite soap opera because they could access what Shah called ‘human internets’: their young children would borrow their father’s devices, and then stage afternoon performances to re-enact key moments for the village, to update themselves on the content of soap operas and other popular shows. Using these examples to demonstrate the richness of qualitative data collected by Shah and his colleagues, he focused on children and young people’s participation in the research process. Shah urged a shift in thinking from ‘children on the internet to children as internet’. He encouraged participants to re-think the image of the child internet user as ‘fragile’. for children to have access to laptops outside, but not in their homes. Here, traditional measures of household computer access would miss key contextual clues to the everyday life of the child. In developing studies of children, Shah recommended thinking of children as having agency, and empowering children and young people to help researchers develop a child’s eye view of the world – how do they think of themselves, and what interventions would they want to make? What is lacking for many is a structure of belonging (online) over and above access to technology.
UNICEF Brazil - May 2011 - Opportunities for youth engagement@UNICEFDigital
UNICEF Brazil and Digital Media: New Opportunities for Youth Engagement. Presented at @UNICEFdigital's 1st webinar on May 24th, 2011
Created by: Estela Caparelli; Ludmilla Palazzo
The latest version of this report explores various dimensions of social media usage including penetration, growth rate, demographics, social inclusion and citizen engagement
Grandparents and Grandsons: poetics of an intergenerational learning experienceeLearning Papers
Authors: Aina Chabert, Monica Turrini.
The article presents results and recommendations from a Grandparents & Grandsons project, financed under the European Commission’s eLearning programme.
LEFT BEHIND: HOW STATELESSNESS IN THE DOMINICAN REPUBLIC LIMIT'S CHILDREN'S A...Stanleylucas
On the first day of school, children often worry whether they’ll make new friends or like their teachers. But in the Dominican Republic, some confront a far graver concern: Will I be turned away because I don’t have a birth certificate? This report published by the Human Rights Institute at Georgetown University Law Center shows that many children born in the Dominican Republic but descended from foreigners, particularly Haitians, are denied an education. For generations, such children were recognized as citizens, but within the last decade, the Dominican government has refused to issue many of them birth certificates, identity cards and other essential documentation, rendering them stateless. The report, Left Behind: How Statelessness in the Dominican Republic Limits Children’s Access to Education, concludes that the Dominican Republic is failing to comply with its domestic and international human rights obligations, including the human right to education. “We wanted to look at the human impact that statelessness has on children through the lens of education as an important enabling right,” said Georgetown Law student Jamie Armstrong, LLM’14, one of the report’s editors. “Education is critical to the development of a child and it is a gateway to full civil, political, economic, social, and cultural participation in society. What we found, however, is that this path is often barred with devastating consequences for children who are stateless or at risk of statelessness.” The report is the product of months of research, including interviews with dozens of affected children and families, as well as educators, advocates and government officials. Several of the Dominicans of Haitian descent interviewed were prevented from attending primary school, secondary school or university because they could not obtain identity documents. Of those allowed to attend school despite not having birth certificates, many were denied the ability to take national exams required to graduate.
All of this occurs in spite of laws, policies, constitutional provisions and international human rights commitments that are meant to guarantee children’s right to education. The report found that administrative barriers, discrimination and confusion about the law has meant that in practice not all children in the Dominican Republic are allowed to go to school, even if they consider themselves Dominicans.
“We just want a miracle from God to get our documents, to have the opportunity to go to school,” said one 14-year-old girl interviewed for the report.
The Georgetown Law Human Rights Institute serves as the focal point for human rights activities at Georgetown Law and promotes Georgetown Law’s role as a leader in the field of human rights.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
I have no idea how to use the keyboard 03 aprilDaniel Meirinho
This paper intends to analyse a set of empirical dimensions of the digital divide, based on the narratives of 17 individuals with low levels of schooling. Taking as references the constructs of techno-capital, techno-competencies and techno-dispositions (ROJAS et al., 2010), linked to Bourdieu’s social theory, and that of chronotope developed within the framework of the historical-cultural theory, a model of analysis is put forward, focusing on experiences related to the digital divide in which historical-cultural, axiological, educational, generational and gender dimensions emerge.
The analysis of the narratives by individuals with low levels of schooling leads us to similar issues arising from the digital exclusion of older people, especially women. This reality emphasises the role of Public Pedagogy in promoting literacy and digital inclusion (SANDLIN, O’MALLEY & BURDICK, 2011).
UCL Press Chapter Title Inequality Book Title.docxouldparis
UCL Press
Chapter Title: Inequality
Book Title: How the World Changed Social Media
Book Author(s): Daniel Miller, Elisabetta Costa, Nell Haynes, Tom McDonald, Razvan
Nicolescu, Jolynna Sinanan, Juliano Spyer, Shriram Venkatraman and Xinyuan Wang
Published by: UCL Press. (2016)
Stable URL: https://www.jstor.org/stable/j.ctt1g69z35.16
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
This book is licensed under a Creative Commons Attribution-NonCommercial-
NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license,
visit https://creativecommons.org/licenses/by-nc-nd/4.0/.
