Elisabeth Staksrud

• Staksrud, Elisabeth (2013). Children in the Online WorldRisk, Regulation, Rights. Ashgate.  ISBN 978-1-4094-2550-2.  252 s. Show summary

  What is online risk? How can we best protect children from it? Who should be responsible for this protection? Is all protection good? Can Internet users trust the industry? These and other fundamental questions are discussed in this book. Beginning with the premise that the political and democratic processes in a society are affected by the way in which that society defines and perceives risks, Children in the Online World offers insights into the contemporary regulation of online risk for children (including teens), examining the questions of whether such regulation is legitimate and whether it does in fact result in the sacrifice of certain fundamental human rights. The book draws on representative studies with European children concerning their actual online risk experiences as well as an extensive review of regulatory rationales in the European Union, to contend that the institutions of the western European welfare states charged with protecting children have changed fundamentally, at the cost of the level of security that they provide. In consequence, children at once have more rights with regard to their personal decision making as digital consumers, yet fewer democratic rights to participation and protection as ‘digital citizens’. A theoretically informed, yet empirically grounded study of the relationship between core democratic values and the duty to protect young people in the media-sphere, Children in the Online World will appeal to scholars and students across the social sciences with interests in new technologies, risk and the sociology of childhood and youth.

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• Mikuška, Jakub; Smahel, David; Dedkova, Lenka; Staksrud, Elisabeth; Mascheroni, Giovanna & Tijana, Milosevic (2020). Social relational factors of excessive internet use in four European countries. International Journal of Public Health.  ISSN 1661-8556.  65 . doi: 10.1007/s00038-020-01484-2
• Staksrud, Elisabeth & Olafsson, Kjartan (2020). Is It Me, or Is It You? Exploring Contemporary Parental Worries in Norway, In Liza Tsaliki & Despina Chronaki (ed.),  Discourses of Anxiety over Childhood and Youth across Cultures.  Palgrave Macmillan.  ISBN 978-3-030-46435-6.  13.  s 323 - 325
• Staksrud, Elisabeth; Olafsson, Kjartan & Milosevic, Tijana (2020). Children as Crowbar? Justifying Censorship on the Grounds of Child Protection. Nordic Journal of Human Rights.  ISSN 1891-8131.  38(2), s 159- 173 . doi: 10.1080/18918131.2020.1777770
• Fransson, Elisabeth; Martinsen, Trond Jakob & Staksrud, Elisabeth (2019). Rape in the age of the Internet, In Marie Bruvik Heinskou; Kari Stefansen & May-Len Skilbrei (ed.),  Rape in the Nordic Countries: Continuity and Change.  Routledge.  ISBN 9780429467608.  12.  s 189 - 204 Full text in Research Archive.
• Milosevic, Tijana; O'Neill, Brian & Staksrud, Elisabeth (2019). Narratives of Industry Responses to Cyberbullying: Perspectives on Self-regulation from and About the Industry, In Heidi Vandebosch & Lelia Green (ed.),  Narratives in Research and Interventions on Cyberbullying among Young People.  Springer Nature.  ISBN 978-3-030-04959-1.  Chapter 15.  s 229 - 243
• Staksrud, Elisabeth (2019). Digital dømmekraft og etiske refleksjoner i barnehagen, I: Henriette Jæger; Margareth Sandvik & Ann-Hege Lorvik Waterhouse (red.),  Digitale barnehagepraksiser Teknologier, medier og muligheter.  Cappelen Damm Akademisk.  ISBN 978-82-02-63216-8.  11.  s 213 - 231
• Staksrud, Elisabeth (2019). Top ten types of informed consent your supervisor never told you about. Journal of Children and Media.  ISSN 1748-2798.  13(4), s 490- 493 . doi: 10.1080/17482798.2019.1669298 Full text in Research Archive.
• Kofoed, Jette & Staksrud, Elisabeth (2018). ‘We always torment different people, so by definition, we are no bullies’: The problem of definitions in cyberbullying Research.. New Media & Society.  ISSN 1461-4448.  0(0) . doi: doi:10.1177/1461444818810026 Full text in Research Archive. Show summary

  Abstract In this article, we investigate the power of prevailing definitions within the research Field of cyberbullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyberbullying and its consequences. We analyse how the definition of cyberbullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings. The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyberbullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work. Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives. Keywords Bullying, children, cyberbullying, definitions, education, ethical engagement, Internet, risk, victim, youth

