Session Information
16 SES 05.5 A, General Poster Session
General Poster Session
Contribution
With the increasing use of information and communication technologies, cybercrimes against children have also increased. Online risky behavior can take many forms: making personal data available to other subjects, sharing visual material with the general public, engaging in online discussions with sexual undertones and vulgar comments, and establishing new friendships with unknown people (Ybarra et al., 2007; Kopecký et al., 2021).
Wylęgły (2021) mentions anonymity as a possible risky aspect of leading potentially to the development of cybercrime, an unlimited range of users, and the universality of Internet access. Kopecký et al. (2020) also consider, among other things, the use of fictitious identities, so-called equality of status, synchronous and asynchronous online communication, and social multiplicity in communication with an undetermined number of users to be risky. The very issue of sharing has thus gained attention in recent years not only in the field of law (Lavorgna et al., 2023; Bezáková et al., 2021) but also in the field of pedagogical sciences (Brosch, 2018; Kopecký et al., 2020; Kopecký et al., 2023). This contribution focuses on the experiences and possible risks of sharing among lower secondary school pupils in the Czech Republic.
Sharing adolescents' data on social networks can bring, in addition to positive benefits, specific threats, such as threats to privacy, integrity, the right to one's own identity, and personality development. It can negatively affect not only privacy but also a good name, the very development of personality and image (Ordóñez Pineda & Calva Jiménez, 2020). Sharing, which can be defined as the publication of much detailed information about adolescents in the form of photos, videos, and posts through social media, can violate children's privacy (Brosh, 2018) and lead to several other negative phenomena, such as frustration (Ouvrein & Verswijvel, 2019) or child abuse as a tool for creating extremist and hateful content (Kopecký et al., 2020).
In the field of pedagogical research, children's privacy is associated with the protection of personal data and is often linked to the issue of sharing, which violates children's privacy (Brosh, 2018; Kopecký et al., 2020; Kopecký et al., 2023), but also another possible risks such as exclusion from the collective due to the inability to use the Internet, the risk of increasing aggression, sexual coercion, threats to privacy, identity theft, and new forms of surveillance and exploitation are mentioned.
General description on research questions, objectives and theoretical framework (up to 600 words)
Research questions and problems:
• What do students think about sharing information and other content (photos, videos, etc.) about their privacy and personal data on the Internet, social networks, and other online services?
• What is the students' opinion about the possible risks of sharing information and other content about their privacy and personal data on the Internet, social networks, and other online services?
• What experience do students have with sharing information and other content about their privacy and personal data on the Internet, social networks, and other online services?
The main goal of the contribution is to find out and describe the basic aspects, topics and experiences of elementary school students connected with sharing privacy and personal data on the Internet, social networks and other on-line services.
Sub-research objectives:
• To find out the opinions of pupils in terms of how they constitute and shape opinions on sharing privacy and personal data in cyberspace
• Analyze the students' opinions
Method
Research design: Qualitative research design Research method: Interpretative phenomenological analysis - IPA Data collection method: Semi-structured interview - through open-ended questions with the aim to leave room for respondents' self-expression. IPA method: (Šuráňová In: Gulová, Šíp, 2013, pp. 109-111) 1. Transcription of interviews and their repeated reading. 2. Taking notes and writing down observations on interviews (descriptive, linguistic, conceptual). 3. Development of identified themes. 4. Searching for relationships between discovered topics. 5. Moving on to the next case – new terminology and the language of the next respondent. 6. Finding themes (patterns) across cases. Analysis phases: (Šuráňová In: Gulová, Šíp, 2013, pp. 109-111) 1. Transcription and reading of respondents' statements - analysis of statements and statements from individual respondents. 2. Recognizing and identifying themes and patterns emerging from the conversation, focusing on similarities, differences, standard features, etc. 3. Developing a dialogue between the researcher and the coded data about the respondents' connotations. 4. Developing structure, patterns, and relationships between individual topics. 5. The use of supervision, collaboration with the respondent, or audit to verify and develop the coherence and acceptability of interpretations. 6. Transcription and documentation of source citations – list of individual topics (graphically, in a simple structure or table). 7. Reflection of perceptions, concepts, and processes that influenced the interpretation of data analysis.