UCL Press is collaborating with JSTOR to digitize, preserve and extend access to How the
World Changed Social Media
This content downloaded from 198.246.186.26 on Wed, 31 Jul 2019 02:03:48 UTC
All use subject to https://about.jstor.org/terms
128
9
Inequality
As one might expect, there is a considerable interest in the capacity of the
internet and social media to produce large- scale social change. Yet the
question as to whether internet access and social media have improved
the plight of the world’s most disadvantaged populations or have rather
exacerbated inequalities continues and is far from resolved. As previous
chapters have pointed out, social media has had an important impact
on education, work and gender relations, all of which are major com-
ponents of this wider question. Several of our field sites represent low
income and disadvantaged populations. Here we examine the ways in
which social media may impact on people who do not have easy access
to digital resources, and how their use may be a mode of change – or,
conversely, how it may sustain their current social positions.
The number of people using digital communication has increased
dramatically since the launch of commercial access to the internet in the
mid- 1990s. And it is not just the rich, cosmopolitan and educated; the
current combination of mobile technology and social media has created
a strong interest among various socially underprivileged populations,
including illiterate or semi- literate people, low- wage manual migrant
workers and migrants in places such as China, India and Brazil.1
As with all the chapters of this book the evidence will be presented
from our long- term ethnographic engagement with nine different popu-
lations. We see that in each place inequality exists and is expressed in
different ways, depending upon historical processes and current polit-
ical and social structures. Drawing comparisons, ther ...
Bu Wei described the Chinese context, where 195 million users are urban children and there are 61.5 million rural users; 20.7 million on average go online weekly; and 38 per cent of the total child population are rural children and young people left behind by one or both of their parents. About four out of every 10 children in China are affected by migration. It affects mostly rural children and young people with serious consequences; most drop out of school or lack any social or family support. However, internet use statistics show a growing trend, particularly among urban children, who spend on average 20.7 hours per week online. Access and use differ starkly between urban and rural children and young people. Efforts to use digital devices and social media for social support include ‘Baby Come Back Home’, an internet project launched by NGOs to help trafficking victims find their parents. To raise awareness of this issue, UNICEF developed a documentary, ‘Stories through 180 lenses’, for and by left-behind children. The ‘1kg More’ project encourages urban children and young people to carry an additional 1kg in their backpack when travelling to rural areas to help rural children (carrying textbooks, etc.). While research is not a main focus, these projects serve to highlight a digital divide, not just in access, but also in resources, information and languages. While a majority of urban children in China fully participate in the digital age, most rural children do not have access to the internet and other new ICTs. Policy and programming interventions tend to prioritise urban children and new ICTs.
Bu Wei also reported on sampling issues when studying migrant children. She recommended content analysis of information used by children to better understand their use patterns and experiences. Pairing research with participatory action, Wei invited participants to consider how new mobile technologies can address the needs of migrant children.
How to develop the ability of students to assess information from media and s...Council of Europe (CoE)
We are delighted to share with you the results of the joint pilot project on “Teacher training in citizenship and human rights education – how to develop the ability of students to assess information from media and social networks?” This project was carried out by representatives of Belarus, Georgia, Lithuania and the Russian Federation in the framework of “Human Rights and Democracy in Action” – a joint Pilot Projects Scheme supported by the European Union and the Council of Europe.
More information - www.coe.int
Migrations and the Net: new virtual spaces to build a cultural identityeLearning Papers
Author: Linda J. Castañeda, Paz Prendes, Francisco Martínez-Sánchez.
This paper presents some of the reflections, projects and results around the topics of multiculturalism and migration attained by the Educational Technology Research Group at the University of Murcia, some of them integrated in the Interuniversity Cooperation programmes promoted by the Spanish Agency for International Cooperation (AECI).
Nishant Shah described the many contradictions that qualitative research reveals, based on his work in rural India. In a region with the highest mobile phone penetration in India, children and young people use Chinese-based mobile phones, where they have learned enough of the characters to manage to communicate. Despite women’s access to technology being difficult and not always socially allowed, it was intriguing that women with limited access to mobile phones were often up to date on their favourite soap opera because they could access what Shah called ‘human internets’: their young children would borrow their father’s devices, and then stage afternoon performances to re-enact key moments for the village, to update themselves on the content of soap operas and other popular shows. Using these examples to demonstrate the richness of qualitative data collected by Shah and his colleagues, he focused on children and young people’s participation in the research process. Shah urged a shift in thinking from ‘children on the internet to children as internet’. He encouraged participants to re-think the image of the child internet user as ‘fragile’. for children to have access to laptops outside, but not in their homes. Here, traditional measures of household computer access would miss key contextual clues to the everyday life of the child. In developing studies of children, Shah recommended thinking of children as having agency, and empowering children and young people to help researchers develop a child’s eye view of the world – how do they think of themselves, and what interventions would they want to make? What is lacking for many is a structure of belonging (online) over and above access to technology.