• Livingstone, Sonia; Mascheroni, Giovanna & Staksrud, Elisabeth (2018). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society.  ISSN 1461-4448.  20(3), s 1103- 1122 . doi: 10.1177/1461444816685930 Full text in Research Archive.
• Nilsen, Lisa Govasli; Hafstad, Gertrud Sofie; Staksrud, Elisabeth & Dyb, Grete (2018). Five reasons for using social media among young terror survivors: Results from the Utøya study. Computers in Human Behavior.  ISSN 0747-5632.  84, s 285- 294 . doi: 10.1016/j.chb.2018.03.006
• Ólafsson, Kjartan; Green, Lelia & Staksrud, Elisabeth (2018). Is big brother more at risk than little sister? The sibling factor in online risk and opportunity. New Media & Society.  ISSN 1461-4448.  20(4), s 1360- 1379 . doi: 10.1177/1461444817691531 Full text in Research Archive.
• Staksrud, Elisabeth (2018). Mediepanikk og mediepedagogikk, I: Vegard Frantzen & Daniel Schofield (red.),  Mediepedagogikk og mediekompetanse. Danning og læring i en ny mediekultur.  Fagbokforlaget.  ISBN 9788245020731.  12.  s 269 - 282
• Bulger, Monica; Burton, Patrick; O'Neill, Brian & Staksrud, Elisabeth (2017). Where policy and practice collide: Comparing US, South African and European Union approaches to protecting children online. New Media & Society.  ISSN 1461-4448.  19(5), s 750- 764 . doi: 10.1177/1461444816686325 Full text in Research Archive.
• Goerzig, Anke; Milosevic, Tijana & Staksrud, Elisabeth (2017). Cyberbullying Victimization in Context: The Role of Social Inequalities in Countries and Regions. Journal of Cross-Cultural Psychology.  ISSN 0022-0221.  48(8), s 1198- 1215 . doi: 10.1177/0022022116686186 Full text in Research Archive.
• Staksrud, Elisabeth (2017). Et gagns digitalt menneske?, I: Bård Ketil Engen; Tonje Hilde Giæver & Louise Mifsud (red.),  Digital Dømmekraft.  Gyldendal Akademisk.  ISBN 9788205491809.  11.  s 168 - 183
• Staksrud, Elisabeth (2017). Researching CAM: our Herculean task, In  Children, Adolescents, and Media: The future of research and action.  RoutledgeFalmer.  ISBN 978-1138234208.  17.  s 136 - 141
• Staksrud, Elisabeth & Milosevic, Tijana (2017). Adolescents and Children in Global Media Landscape: From Risks to Rights. Annals of the International Communication Association.  ISSN 2380-8985.  s 1- 7 . doi: 10.1080/23808985.2017.1387503 Full text in Research Archive.
• Lundby, Knut & Staksrud, Elisabeth (2016). Medier og kommunikasjon, I: Ivar Frønes & Lise Kjølsrød (red.),  Det norske samfunn, bind 3.  Gyldendal Akademisk.  ISBN 9788205496927.  Kapittel 37.  s 226 - 249
• Staksrud, Elisabeth (2016). Researching CAM: our Herculean task. Journal of Children and Media.  ISSN 1748-2798.  10(1), s 132- 137 . doi: 10.1080/17482798.2015.1121890
• Staksrud, Elisabeth & Ólafsson, Kjartan (2016). Hva kjennetegner europeiske barn som har erfaring med nettsider hvor folk diskuterer måter å ta sitt eget liv på?. Suicidologi.  ISSN 1501-6994.  21(2), s 36- 43 . doi: 10.5617/suicidologi.3892
• Livingstone, Sonia; Kirwil, Lucyna; Ponte, Cristina & Staksrud, Elisabeth (2015). Em suas próprias palavras: o que preocupa as crianças on-line?, I:  CADERNOS DE DEBATE DA CLASSIFICAÇÃO INDICATIVA.  MINISTÉRIO DA JUSTIÇA.  ISBN 978-85-5506-004-5.  4.  s 72 - 98 Full text in Research Archive.
• Livingstone, Sonia; Kirwil, Lucyna; Ponte, Cristina & Staksrud, Elisabeth (2014). In their own words: What bothers children online?. European Journal of Communication.  ISSN 0267-3231.  29(3), s 271- 288 . doi: 10.1177/0267323114521045 Full text in Research Archive. Show summary

  In an open-ended survey question to European 9- to 16-year-olds, some 10,000 children reported a range of risks that concern them on the internet. Pornography (named by 22% of children who mentioned risks), conduct risk such as cyber-bullying (19%) and violent content (18%) were at the top of children’s concerns. The priority given to violent content is noteworthy insofar as this receives less attention than sexual content or bullying in awareness-raising initiatives. Many children express shock and disgust on witnessing violent, aggressive or gory online content, especially that which graphically depicts realistic violence against vulnerable victims, including from the news. Video-sharing websites such as YouTube were primary sources of violent and pornographic content. The findings discussed in relation to children’s fear responses to screen media and the implications for the public policy agenda on internet safety are identified.