Expected Outcomes
Expected outputs – goals oriented towards practical application On an intellectual level, the aim is to point out the relevance and importance of the topic of sharing private and personal data in cyberspace among pupils and, above all, their opinions on sharing not only by themselves but also by those around them (parents, teachers, classmates, friends, and other persons), which can result in the emergence and development of risky phenomena such as cyber bullying, cyber grooming, etc. The information obtained from the semi-structured interviews and their subsequent analysis can be used to prevent risky phenomena in cyberspace, develop pupils' critical thinking, and develop digital literacy. The knowledge gained through this research will contribute to researchers' understanding of sharing privacy and personal data and possible risky phenomena.
References
Bezáková, Z., Madleňák, A., & Švec, M. (2021). Security risks of sharing content based on minors by their family members on social media in times of technology interference. Media Literacy and Academic Research: scientific journal, 4(1), 53-69. Brosch, A. (2018). Sharenting – Why Do Parents Violate Their Children’s Privacy? The New Educational Review, 54(4), 75-85. https://doi.org/10.15804/tner.2018.54.4.06 Gulová, L., & Šíp, R. (Eds.). (2013). Výzkumné metody v pedagogické praxi. Grada. Kopecky, K., Szotkowski, R., Aznar-Díaz, I., & Romero-Rodríguez, J. -M. (2020). The phenomenon of sharenting and its risks in the online environment. Experiences from Czech Republic and Spain. Children and Youth Services Review, 110. https://doi.org/10.1016/j.childyouth.2020.104812 Kopecký, K., Szotkowski, R., & Dobešová, P. (2021). Riziková komunikace a seznamování českých dětí v kyberprostoru. Univerzita Palackého v Olomouci. Kopecký, K., Szotkowski, R., Mičková, H., & Nováková, A. (2022). Sharenting u českých rodičů: výzkumná zpráva. Centrum prevence rizikové virtuální komunikace, Pedagogická fakulta Univerzity Palackého v Olomouci. https://e-bezpeci.cz/index.php/ke-stazeni/vyzkumne-zpravy/158-sharenting-u-ceskych-rodicu-2022/file Kopecký, K., Szotkowski, R., Mičková, H., & Krejčí, V. (2023). Sharenting among Czech parents and its risks. Pediatrie pro praxi, 24(1), 8-12. https://doi.org/10.36290/ped.2023.011 Lavorgna, A., Ugwudike, P., & Tartari, M. (2023). Online sharenting: Identifying existing vulnerabilities and demystifying media reported crime risks. Sage Journals, 19(4). https://doi.org/https://doi.org/10.1177/17416590221148448 Ordóñez Pineda, L., & Calva Jiménez, S. (2020). Amenazas a la privacidad de los menores de edad a partir del Sharenting. Revista Chilena de Derecho y Tecnología, 9(2), 105-130. https://doi.org/10.5354/0719-2584.2020.55333 Ouvrein, G., & Verswijvel, K. (2019). Sharenting: Parental adoration or public humiliation? A focus group study on adolescents' experiences with sharenting against the background of their own impression management. Children and Youth Services Review, 99, 319-327. https://doi.org/10.1016/j.childyouth.2019.02.011 Wylęgły, K. (2021). The Internet - a risk-taking space for university students. Journal of Education Culture and Society, 12(1), 413-425. https://doi.org/10.15503/jecs2021.1.413.425 Ybarra, M. L., Mitchell, K. J., Finkelhor, D., & Wolak, J. (2007). Internet Prevention Messages. Archives of Pediatrics & Adolescent Medicine, 161(2). https://doi.org/10.1001/archpedi.161.2.138D
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.