Ökoloogilised vaatenurgad ja laste internetikasutus: sissevaade mikro- ja makrotasandi analüüsi
DOI:
https://doi.org/10.12697/eha.2015.3.2.02bMärksõnad:
lapsed ja internet, meediaökoloogia, riskid internetis, Bronfenbrenner, EU Kids OnlineKokkuvõte
Age-old debates on children’s encounters with media technologies reveal a long, fractured and contentious tradition within communication and media studies. Despite the fact there have been studies of effects of media use by children since the earliest days of broadcasting, the subject remains under-theorised, poorly represented in the literature and not widely understood in media policy debates. Old debates have intensified in relation to the study of children and the internet. Pitted between alarmist accounts of risks, excessive use and harmful effects on the one hand and the many accounts about "digital natives" and the transformational power of technology is the empirical project – represented by EU Kids Online among others – of building an evidence base for understanding the evolving environment for youth online engagement. In this paper, I situate that body of work in an ecological context, both in the sense of the Bronfenbrenner’s bio-ecological model that has been so important in the new sociology of childhood, as well as in the more loosely defined theoretical approach of media ecology. The latter tradition, associated primarily with McLuhan and later Postman, frames the media environment as a complex interplay between technology and society in which modes of communication and mediated interaction fundamentally shape human behaviour and social life. These strands offer the basis for framing some of the issues of evidence-based policymaking relating to internet governance, regulation and youth protection online.
Allalaadimised
Viited
American Academy of Pediatrics (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958–961. Retrieved from http://pediatrics.aappublications.org/content/132/5/958.full.pdf+html. doi: http://dx.doi.org/10.1542/peds.2013-2656
Atkin, D. J. (2001). Home ecology and children’s television viewing in the new media environment. In J. Bryant & J. A. Bryant (Eds.), Television and the American family (2nd ed., pp. 49–74). London: Routledge.
Atkin, D. J., Greenberg, B. S., & Baldwin, T. F. (1991). The home ecology of children’s televison viewing: Parental mediation and the new video environment. Journal of Communication, 41(3), 40–52. doi: http://dx.doi.org/10.1111/j.1460-2466.1991.tb02322.x
Bates, T. (1984). Broadcasting in education: An evaluation. London: Constable.
Bronfenbrenner, U. (1975). Influences on human development (2nd Rev. ed.). Hinsdale, IL: Holt McDougal.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (2005). Growing chaos in the lives of children, youth, and families: How can we turn it around? In U. Bronfenbrenner (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 185–197). Thousand Oaks, CA: Sage.
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bio-ecological model. Psychological Review, 101(4), 568– 586. doi: http://dx.doi.org/10.1037/0033-295X.101.4.568
Byron, T. (2008). Safer children in a digital world: The report of the Byron Review. London: DCSF. Retrieved from www.dcsf.gov.uk/byronreview.
Cantril, H., & Allport, G. W. (1935). The psychology of radio. New York, NY: Harper & Brothers.
Carey, J. W. (1981). McLuhan and Mumford: The roots of modern media analysis. Journal of Communication, 31(3), 162–178. doi: http://dx.doi.org/10.1111/j.1460-2466.1981.tb00440.x
Downes, P. (2014). Conceptual framework and agenda: Beyond Bronfenbrenner (1979, 1995) to interrogation of blocked systems via structural indicators. In Access to education in Europe (pp. 29–48). Dordrecht: Springer Netherlands. doi: http://dx.doi.org/10.1007/978-94-017-8795-6_3
Gillespie, A. (2008). Child exploitation and communication technologies. Lyme Regis, Dorset: Russell House Publishing.
Glucksmann, A., & Bennett, S. (1971). Violence on the screen: A report on research into the effects on young people of scenes of violence in films and television. London: British Film Institute (Education Department).
Grosswiler, P. (2006). The transformation of Carey on McLuhan: Admiration, rejection and redemption. Explorations in Media Ecology, 5(2), 137–148. doi: http://dx.doi.org/10.1386/eme.5.2.137_1
Halpern, R., & Figueiras, A. C. M. (2004). Environmental influences on child mental health. Jornal de Pediatria, 80(2), 104–110. doi: http://dx.doi.org/10.1590/S0021-75572004000300013
Hasebrink, U., Görzig, A., Haddon, L., Kalmus, V., & Livingstone, S. (2011). Patterns of risk and safety online. In-depth analyses from the EU Kids Online survey of 9- to 16-year-olds and their parents in 25 countries. LSE, London: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/39356/.
Hasebrink, U., Livingstone, S., Haddon, L., & Ólafsson, K. (2009). Comparing children’s online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online. LSE, London: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/21656/.
Heins, M. (2008). Not in front of the children: "Indecency," censorship, and the innocence of youth (2nd Rev. ed.). New Brunswick, NJ: Rutgers University Press.
Helsper, E. J., Kalmus, V., Hasebrink, U., Ságvári, B., & Haan, J. D. (2013). Country classification: Opportunities, risks, harm and parental mediation. LSE, London: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/52023/.
