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Comparing Children's Online Opportunities and Risks Across Europe

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Comparing Children's Online Opportunities and Risks Across Europe Co-funded by the European Union %5+IDS/NLINE Comparing children's online opportunities and risks across Europe European Research on Cultural, Contextual and Risk Issues in Children’s Safe Use of the Internet and New Media (2006-2009) A project funded by the EC Safer Internet Plus Programme – http://ec.europa.eu/saferinternet www.eukidsonline.netwwwwwwww.e Comparing children's online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online Second edition, 2009 Editors Uwe Hasebrink, Sonia Livingstone, Leslie Haddon and Kjartan Ólafsson Contributors Verónica Donoso, Cédric Fluckiger, Carmelo Garitaonandia, Maialen Garmendia, Jos de Haan, Leslie Haddon, Uwe Hasebrink, Lucyna Kirwil, Yiannis Laouris, Benoit Lelong, Sonia Livingstone, Bojana Lobe, Jivka Marinova, Helen McQuillan, Kjartan Ólafsson, Pille Pruulmann-Vengerfeldt, Katia Segers, José Alberto Simões, Vaclav Stetka, Liza Tsaliki, Anna Van Cauwenberge, Thomas Wold. This is a report from the EU Kids Online network For a complete list of participants, see Annex B Please cite this report as follows: Hasebrink, U., Livingstone, S., Haddon, L. and Ólafsson, K.(2009) Comparing children’s online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online . LSE, London: EU Kids Online (Deliverable D3.2, 2 nd edition) ISBN 978-0-85328-406-2 European Research on Cultural, Contextual and Risk Issues in Children's Safe Use of the Internet and New Media EU Kids Online is a project funded by the EC Safer Internet plus programme (http://ec.europa.eu/information_society/activities/sip/index_en.htm ) from 2006-2009. It examines research carried out in 21 member states into how children and young people use the Internet and new media. This three-year collaboration aims to identify comparable research findings across Europe and to evaluate the social, cultural and regulatory influences affecting both risks and children’s and parents' responses to them, in order to inform policy. It will chart available data, indicate gaps and identify factors that shape the research capability of European research institutions. Finally, it will examine methodological issues relating to cross-cultural analyses and the study of children’s online experience in order to develop a best practice guide to research. For more information see www.eukidsonline.net 1 Contents Executive summary......................................................................................................................3 1. Introduction...........................................................................................................................6 1.1. European children’s online activities..............................................................................6 1.2. A comparative approach to research.............................................................................6 1.3. The EU Kids Online network..........................................................................................6 1.4. Online risks and opportunities .......................................................................................7 1.5. Structure of the research field........................................................................................7 1.6. Classifying risks and opportunities.................................................................................8 1.7. Varieties of cross-national comparison..........................................................................9 1.8. The organisation of this report.....................................................................................11 2. Children and young people’s internet use: Comparing across countries ............................12 2.1. Access and usage .......................................................................................................12 2.2. Risks and opportunities ...............................................................................................21 2.3. Attitudes and skills.......................................................................................................34 2.4. Mediation by parents, teachers and peers...................................................................37 2.5. Conclusions.................................................................................................................45 3. Explaining differences and commonalities between countries............................................57 3.1. Media Environment......................................................................................................57 3.2. Internet regulation and promotion................................................................................61 3.3. Public discourses.........................................................................................................66 3.4. Values and attitudes ....................................................................................................70 3.5. Educational system......................................................................................................71 3.6. Background factors......................................................................................................77 3.7. Applying Qualitative Comparative Analysis .................................................................83 3.8. Towards a systematic model of contextual factors ......................................................87 4. Conclusions ........................................................................................................................88 4.1. Overview......................................................................................................................88 4.2. Summary of findings from the comparative analysis....................................................88 4.3. Classification of countries in terms of children’s online risk .........................................90 4.4. Contextual explanations for cross-national differences................................................91 4.5. Commentary on the comparative process ...................................................................94 5. Bibliography........................................................................................................................96 Annex A: EU Kids Online ...........................................................................................................99 Annex B: Network members ....................................................................................................100 Annex C: Template for country reports ....................................................................................101 Annex D: Summary tables from country reports ......................................................................106 2 Executive summary Overview in a country, the more they are likely to use it also at school, and vice versa. With 75% of European children using the internet, some celebrate their youthful expertise while others worry that • The evidence across Europe shows that, they are vulnerable to new forms of harm. Policies to notwithstanding considerable cross-national balance the goals of maximising opportunities and differences in children’s internet use, the more parents minimising risks require an evidence-based approach. use the internet, the more children do so also. This applies at both a national level (i.e. countries where Funded by the European Commission’s Safer Internet parents are more likely to use the internet are also Programme, EU Kids Online (2006-9) is a thematic network countries where children are more likely to use it) and that aimed to identify, compare and draw conclusions from at an individual level (i.e. if an individual parent uses existing and ongoing research on children and online the internet, especially at home, they are more likely to technologies conducted in Europe. have a child who uses it). It was concluded that This report seeks to identify and explain the pattern of parents use the internet both in order to encourage cross-national similarities and differences in children’s their children and because they have been online use, skills, opportunities, risks and safety. To do so, encouraged to do so by their children. it draws on a sizable evidence base in Europe, collated Online opportunities across 21 countries. • Across Europe, a fair body of research evidence A series of key research questions and hypotheses were suggests that adults and children agree that children examined in relation to the available findings across use the internet as an educational resource, for Europe. These permit some general conclusions (i.e. entertainment, games and fun, for searching for global cross-national similarities) which hold, with exceptions, and information and for social networking, sharing notwithstanding the limitations on data quality, across the experiences with distant others. Other opportunities European countries examined. (e.g. user-generated content creation or concrete The evidence also reveals a range of cross-national forms of civic participation), are less common. differences in relation to children’s online use and risk • especially. For these, EU Kids Online first sought to classify These opportunities were classified into 12 cells countries and then to explain the observed differences according to the motives of those providing online through contextual information. The Safer Internet contents and services and the relation of the child (as Programme’s 2005 and 2008 Eurobarometer surveys of
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