• Staksrud, Elisabeth (2014). En demokratisk blindsone?, I: Liv Hausken; Trine Krigsvoll Haagensen & Sara Elina Rundgren Yazdani (red.),  Fra Terror til Overvåking.  Vidarforlaget AS.  ISBN 978-82-7990-233-1.  Kapittel 5.  s 129 - 156
• Staksrud, Elisabeth (2014). Teaching CAM: From "The Ideal" to "The Real". Journal of Children and Media.  ISSN 1748-2798.  8(4), s 501- 504 . doi: 10.1080/17482798.2014.953755
• Staksrud, Elisabeth (2014). Агрессия в цифре. Дети в информационном обществе. Deti v informacionnom obŝestve.  ISSN 2313-075X.  16, s 24- 36
• Enli, Gunn & Staksrud, Elisabeth (2013). PSB Serving Children. Past, Present and Future, In Ulla Carlsson (ed.),  Public service media from a Nordic horizon : politics, markets, programming and users.  Nordicom.  ISBN 978-91-89471-85-6.  Chapter 7.  s 117 - 130
• Livingstone, Sonia; Ólafsson, Kjartan & Staksrud, Elisabeth (2013). Risky Social Networking Practices Among "Underage" Users: Lessons for Evidence-Based Policy. Journal of Computer-Mediated Communication.  ISSN 1083-6101.  18(3), s 303- 320 . doi: 10.1111/jcc4.12012
• O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (2013). Introduction, In Brian O'Neill; Elisabeth Staksrud & Sharon McLaughlin (ed.),  Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes.  Nordicom.  ISBN 978-91-86523-72-5.  Introduksjon.  s 11 - 20
• Staksrud, Elisabeth (2013). European principles of protection: Convergent media protection in divergent media cultures – Is breastfeeding in computer games sex?. International Journal of Media & Cultural Politics.  ISSN 1740-8296.  9(3), s 315- 323 . doi: 10.1386/macp.9.3.315_3
• Staksrud, Elisabeth (2013). Forskning på barns bruk av Internett. Metodiske og etiske utfordringer, I: Hallvard Fossheim; Jacob Hølen & Helene Ingierd (red.),  Barn i forskning - Etiske dimensjoner.  De nasjonale forskningsetiske komiteene.  ISBN 978-82-7682-066-9.  Kapittel 3.  s 73 - 108
• Staksrud, Elisabeth (2013). Online grooming legislation: Knee-jerk regulation?. European Journal of Communication.  ISSN 0267-3231.  28(2), s 152- 167 . doi: 10.1177/0267323112471304
• Staksrud, Elisabeth & Kirksæther, Jørgen (2013). Filtering & Content Classification, In Brian O'Neill; Elisabeth Staksrud & Sharon McLaughlin (ed.),  Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes.  Nordicom.  ISBN 978-91-86523-72-5.  1.  s 23 - 37
• Staksrud, Elisabeth & Kirksæther, Jørgen (2013). 'He who buries the little girl wins!' - Moral panics as double jeopardy. The Case of Rule of Rose, In Chas Critcher; Jason Huges; Julian Petley & Amanda Rohloff (ed.),  Moral Panics in the Contemporary World.  Bloomsbury Academic.  ISBN 9781623568931.  Kapittel 7.  s 145 - 167
• Staksrud, Elisabeth; Livingstone, Sonia & Ólafsson, Kjartan (2013). Does the use of social networking sites increase children’s risk of harm?. Computers in Human Behavior.  ISSN 0747-5632.  29(1), s 40- 50 . doi: 10.1016/j.chb.2012.05.026
• Staksrud, Elisabeth & Ólafsson, Kjartan (2013). Awareness. Strategies, Mobilization and Effectiveness, In Brian O'Neill; Elisabeth Staksrud & Sharon McLaughlin (ed.),  Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes.  Nordicom.  ISBN 978-91-86523-72-5.  3.  s 57 - 76
• O'Neill, Brian & Staksrud, Elisabeth (2012). Policy implications and recommendations: Now what?, In Sonia Livingstone; Leslie Haddon & Anke Gorzig (ed.),  Children, risk and safety on the internet. Research and policy challenges in comparative perspective.  Policy Press.  ISBN 9781847428820.  Chapter 26.  s 339 - 354
• Staksrud, Elisabeth (2012). "Mamma - hvorfor er TV så kjedelig?" Internett i barnehagen: om muligheter, risiko, moralsk panikk og digital lek, I: Henriette Jæger & Jan Ketil Torgersen (red.),  Medialisert barndom. Digital kultur i barnehagen.  Universitetsforlaget.  ISBN 978-82-15-02025-9.  Kapittel.  s 157 - 168
• Staksrud, Elisabeth (2011). Norske barn på Internett: Høy risiko - liten skade?. Nordicom Information.  ISSN 0349-5949.  33(4), s 59- 70
• Staksrud, Elisabeth & Livingstone, Sonia (2009). Children and online risk: Powerless victims or resourceful participants?. Information, Communication & Society.  ISSN 1369-118X.  12(3), s 364- 387 Full text in Research Archive. Show summary