UNICEF Brazil - May 2011 - Opportunities for youth engagement@UNICEFDigital
UNICEF Brazil and Digital Media: New Opportunities for Youth Engagement. Presented at @UNICEFdigital's 1st webinar on May 24th, 2011
Created by: Estela Caparelli; Ludmilla Palazzo
The latest version of this report explores various dimensions of social media usage including penetration, growth rate, demographics, social inclusion and citizen engagement
Grandparents and Grandsons: poetics of an intergenerational learning experienceeLearning Papers
Authors: Aina Chabert, Monica Turrini.
The article presents results and recommendations from a Grandparents & Grandsons project, financed under the European Commission’s eLearning programme.
LEFT BEHIND: HOW STATELESSNESS IN THE DOMINICAN REPUBLIC LIMIT'S CHILDREN'S A...Stanleylucas
On the first day of school, children often worry whether they’ll make new friends or like their teachers. But in the Dominican Republic, some confront a far graver concern: Will I be turned away because I don’t have a birth certificate? This report published by the Human Rights Institute at Georgetown University Law Center shows that many children born in the Dominican Republic but descended from foreigners, particularly Haitians, are denied an education. For generations, such children were recognized as citizens, but within the last decade, the Dominican government has refused to issue many of them birth certificates, identity cards and other essential documentation, rendering them stateless. The report, Left Behind: How Statelessness in the Dominican Republic Limits Children’s Access to Education, concludes that the Dominican Republic is failing to comply with its domestic and international human rights obligations, including the human right to education. “We wanted to look at the human impact that statelessness has on children through the lens of education as an important enabling right,” said Georgetown Law student Jamie Armstrong, LLM’14, one of the report’s editors. “Education is critical to the development of a child and it is a gateway to full civil, political, economic, social, and cultural participation in society. What we found, however, is that this path is often barred with devastating consequences for children who are stateless or at risk of statelessness.” The report is the product of months of research, including interviews with dozens of affected children and families, as well as educators, advocates and government officials. Several of the Dominicans of Haitian descent interviewed were prevented from attending primary school, secondary school or university because they could not obtain identity documents. Of those allowed to attend school despite not having birth certificates, many were denied the ability to take national exams required to graduate.
All of this occurs in spite of laws, policies, constitutional provisions and international human rights commitments that are meant to guarantee children’s right to education. The report found that administrative barriers, discrimination and confusion about the law has meant that in practice not all children in the Dominican Republic are allowed to go to school, even if they consider themselves Dominicans.
“We just want a miracle from God to get our documents, to have the opportunity to go to school,” said one 14-year-old girl interviewed for the report.
The Georgetown Law Human Rights Institute serves as the focal point for human rights activities at Georgetown Law and promotes Georgetown Law’s role as a leader in the field of human rights.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
I have no idea how to use the keyboard 03 aprilDaniel Meirinho
This paper intends to analyse a set of empirical dimensions of the digital divide, based on the narratives of 17 individuals with low levels of schooling. Taking as references the constructs of techno-capital, techno-competencies and techno-dispositions (ROJAS et al., 2010), linked to Bourdieu’s social theory, and that of chronotope developed within the framework of the historical-cultural theory, a model of analysis is put forward, focusing on experiences related to the digital divide in which historical-cultural, axiological, educational, generational and gender dimensions emerge.
The analysis of the narratives by individuals with low levels of schooling leads us to similar issues arising from the digital exclusion of older people, especially women. This reality emphasises the role of Public Pedagogy in promoting literacy and digital inclusion (SANDLIN, O’MALLEY & BURDICK, 2011).
UCL Press Chapter Title Inequality Book Title.docxouldparis
UCL Press
Chapter Title: Inequality
Book Title: How the World Changed Social Media
Book Author(s): Daniel Miller, Elisabetta Costa, Nell Haynes, Tom McDonald, Razvan
Nicolescu, Jolynna Sinanan, Juliano Spyer, Shriram Venkatraman and Xinyuan Wang
Published by: UCL Press. (2016)
Stable URL: https://www.jstor.org/stable/j.ctt1g69z35.16
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
This book is licensed under a Creative Commons Attribution-NonCommercial-
NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license,
visit https://creativecommons.org/licenses/by-nc-nd/4.0/.
UCL Press is collaborating with JSTOR to digitize, preserve and extend access to How the
World Changed Social Media
This content downloaded from 198.246.186.26 on Wed, 31 Jul 2019 02:03:48 UTC
All use subject to https://about.jstor.org/terms
128
9
Inequality
As one might expect, there is a considerable interest in the capacity of the
internet and social media to produce large- scale social change. Yet the
question as to whether internet access and social media have improved
the plight of the world’s most disadvantaged populations or have rather
exacerbated inequalities continues and is far from resolved. As previous
chapters have pointed out, social media has had an important impact
on education, work and gender relations, all of which are major com-
ponents of this wider question. Several of our field sites represent low
income and disadvantaged populations. Here we examine the ways in
which social media may impact on people who do not have easy access
to digital resources, and how their use may be a mode of change – or,
conversely, how it may sustain their current social positions.
