One of the clearest effects of the Internet revolution is the change of the way we think about some daily concepts. Traditional notions of privacy, communication, responsibility, identity or education have acquired new meanings, which should be considered from a pedagogical point of view. The concept of privacy, neglected on postmodernism, has become a key aspect because of ICT. It is defined as something that makes humans be singular, what allow us conceive to an individual as different from the amorphous and anonymous mass.

            The digital society is a new milestone on the history of human privacy. ICT are blurring the lines of intimacy. Contributions such as Bronfenbrenner´s theory, where there were more or less clear barriers between different systems, or the Aristotelian conception of friendship, to what real friends could be counted on the fingers of one hand, seem to be questioned. The possibility of sharing almost everything makes teenagers hard to understand what should be shared with friends, family or strangers, or how to differentiate contexts: professional, academic, social, public or private, as well as what is important or irrelevant. Technology has contributed to the suppression of the shyness, and personal data that a few years ago were told after weeks, months or years, is communicated very fast today on the Internet (O´Sullivan, 2012).

            A recent research by Cannarella and Spechler (2014) asserts that in three years Facebook will lose 80% of users. Although making predictions about ICT is risky, it seems that if Facebook is empty it will be because other new social network has taken its place. In this sense, Madden et al. (2013), from Berkman Center for Internet & Society, show that the use of these tools has grown during last years. In Spain, the Internet is used by the 71,6% of the general population, and the 97,4% of the people between 16 and 24 years old (Fundación Telefónica, 2014).

            According to García (1980), the rise of intimacy takes place on the adolescence. Although the child discover him/herself as different from others, this vital stage finished when a major cognitive development allows the apparition of introspection and self-reflective thought (Coleman and Hendry, 2007). For this reasons, educators should reflect on the effects of the Internet and social networks on the development and the way the teenagers are taking care of their intimacy.

            The aim of this paper is, on the one hand, to present some results of a Spanish study about how teenagers are using social networks, particularly with respect to the way they protect their privacy and intimacy, and how the human behavior is changing on the confluence of the public and the private sphere. On the other hand, these results are compared with other similar studies from different countries of Europe and United States in order to provide an international perspective of this issue. Finally, we propose a practical strategy that could be used with teenagers to foster a deep and critical reflection about the intimacy and internet: the transmedia storytelling (Jenkins, 2010).

            Narrations are an incomparable strategy that helps individuals understand the world, as well as their selves as human beings. Telling and reading stories is not only a ludic activity, but also a human need. Noddings (2002) and Nussbaum (2012) describe literature as an opportunity to moral learning and a privileged access to the universal culture, which goes beyond our own community. Modern technology has modified the way we tell stories and it gives us a new tool that can be used in education in diverse ways and platforms that produce a transmedia and deeper experience, which increases its formative capacity.

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