Parents’ Role in Supporting, Brokering or Impeding Their Children’s Connected Learning and Media Literacy

Livingstone, Sonia; Blum-Ross, Alicia

doi:10.5334/csci.124

Cited by 20 publications

(19 citation statements)

References 25 publications

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“…According to Pöntinen and Räty-Zaborsky [58], parental involvement is associated with a child's learning when using ICT. The involvement is a part of so-called digital parenting, where a parent is simultaneously responsible for digital safety, digital literacy, and raising an ICT-competent future citizen [59]. Parents may or may not be aware of the benefits of technology [60].…”

Section: The Context Of the Researchmentioning

confidence: 99%

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

et al. 2020

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The closure of schools because of the COVID-19 pandemic created a challenge for families and teachers in supporting children’s remote schooling. This study investigates parents’ perspectives on their accommodation to the rapid change to remote schooling from the point of view of sustainable education. The study was conducted at the beginning of the COVID-19 pandemic in spring 2020 via an online questionnaire for parents, to which 316 voluntary participants responded. Data were analyzed using a theory-driven content analysis. According to the results, parents were worried about the learning and wellbeing of their children as well as management of daily life and use of information and communications technology (ICT). The results show the importance of schools and teachers as well as networks in supporting family resilience during rapid changes. Families’ individual needs should be acknowledged and met in a sustainable way to support children’s learning in changing settings, including remote schooling.

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Section: The Context Of the Researchmentioning

confidence: 99%

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

et al. 2020

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“…Participants were developing digital skills at different rates. Even in a digital brokering context, where intergenerational roles are flipped, it is, therefore, worth engaging with research (such as Livingstone & Blum-Ross, 2019) that considers how parents might be better supported to help their children’s digital development—even as they learn from them and with them.…”

Section: Discussionmentioning

confidence: 99%

From Language Brokering to Digital Brokering: Refugee Settlement in a Smartphone Age

Worrell

2021

Social Media + Society

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Many young people in migrant families perform language-brokering tasks for their parents to help them overcome their everyday challenges of communicating in a new language. Such informal brokering is typically the result of younger people being more exposed to, and becoming more familiar with, the dominant language of their new country. This article argues that such brokering has a digital equivalent in a migrant setting, in which transnational family communication increasingly relies on a grasp of the dominant “language” of smartphones and social media. Using data drawn from a study of Karen humanitarian migrants who have settled in Australia, younger migrants are shown to have had a greater exposure to, and familiarity with, digital technology than their parents, leading to significant communicative differences between two generations. Such differences, I explain, have created conditions conducive to the performance of a new type of intergenerational support in a migrant context: “digital” brokering. This is demonstrated through young people helping their parents use smartphones, social media, and video-calling apps to maintain transnational relationships after settlement.

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“…There are several limitations to this research. First, although every family and every situation were different, they all were from "dominant backgrounds" (Livingstone & Blum-Ross, 2019), with high financial resources and/or cultural resources and therefore sharing a keen interest in the importance of digital technologies in society. Acknowledging the limitation of only shedding light on this particular social milieu, this study nevertheless contributes to a more in-depth understanding of how dominant narratives on digital media and privacy in western society, circulating in the media, education and policy milieus, are (re)produced in privileged family circles.…”

Section: Discussionmentioning

confidence: 99%

“…Especially with children entering their teenage years, parents expressed their desire for trust and rapport, encouraging their children to share their concerns and disturbing experiences, and at the same time allowing their maturing children privacy. Emotional involvement and trusteeship, often found in research on middle-class families and digital parenting (Livingstone & Blum-Ross, 2019;Naab, 2018;Ortner & Holly, 2019), were accompanied with a firm belief in children's empowerment and self-reliance. In particular parents-fathers mainly and some mothers who were apt consumers of digital media-articulated a deep sense of trust in their children's growing capabilities because of their own personal digital skills to which their children could resort.…”

Section: Exceptions To the Rulementioning

confidence: 96%

Navigating Onlife Privacy: A Family Environment Perspective on Children’s Moral Principles

Bauwens

Gabriels

Mostmans

2020

MaC

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This article illuminates which moral principles children and their parents invoke to explain onlife privacy-related practices from a family ecological and narrative approach. It draws on a focused ethnographic study with 10 Flemish socially privileged families with a keen interest in digital technologies and at least one child entering their teenage years. We analyse our data through the analytical lens of a sociopsychological framework that considers children’s privacy experiences from three dimensions: self-ego, environmental, and interpersonal. Overall, this article concludes that while risk-averse concerns are present in both the parents’ and children’s narratives about onlife privacy, parents have allowed their maturing children considerable privacy and leeway. Also, both parents and children articulated the importance of respecting one another’s privacy. We frame this set of principles as ‘quadruple R’: responsibility, risk, reputation, and respect for privacy.

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Parents’ Role in Supporting, Brokering or Impeding Their Children’s Connected Learning and Media Literacy

Cited by 20 publications

References 25 publications

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

From Language Brokering to Digital Brokering: Refugee Settlement in a Smartphone Age

Navigating Onlife Privacy: A Family Environment Perspective on Children’s Moral Principles

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