The number of people using digital communication has increased
dramatically since the launch of commercial access to the internet in the
mid- 1990s. And it is not just the rich, cosmopolitan and educated; the
current combination of mobile technology and social media has created
a strong interest among various socially underprivileged populations,
including illiterate or semi- literate people, low- wage manual migrant
workers and migrants in places such as China, India and Brazil.1
As with all the chapters of this book the evidence will be presented
from our long- term ethnographic engagement with nine different popu-
lations. We see that in each place inequality exists and is expressed in
different ways, depending upon historical processes and current polit-
ical and social structures. Drawing comparisons, ther ...
Inclusion through Learning and Web 2.0 - A New Project for Better Policies an...Sandra Schön (aka Schoen)
Preprint – Published as: Schaffert, Sandra; Cullen, Joe; Hilzensauer, Wolf & Wieden-Bischof, Diana (2010). Inclusion through Learning and Web 2.0 - A New Project for Better Policies and Initiatives. In: V. Hornung-Prähauser & M. Luckmann (Ed.), Die lernende Organisation. Vom Web-2.0-Solisten zur Web-2.0-Jazzband, Salzburg: Salzburg Research, S. 57-64.
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learningeLearning Papers
Authors: Vojko Strahovnik, Biljana Mećava
Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
Effectiveness of New Media as a Tool of Edu-Entertainment among School Childreninventionjournals
In this era of technological revolution and changing patterns of family life, children’s favorite pastime has gone beyond outdoor activities or reading bed time stories. Like any other age group, media and children are dependent mutually for their existence. While a majority of children are found watching Television, surfing internet, playing video games on smart phones or on computer, or watching their favorite cartoon/videos online media, we also have children being seriously considered as their prospective customers. We have an influx of Kids channels on Television, comics, VCD’s/DVD’s and New Media in its various manifestations are available in abundance. Childhood also refers to education and children spend a quality time in schools. Thanks to the concept of globalization, technological revolution has made their presence in many international schools that have mushroomed in many big cities. New Media which has found its niche in all fields has not spared education field also. Bangalore being an IT hub hosts innumerable types of educational franchise catering to the needs of customers. One of the most defining factors as observed in these schools is their extensive usage of new media tools as part of their system. In these schools the children are not only being exposed to new media as an educative medium but also for entertainment purposes, thus providing an impetus for better learning and understanding
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. IAMCR 2011 – AUDIENCE SECTION
Digital inclusion in the face of social semi-exclusion: adapting the EU Kids Online
questionnaire
Cristina Ponte1, José Alberto Simões2, Ana Jorge3
FCSH, Universidade Nova de Lisboa, Portugal
Abstract
Translating questionnaires for children (9-16) and parents conceived in English to 19
languages while ensuring that the questions had the same meaning in 25 countries was a
challenge for the EU Kids Online survey that allowed comparing online experiences of
children and young people across Europe and parents’ views on them (see
www.eukidsonline.net ). Based on our dual experience in the EU Kids Online network and in
the project Digital Inclusion and Participation” (UTAustin|Portugal Program, see
http://digital_inclusion.up.pt ), which is focused on disadvantaged social groups, we adapted
the Portuguese version of children’s face to face questionnaire to interview deprived children.
Therefore, a selected group of questions on access, frequency, activities, skills and mediations
were asked to children and young people (9-16) that access the internet at Digital Inclusion
Centres, which are part of a public policy program for social inclusion. This paper discusses
the issue of deprived children and the media, presents the challenges faced by the adaptation
of questions and characterizes their family composition and internet access.
1
Assistant Professor with Habilitation in Media Studies. Department of Communication Sciences
2
Assistant Professor. Department of Sociology
3
PhD student, Department of Communication Sciences
1
2. Key Words: deprived children; children and the internet; digital inclusion; EU Kids Online
Deprived children and their media experience
In contemporary societies, besides the relative social invisibility of children as a social group,
information and research on the most vulnerable groups of children are particularly missing,
namely on children living in poverty or in alternative care, from ethnic minorities or migrant
children, thus being ignored their particular life experiences facing the mainstream reference
of “being a child”. Fewer children but more children in poverty were pointed out by Qvortrup
(1994: xii) as an emerging social trend in European countries at the beginning of the 1990s
that continues to be a reality: one in five children in the EU were at risk of poverty before the
current economic crisis struck – approximately 20 million children, according to Eurostat
(2010).
There are many ways of defining poverty, ranging from absolute or relative definitions based
on income to indicators of social inequality and deprivation. As far as children are concerned,
a move to indicators of child well-being has been recognized as particularly relevant for
measuring their social inclusion (Bradshaw, 2007: 106). Among those indicators is their
material, educational and subjective well-being, already explored in recent UNICEF reports
(UNICEF 2007, 2010). In fact, if children cannot function as "normal" members of society
because they do not have access to the material goods that others deem necessary, then this
indicator of deprivation is a useful one, points Montgomery (2009: 166). Under this
perspective, for European low-income children cyberspace represents “not a new opportunity
but potentially a new danger, a new form of difference and exclusion”, as Ridge (2007: 174)
reports: “as children’s social lives are increasingly developed, explored and negotiated in the
world of virtual time and space, new sites of social exclusion are emerging”, namely through
“unsustainable consumption demands of high-tech accessories”.