Idate, & Technopolis (2014). Benchmarking of safer internet policies in member states and policy indicators: Final report. Retrieved from http://www.technopolis-group.com/?report=benchmarking-safer-internet-policies-in-the-eu-member-states.
Internet Safety Technical Task Force (2008). Enhancing child safety and online technologies: Final report of the Internet Safety Technical Task Force to the multi-state working group on social networking of state attorneys general of the United States. Boston, MA: Berkman Center for Internet & Society at Harvard University.
Johnson, G. M., & Puplampu, K. P. (2008). Internet use during childhood and the ecological techno-subsystem. Canadian Journal of Learning and Technology / La Revue Canadienne de L’apprentissage et de La Technologie, 34(1). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/viewArticle/172.
Jordan, A. (2004). The role of media in children’s development: An ecological perspective. Journal of Developmental & Behavioral Pediatrics, 25(3), 196–206. doi: http://dx.doi.org/10.1097/00004703-200406000-00009
Jowett, G. S., Jarvie, I. C., & Fuller, K. H. (1996). Children and the movies: Media influence and the Payne Fund controversy. Cambridge: Cambridge University Press.
Livingstone, S. (2013). "Knowledge enhancement": The risks and opportunities of evidence- based policy. In B. O’Neill, E. Staksrud, & S. Mclaughlin (Eds.), Towards a better Internet for children? Policy pillars, players and paradoxes. Goteborg: Nordicom. Retrieved from eprints.lse.ac.uk/59673/.
Livingstone, S., & Haddon, L. (2009). EU Kids Online: Final report 2009. LSE, London: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/24372/.
Livingstone, S., Haddon, L., & Görzig, A. (2012). Children, risk and safety on the Internet: Research and policy challenges in comparative perspective. Bristol: Policy Press. doi: http://dx.doi.org/10.1332/policypress/9781847428837.001.0001
Lobe, B., Livingstone, S., Ó lafsson, K., & Vodeb, H. (2011). Cross-national comparison of risks and safety on the Internet: Initial analysis from the EU Kids Online survey of European children. LSE, London: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/39608/.
Moody, K. (1999). The children of Telstar: Early experiments in school television production. New York, NY: Vantage Press.
O’Neill, B. (2014). Policy influences and country clusters: A comparative analysis of Internet safety policy implementation. LSE, London: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/57831/.
Palfrey, J., & Gasser, U. (2010). Born digital: Understanding the first generation of digital natives. New York, NY: Basic Books.
Postman, N. (2000). The humanism of media ecology. Proceedings of the Media Ecology Association 1, 10–16. Retrieved from http://w.media-ecology.org/publications/MEA_proceedings/v1/postman01.pdf.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital% 20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. doi: http://dx.doi.org/10.1108/10748120110424816
Resnick, P., & Miller, J. (1996). PICS: Internet access controls without censorship. Communications of the ACM, 39(10), 87–93. doi: http://dx.doi.org/10.1145/236156.236175
Ross, S. M. (2009). Postman, media ecology, and education: From Teaching as a Subversive Activity through Amusing Ourselves to Death to Technopoly. Review of Communication, 9(2), 146–156. doi: http://dx.doi.org/10.1080/15358590802326435
Schramm, W., Lyle, J., & Parker, E. B. (1961). Television in the lives of our children. Palo Alto, CA: Stanford University Press.
Smahel, D., & Wright, M. F. (2014). The meaning of online problematic situations for children. Results of qualitative cross-cultural investigation in nine European countries. LSE, London: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/56972/.
Spitzer, M. (2012). Digital dementia: How we and our children are doing to our minds. Munich: Droemer.
Strate, L. (2004). A media ecology review. Communication Research Trends, 23(2), 3.
Surgeon General’s Scientific Advisory Committee on Television and Social Behavior. (1972). Television and growing up: The impact of televised violence. Report to the Surgeon General, United States Public Health Service. Washington, D.C.: National Institute of Mental Health.
##submission.downloads##
Avaldatud
Kuis viidata
Väljaanne
Rubriik
Litsents
Eesti Haridusteaduste Ajakirja autorid nõustuvad allpool esitatud tingimustega.
- Ajakirjas avaldatud artiklitele on tagatud vaba juurdepääs Creative Commons Attribution-NonCommercial-NoDerivs 3.0 litsentsiga määratud õiguste mahus.
- Autor loovutab ajakirjale tasuta tema poolt loodud artikli varalised õigused, sh õiguse artikli (1) avaldamisele ja levitamisele, (2) üldsusele kättesaadavaks tegemisele ja eksponeerimisele, (3) avalikule esitamisele.
- Autoril on õigus Eesti Haridusteaduste Ajakirja eelneval nõusolekul sõlmida lepinguid kolmandate isikutega publitseeritud artikli säilitamiseks raamatukogu repositooriumis või avaldamiseks raamatu peatükina. Nõudeks on teiseses töös viitamine esmasele allikale, st artiklile Eesti Haridusteaduste Ajakirjas.
- Pärast artikli ilmumist ajakirjas on autoritel lubatud avaldada Internetis (nt oma veebilehel) motiveeritud mahus tsitaate ning levitada linke koos korrektse viitega ajakirjas ilmunud artiklile (vt Open Access).
