‘Stranger danger’ komt niet overeen met privacyzorgen van jeugd
Online privacy is een hot issue. Welke informatie geven we vrij, welke liever niet? En hoe zit het met kinderen en jongeren? Terecht debat, maar nieuw pedagogisch onderzoek toont bij de tweens, jongeren die hangen tussen kind en puber, de zorg voor en kennis over privacy beter is dan verwacht:
Most kids are well aware of risks, and make “fairly sophisticated” decisions about privacy settings based on advice and information from their parents, teachers, and friends. They differentiate between people they don’t know out in the world (distant strangers) and those they don’t know in the community, such as high school students in their hometown (near strangers). Marisa, for example, a 10-year old interviewed in the study (who technically is not allowed to use Facebook), “enjoys participating in virtual worlds and using instant messenger and Facebook to socialize with her friends — and is keenly aware of the risks — especially those related to privacy.” She’s doesn’t share highly sensitive personal information on her Facebook profile and actively blocks certain people. (bron)
Abstract van het onderzoek gepubliceerd in het journal Learning, Media and Technology:
There is considerable debate about young people’s concern for privacy today, given their frequent use of social media to share information and other content about themselves and others. While researchers have investigated the online privacy practices of teens and emerging adults, relatively little is known about the attitudes and behaviors of younger youth. Drawing on interviews with 42 middle school students, or ‘tweens’, we explore how youth in this age group think about and manage privacy issues online, as well as the messages they report hearing from educators about online privacy. Our findings suggest that most tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online. Further, tweens’ online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers. We discuss the educational implications of these findings.
Dit stuk verscheen onder andere titel op X, Y of Einstein.