Even if disadvantaged children gain more internet access, they may remain relatively
disadvantaged both in terms of the quality of internet access they enjoy and because one form
of this disadvantage is generally correlated with others, e.g. parents’ available time, parental
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3. education and expertise, educational values at home, calm places to studying in and so forth
(Livingstone, 2009).
As noted above, for socially marginalized children and young people, poverty is not only the
scarcity of material or educational resources: it is also an internal construction of a self that
makes certain choices unthinkable, from reading a book from the library in their leisure times
nowadays to considering an ambitious career in their future. As Montgomery (2009: 170)
points out, Bourdieu’s concepts of habitus (considering individual, familiar and societal
dispositions) and social and cultural capitals are here particularly productive, taking the
debate about poverty away from economics and the lack of material possessions and back to
issues of deprivation and inequality, making visible the lack of various forms of cultural and
social capital. On cultural capital one can distinct: institutional cultural capital (such as
academic qualifications), embodied cultural capital (the ways in which people use language,
present themselves, display social competence or confidence and so on) and objectified
cultural capital (their ownership or use of material goods such as books or paintings). The
social capital involves networks and connections and how these networks are sustained.
Based on her ethnographic research among children in the US, Ellen Seiter (2005) argues that,
far from leveling class differences, the internet has deepened social divisions along the lines of
class, race and ethnicity, both within and between countries. Middle-class children are not
only likely to have better quality computers and software; they also are likely to have much
more informed support in using them from parents and other adults, and a greater access to
social networks which will provide them with a sense of motivation and purpose in using such
technology in the first place. By contrast, poorer children simply have less access to cultural
goods and services: “they live not just in different social worlds, but in different media worlds
as well” (Buckingham, 2007: 84).
These different media worlds might be contrasted in the types of access to two levels of digital
divide (Hargittai, 2002): a first level of digital divide means having access to digital
technologies, considering ownership and use; and a second level is related to the user profiles,
assuming that more advanced users will develop a more functional rather than an
entertainment-oriented user profile. The differentiation hypothesis considering that
sociological variables continue to be important predictors including for the digital generation
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4. (Peter and Valkenburg, 2006; Livingstone and Helsper, 2007) also confirms that idea. The
exploration of how far the digital experience of particularly deprived children goes nowadays
is the aim of the current ongoing research. Preceding others that will focus on the second level
of the digital divide, this paper is focused on the first level, also providing a contextualization
of the participant children and youth.
The Portuguese context and the Program Escolhas
Placed in the Southern Europe and facing the Atlantic, living the economic and cultural
globalization from a semi-peripheral situation, a fast expanding consumption and access to
technologies in the last decade, Portugal still experiences an unfinished modernity (Almeida &
Costa, 1998), in-between developed and developing countries, sharing a language and cultural
ties with Brazil, Cap-Verde, Angola and other former colonies, from where come the majority
of migrants.
In the last two decades, the Portuguese society has registered large transformations, namely
in its demographic and structural composition and in lifestyles, both having impacts on
children’s and young people’s experiences. Demographic and structural changes that have an
impact on childhood are: a decrease in birth rate among native families, one of the most
accentuated in Europe; the increase of recomposed families, which create more complex
parental relations; the differences in the attainment levels of education among generations
(low literate grand-parents; a majority of parents who attained only compulsory school;
adolescents that that have already surpassed their parents’ schooling); the income gap among
families, with 25% of children living in poverty (INE, 2010).
Being for decades a relatively closed and ethnically homogenous society, Portugal also faces
the consolidation of a broader cultural and ethnical heterogeneity. Besides gipsy families
spread throughout the country, there is an increase of immigrant families, and their second
generations, mostly concentrated in the capital area and in Algarve, and having more children
than the Portuguese ones. Therefore, there is now a bigger diversity of children’s social and
cultural backgrounds, as well as different paths and trajectories in their families, both
conditions placing relevant questions on social identities and social inclusion and
participation.
As for the lifestyle changes, it could be mentioned the late arrival to consumption patterns
compared to other contemporary societies, which have had an increasing expression within
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5. the leisure cultures: the changes in the TV panorama (multiplicity of private channels
entertainment-oriented) and in other mass media; an explosion of shopping centres attracting
family outings; the embellishment of the households with individualized technology, amongst
them the digital technologies oriented to entertainment, communication and information à la
carte (gaming consoles, DVD players, plasma TV, laptops, digital cameras, mobile phones and
so on). These postmodern scenarios contrast with low levels of informational literacy
amongst adult generations. Among older generations, shared childhood memories of poverty
are combined with the willingness of providing their children with all the material comfort
that they themselves had the lack of. This potpourri of pre-modern, modern and postmodern
structures and values is marked by a high social inequality: amongst the 25 countries that
participated in the EU Kids Online survey, Portugal occupies the second highest position in the
social inequality index (ratio of share of income or expenditure of the richest 10% to the
poorest 10% of the population), after Turkey and followed by the UK.
