Children's and young people's digital skills: a systematic evidence review

Haddon, Leslie; Cino, Davide; Doyle, Mary-Alice; Livingstone, Sonia; Mascheroni, Giovanna; Stoilova, Mariya

doi:10.5281/zenodo.4274654

Cited by 13 publications

(15 citation statements)

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“…It is also necessary to highlight the level of autonomy minors declare when signing up for social networks, an action to which theoretically the vast majority of respondents should not have had access since the legally required age to open an account is 13 to 14 (age varies among platforms and requires parental consent.) Finally, as in previous studies (Mascheroni et al, 2020;Haddon et al, 2020;Trucco, Palma, 2020), age was a determining variable. In general, minors ages 13 and 14 reported having learned on their own to a greater extent than 10-to 12-year-olds, who stated they turned to their parents to perform the proposed actions.…”

Section: Discussionmentioning

confidence: 66%

“…Besides this, the current lack of common definitions and understanding among the scientific community of concepts such as digital skills, digital competence and digital literacy increases the difficulty for the design of global and systematic strategies that can help in the development of these concepts among minors (Donoso et al, 2021;Haddon et al, 2020). Evidence shows that the level of digital skills of minors is positively associated with the frequency and variety of activities (Livingstone et al, 2019) in which minors get involved online .…”

Section: Discussionmentioning

confidence: 99%

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On My Own: Acquiring Technical Digital Skills for Mobile Phone Use in Chile. Parents-children Perceptions

2021

International Journal of Media and Information Literacy

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Despite its relevance, the difficulty in reaching consensus on the definition of digital competence slows down its implementation. The need of prior development of specific skills to advance in digital development has been recently reported. The acquisition of skills involves making the most of the opportunities offered by the digital environment. This article shows the results from a research conducted on 501 parent-child dyads in Chile in which minors aged 10 to 14 reported their self-perceptions on who (parents, siblings and peers) taught them certain technical and operational digital skills on mobile devices. Parents were also surveyed to know their perception about this children's social mediation. Socio-demographic variables are also analysed. Chilean minors have a clear perception of autonomy in the acquisition of digital competence, parents underestimate their ability to influence, and other socialization agents such as siblings play a significant role. Age, gender and socioeconomic level to a lesser extent mark differences in the acquisition of these skills. In addition to providing a comparison on the perception parents and children have on the extent to which minors are accompanied while on their mobile phone, the article goes beyond parental mediation strategies and collects parental reflections on types of mediation.

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Section: Discussionmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 99%

On My Own: Acquiring Technical Digital Skills for Mobile Phone Use in Chile. Parents-children Perceptions

2021

International Journal of Media and Information Literacy

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“…According to the data, Chilean homes could be an ideal place for the development of children's digital skills given the wide variety of mobile digital devices that can be made available. Both the variety of technologies available for minors at home and the chance to access the network autonomously is related to the acquisition of digital skills (Haddon et al, 2020). Particularly noteworthy is the high penetration of smartphones, which has increased 7 percentage points compared to that reported in previous studies (Cabello et al, 2017) and now practically reaches 100 %, and is the most widely owned device among minors.…”

Section: Discussionmentioning

confidence: 97%

“…The acquisition of digital skills which lead to digital competence is an essential precondition for minors' development and general well-being (Livingstone et al, 2018;Smahel et al, 2020). Among the antecedents that can facilitate or hinder its acquisition, individual characteristics of minors such as sociodemographic factors (age and gender), social characteristics (socioeconomic status and parental mediation), characteristics of the country where they live and others related to their own use of the internet, access, as well as their perception of effectiveness in the use of the internet, and preference for online social interactions (Cabello et al, 2020;Haddon et al, 2020;Garmendia et al, 2019;Livingstone, Helsper, 2010;Mascheroni et al, 2020;Trucco, Palma, 2020).…”

Section: Discussionmentioning

confidence: 99%

Methodology, Technology and Practice of Organizing Media Education Seminars and Workshops for Teachers on Promoting Interethnic Tolerance in the University Student Community

2021

International Journal of Media and Information Literacy

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The relevance of improving the methodological training of present-day university teaching staff is due to the dynamic changes taking place in the system of higher education. The article presents the experience of conducting scientific and methodological seminars and workshops for the pedagogical community. The purpose of the seminars for teachers on promoting university students' interethnic tolerance by means of media education is to familiarize teachers with the leading methods, technologies and practical techniques of media pedagogy based on analysing media texts of different types and genres in the context of developing the culture of interethnic communication, constructive dialogue of university students in the media sphere. The authors describe the methodological and organizational aspects for teachers to use in their further professional activities in the course of integrating media education into social sciences and humanities.

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“…It is apparent that both the practices of digital engagement and the related competencies of children and young people are, and have always been, far from uniform (Bennett & Maton, 2010; Haddon et al, 2020; Valkenburg & Peter, 2013). The literature on digital natives has long since shown (e.g., Bennett & Maton, 2010) that such homogeneous generations (individuals with identical ways of engaging in the digital world) do not exist (Evans & Robertson, 2020) and that, despite strong claims, there seems to be no evidence linking digital media to the demise of young people (Odgers & Jensen, 2020).…”

Section: Multidimensional Digital Engagement Among Young Peoplementioning

confidence: 99%

Digital Engagement and Academic Functioning

Hietajärvi

Maksniemi

Salmela‐Aro

2022

European Psychologist

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Abstract. Since the turn of the millennium, the digital revolution has opened a new layer of opportunities for adolescents to participate, create and learn. Simultaneously there has been growth in both debate and worries regarding how the intensive engagement with digital media affects students’ academic performance, engagement, and school-related well-being, that is, academic functioning. Students’ continuously evolving digital practices are not always in congruence with the more traditional ways of schoolwork. Students flourish and fulfill their potential when the informal and formal practices of learning reach congruence, but when this is not the case, frictions can emerge. Spending time with digital media can provide new avenues for learning and development, but it can equally well divert young people from their studies or increase the daily demands. In this narrative review, we address these continuities and discontinuities between engagement with digital media and academic functioning for school-aged children and young people, focusing on meta-analyses, reviews, and key studies. Following the examination of the current literature, we conclude that, in general, the field of “digital media effects” needs to move beyond screen time and utilize the research on the students’ multidimensional socio-digital engagement already conducted. Second, we conclude that the average effects of digital engagement on academic functioning are negligibly small but heterogeneous, further corroborating the claim to examine the qualitative differences in students’ digital engagement, the individual differences between students, as well as the contextual interplay.

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Children's and young people's digital skills: a systematic evidence review

Cited by 13 publications

References 0 publications

On My Own: Acquiring Technical Digital Skills for Mobile Phone Use in Chile. Parents-children Perceptions

On My Own: Acquiring Technical Digital Skills for Mobile Phone Use in Chile. Parents-children Perceptions

Methodology, Technology and Practice of Organizing Media Education Seminars and Workshops for Teachers on Promoting Interethnic Tolerance in the University Student Community

Digital Engagement and Academic Functioning

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