In recent years, public policies have tried to change the educational scenarios, investing both
in adults and children, around Programs such as Novas Oportunidades [New Opportunities],
targeted at adults with low school attainment, the upgrade of school equipments (e.g.
broadband access, digital boards) and stimulus to the industries to produce and sell low cost
laptops to students since the early years of schooling (Programs Magalhães and E-Escolas). By
2010, more than 800 thousand families had already answered positively to these Programs,
considered as references for digital inclusion.
Combining social and educational aims, Escolhas is a nationwide program aiming to promote
social inclusion of children and young people (6-24 years old) from the most vulnerable socio-
economic contexts, particularly descendants of immigrants and ethnic minorities. Digital
inclusion is one of its five priority areas of intervention, crosscutting and cumulative with the
others: school education, vocational training, community participation & citizenship, and
entrepreneurship. Its 132 centres are mostly placed in the metropolitan areas of Lisbon and
Oporto, created by local NGOs and working in the inner of vulnerable contexts, these being
social housing, old buildings in the city center or slums in the suburbs. Each center is
equipped with a minimum package of six PCs, broadband access and a printer. Digital
activities include guidance, free activities, those aimed at developing skills and school success,
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6. and more formal ICT courses. Local teams are composed by 3-4 technicians and include a
young person living in the community and who acts as mediator.
These centres were the scenario for our interviews with deprived children and young people
(9-16), adapting the EU Kids Online questionnaire. As said, this paper will focus on adaptation
process and on the households and conditions of access the internet among these children,
comparing results with those from the national sample. Let us take a brief look at some of
these national results.
Portugal in the EU Kids Online survey
In Portugal, according to the Eurostat values, children accessing the internet were estimated
to be 78% and thus being the universe of the EU Kids Online survey. On the basis of results on
educational level attained by the main provider and his/her occupation among the thousand
households interviewed, 53% households were composed by low SES families and 18% were
from high SES (European average, respectively, 19 and 34%), a gap that illustrates the social
inequality pointed above. On the internet use at home, about two out of three children were
single users and only 7% declared not having internet access at home.
Only 22 parents out of the thousand interviewed describe their families as belonging to a
group that were discriminated against in the country and only five declared that Portuguese
wasn’t the main spoken language at home, suggesting a high level of integration and linguistic
homogeneity among these respondents, due to a possible underestimation of neighborhoods
inhabited mostly by deprived, migrant and ethnic minority children in the national sampling.
National results follow the European pattern on accessing the internet more at home than at
school, but contrast in the devices children use. Portuguese children lead in having a personal
laptop (68%), far from the double of the European average (24%), a probable consequence of
the above mentioned public policies. Children with personal laptops cross all families,
possibly influencing the high presence of the internet in the bedroom (67%; European
average: 49%), occupying the third place after Denmark and Sweden. Differences among SES
are reduced, being the ownership even a little higher among children from low SES families
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7. (68-66%). The reverse is that these children are those with lowest access to the internet in
the public areas of the household (73%; high SES 86%) or through personal PCs (28%;
children from medium SES: 40%), game consoles (22%; high SES: 37%) or mobile devices
(5%; high SES: 10%), and sharing less the computers with others in the household. Influence
of the above mentioned public policies are thus visible, suggesting a clear move from the
“almost no technology” to the personal laptop among children from low SES families.
The low cost of the laptops were supported by internet service providers, integrating different
packages for internet access, the most popular being a pen-drive with a limited amount of
internet traffic. While children of high SES families, where packages of full-access are more
common, declare less access to the internet at schools or in public spaces free of charge,
children from middle and low SES families declare more their use of the internet in those
spaces. In particular, accessing the internet in public libraries was declared by one out of four
children, doubling the European average. However, the daily access to the internet was one of
the lowest among the 25 countries, being also less differentiated by SES (high: 57%; low:
52%) than the European average (respectively 64-49%).
The dynamic process of adapting the EU Kids Online questionnaire
Our initial aim was to compare as far as possible the national results on access, uses, activities,
skills and mediations with those from a purposive sample of children and young people
attending Escolhas centres. Therefore, our first task was selecting 23 questions from the EU
Kids Online face to face questionnaire, following, as much as possible, the protocols and
guidelines for application and interviewing. In this initial phase, we also considered that at
least older children could answer the survey questions by themselves with minimum help. In
order to compensate their effort, , as a symbolic token of appreciation, at the end all the
interviewees received T-shirts and stickers with advice on safety in the internet, provided by
an ISP.
The discussion on the initial draft with Escolhas local coordinators and animators quickly
concluded that even the 14+ yr olds would be unable to answer many questions by
themselves, therefore implying the reduction of sentences to a minimum of information as
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8. well as the number of questions. Abstract terms were replaced by more common words: for
example, [parents, teachers, friends] suggested or explained was replaced by taught.
Issues such as the family composition - potentially sensitive for most children interviewed -
were identified in those local meetings. Since many children did not seem to live in structured
families composed by both parents, the solution was starting the questionnaire by asking the
child: Who do you live with?, and adapting the questions on parental mediation to the adults
which he/she lives with.
The pilot test, conducted with African descendent children (9-14) from one of the most
vulnerable neighborhoods in the Portuguese capital, allowed us to identify other points to be
changed. For instance, the question on the devices for accessing the internet strictly following
the original questionnaire presupposed that the child had his/her own devices or at least that
they existed in the household (Table 1):
Table 1: Devices used for internet access
Yes No No
answer
Your own PC (desktop computer)
Your own laptop or laptop that you mainly use and can take to your own room
A PC shared with other members of your family
A laptop shared with other members of your family and that you cannot take to your own room
A mobile phone
A Games console such as a PlayStation
A Television set (TV)
Other handheld portable devices (e.g. iPod Touch, iPhone or Blackberry)
Source: EU Kids Online survey
This question generated successive negative answers and suggested a sense of material
deprivation. Therefore, a question on media environments at home, used by Livingstone in the
end of the 1990s (Livingstone, 2002), was recuperated (Table 2). Starting with the television
set it allowed children to express pleasure in recalling and counting how many existed in their
households (one… two… three… four!). On the other hand, it also made visible the exchanges as
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9. far as media mobility is concerned: computers, game console, the internet or mobile phones
could be accessed everywhere.
Table 2: Description of the household’s equipment
At home, for all In your room Don´t have
Television
Radio/Sound System
Game console
Computer
Mobile phone
Internet
Bookshelf with non-school books
Source: Escolhas survey (based on Livingstone, 2002)
The pilot questionnaires also confirmed that particularly young children were tired with its
extension, the difficulties of understanding questions on frequency of uses and apparent
similar questions on mediation. Therefore, more cuts on the information on frequencies were
done. At the end, the questionnaire was divided into two versions, one for the younger (9-13)
and another for the older (14-16).
The version for the 9-13 was designed as a structured interview of 30 questions, some of
them open-ended questions: From this list of activities, what do you prefer? Why?; What are
you forbidden to do on the internet?, and ending with a sensitive question: (And tell me what is
for you using the internet in a safe way? How do you do it?). The version for the 14-16 was a
self-completion questionnaire of 29 questions that included a broader question on cultural
interests and practices as well as three open-ended questions: From this list of activities, which
do you prefer?; What is your blog about?, for those who declared having a blog, and the final
one: We have asked you some questions about good and bad things that can happen on the
internet. Is there anything you would like to warn people of your own age about?
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10. Collecting data
The interviews were conducted between March and May 2011, in 19 Escolhas centres in the
areas of Lisbon and Oporto, where most of them are located, as mentioned before. One or two
researchers visited each centre for an afternoon, previously arranged with mediators which
acted both as “privileged informants” and gatekeepers, so we could find young people in their
free time. This moment was also used to observe children in the place, accessing the internet
by them own, and to catch the environment atmosphere. We had a total of 279 respondents,
distributed as follows:
Table 3: Distribution of respondents per area, gender and age groups
Indicator Frequency %
Area
Lisbon 108 39%
Oporto 171 61%
Gender
Female 96 34%
Male 183 66%
Age
< 14 159 57%
>= 14 120 43%
While age groups are relatively balanced in the sample, gender differences express the reality
of Escolhas: there is much more boys than girls attending the centres. The geographic bias is
due to bigger time-constraints for the field work in Lisbon.
Families, media environments and the first level of the digital divide
Table 4 contrasts results from the EU Kids Online survey and from Escolhas. Although the
different nature of the samplings imposes cautiousness it is interesting to look at the patterns
of differences and similarities that emerge when they are side by side.
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11. Table 4: Results from the EU Kids Online survey and from the Escolhas centres
EU Kids Online Portugal Centros Escolhas
Household composition
Living with one adult 8% 32%
Living with two adults 65% 48%
Living with three adults 21% 5%
Living with 4+ adults 5% 8%
Family type
Single parent 20% 35%
Two parents 79% 54%
Other 1% 9%
Education among parents
Primary education (9 years) or less 47% 92%
Internet access at home
No internet access 7% 31%
At least one parent use the internet 60% 46%
Devices for accessing the internet
Personal laptop 65% 69%
Personal PC 33% 26%
Shared laptop 35% 59%
Shared PC 35%
Game console 25% 13%
Mobile devices 7% 5%
TV 28% 8%
Mobile phone 31% 25%
Places of access
At home 87% 56%
At school 72% 59%
In a public library 25%
In the Digital Inclusion Centre 96%
Frequency of access
Everyday or almost everyday 54% 55%
Once or twice a week 39% 37%
Once or twice a month 4% 6%
Less than once or twice a month 3% 2%
In terms of family background, the results highlight the weight of not structured households
around both parents living together among the interviewees in Escolhas as only 54% lived
with them, contrasting with the 79% among the EU Kids Online national sample. About a
third of children and youth from Escolhas live with a single parent, this being mostly the
mother, and almost one in 10 children is cared for by relatives other than their parents.
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12. Grandparents (especially grandmothers), aunts, uncles and brothers and sisters-in law are
relatives that cohabit with the child and take care of him/her. This picture among deprived
children confirms the sensitivity of the family issues, and the need to avoid the implicit frame
of the two-parents’ dominant model when asking questions on family mediation.
Educational capital is one of the key sensitive points in Portugal with implications at all levels,
including digital inclusion. Four years of compulsory education reached all children only in
1959-1960, and its extension to 9 years was declared in 1986; school failure and
abandonment during adolescence have also been high for decades. Therefore, nowadays
adolescents might easily have more school attendance than their parents, with the latter
having more than their own parents, frequently illiterate (35% of illiterate people in
1960). Table 4 shows that nationwide, almost half of households still have a parent (usually,
the mother) that didn't reach the Secondary level. Whereas, nowadays young women tend to
have a better performance than young men, among the Escolhas participants the percentage of
parents having the Primary level or less almost reached the total sample size (92%).
A sign of this low cultural and educational capital in their households is the relative high
absence of books: on the side of the print culture for leisure purposes, among the Escolhas
sampling, 38% of the younger respondents (9-13) and 22% of the 14-16 declare not having
non-school books in their households, which makes evident a poor cultural capital in those
families.
Turning to the audiovisual media environment, television is the main device and especially
younger children were proud on counting the sets spread through the households from the
living rooms to the kitchen and bedrooms. The radio/stereo set was the second technology,
being these values in line with the national trend on the media diet among different age
groups in Portugal (Rebelo, 2008).
As far as the digital media is concerned, the first level of digital divide (Hargittai, 2002), the
one on ownership and use, becomes visible. All the interviewed children declared themselves
as internet users but the contexts of access diverge: whereas in the national sampling only 7%
don’t have internet access at home, the number of those without this access in the Escolhas
Group is more than four times bigger (31%). The percentage of parents that are internet users
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13. is also below the national average: 46% of these children and youth have at least one member
of the family that know how to use the internet, in particular the mother (46%) or father
(39%), against 60% in the EU Kids Online sampling. This depicts families where children lead
the use of the internet, although using it scarcely.
Following the ownership of personal laptops in European terms, with dominance of low SES
children, as we have seen, this device also leads among the Escolhas children, again above the
national average, whereas all the reminiscent devices (PC, game console, television or mobile
phone) are below the national average. Furthermore, if the ownership of modern technology,
such is the case of laptops, is apparently assured, the comparison on the places of access
shows that children that attend the Digital Inclusion Centres find them real spaces for their
internet access: almost all declare accessing the internet in these public places, while
declaring a lower use of the internet at school and at home. Finally they don´t diverge so
much from the EU Kids Online answers on the frequency of use, this being one of the lowest
values in the European landscape.
When we look at the distribution of these devices by age, the main difference is due to the fact
that children under 14 years tend to refer more often that they neither have most of the
technological devices at home nor the access to internet. Among those 14 yr old or above,
there is a greater expression of ownership of technological devices, particularly in the
bedroom environment. Also, there is a growing importance of the computer that appears
after television and radio as the third device with more relevance in characterizing the
bedroom environment.
Synthesis and next steps
At the end of this glance at the family contexts and digital experiences of those attending the
Digital Inclusion Centers several important methodological remarks need to be made:
Firstly, the importance of considering family compositions and access to the media in the
households that don’t fit the mainstream model of middle-class, high educated parents and
well equipped households, thus the importance of avoiding wording questions that might be
insensitive to such contexts. Secondly, the delicate task of adapting the questionnaire to
children that experience low literacy skills, reduced vocabulary and low time spam attention
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14. to written texts as well as to somewhat complex routing and graphics stressed the advantages
that came from the conversations with local animators from Digital Inclusion centers and the
importance of pre-testing with children from migrant and low income families not being so
familiar with the native Portuguese language. Thirdly, the similarities that emerge between
this sensitive group of less privileged children and the national trend, expressed in the
enthusiasm of the families to adhere to campaigns such as “one laptop per child”, had two
important consequences: on one hand, at a basic level, made those families move from
exclusion to ownership; on the other hand, it apparently had no outstanding affect on the
amount of use, since this tends to coincide with the relatively low level of frequent internet
access. Fourthly, the high value of informal public spaces with relatively low level of adult
mediation among both groups, such as the public libraries or the Digital Inclusion centres,
suggesting the unexplored potential of these places for other kind of uses and opportunities,
this being particularly relevant when considering the cultural capital and educational level
among the low SES families. Finally the differences between these groups as far as other
digital equipments and household and school environments are concerned, broadening the
gap on opportunities for exploring and using the digital media in different activities and for
the digital literacy.
This research also helps to question the efficacy of public policies of social and digital
inclusion of the most disadvantaged children and young people, as much effort has been put
merely on access, neglecting the interactions of children with the media within the household
and the kind of mediations they receive in different types of families. The availability of public
access does not correspond to an effective use: why is access to the internet in schools less
popular than in the Escolhas Centres by this group? If they have to account for limited time or
limited bandwidth to manage their access to the internet, what are the consequences for
theirs uses? What are the characteristics of their uses if children are the only users of internet
in their homes or if they do not have privacy to use in public spaces such as Escolhas? This will
be the focus of future papers.
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