  Research on the risks associated with children’s use of the internet often aim to inform policies of risk prevention. Yet paralleling the effort to map the nature extent of online risk is a growing unease that the goal of risk prevention tends support an over-protective, risk-averse culture that restricts the freedom of online exploration that society encourages for children in other spheres. It is central to adolescence that teenagers learn to anticipate and cope with risk - in short, to resilient. In this article, we inquire into children and teenagers’ responses after have experienced online content or contact risks. Pan-European findings show especially in Northern European countries with high internet access, parental perceptions of likelihood of online risk to their child is negatively associated with their perceived ability to cope. A comparison of representative surveys conducted among children in three relatively ‘high risk’ countries (Norway, Ireland and the United Kingdom) found that although the frequency of exposure to perceived risks, especially content risks, is fairly high, most children adopt positive (e.g. help from friends) or, more commonly, neutral (e.g. ignoring the experience) strategies to cope, although a minority exacerbate the risks (e.g. passing risky on to friends). Most strategies tend to exclude adult involvement. Significant differences in both risk and coping are found by gender and age across these countries, pointing to different styles of youthful risk management.

• Staksrud, Elisabeth & Livingstone, Sonia (2009). I bambini davanti ai rischi della Rete. Vittime inermi o partecipanti competenti?. Comunicazioni Sociali.  ISSN 0392-8667.  Settembre-Dicembre(3), s 274- 298 Show summary

  La recherche sur les risques que l’Internet peut représenter pour les enfants a souvent le but d’inspirer les politiques visant à promouvoir la sécurité dans le monde complexe des médias numériques. Toutefois, il n’est pas rare qu’à la tentative de documenter la nature et l’étendue des dangers réels, correspondent des cadres de réglementation informés par une culture de hyper protection qui limite considérablement la liberté des enfants dans l’exploration des possibilités offertes par le web. Comme il est essentiellement impossible de créer un réseau totalement exempte de risques, il devient important pour les enfants d’être capables de les anticiper et éventuellement d’y répondre de manière proactive. Dans cet article, nous étudions les réactions émotionnelles et les actions mises en place par les enfants et les adolescents qui, au cours de leur navigation, ont rencontré des circonstances potentiellement dangereuses pour leur sécurité physique et psychologique. Les résultats internationales montrent que, en particulier dans les pays du Nord caractérisés par un haut accès à Internet, les parents qui perçoivent des risques en ligne ont tendance également à abriter peu de confiance dans la capacité de leurs enfants à les gérer positivement. L’article présente une comparaison des résultats de trois enquêtes menées sur des échantillons représentatifs de jeunes utilisateurs d’Internet dans les pays à incidence élevée du risque en ligne (Norvège, l’Irlande et Grande-Bretagne). L’analyse a révélé que, malgré la fréquence assez élevée de l’exposition aux dangers du réseau, il ya beaucoup d’enfants qui les confrontent en adoptant des stratégies positives (par exemple, demandant l’aide d’amis) ou neutres (sans tenir compte de cette expérience), alors que seulement une minorité a des comportements qui peut augmenter le niveau de danger (par exemple en indiquant le contenu à des amis). On a également montré comment les différences dans la perception des risques et des stratégies pour les gérer sont reconductibles à des variables sociodémographiques comme l’âge et le sexe dont l’importance agit transversalement aux différents contextes locaux.

• Staksrud, Elisabeth (2008). Children, Internet, pornography and policy. International Journal of Media & Cultural Politics.  ISSN 1740-8296.  4(3), s 397- 402
• Staksrud, Elisabeth (2008). Fairytale parenting: Contextual factors influencing children's online self-representation, In Knut Lundby (ed.),  Digital Storytelling, Mediatized Stories: Self-representations in New Media.  Peter Lang Publishing Group.  ISBN 978-1-4331-0273-8.  13.  s 233 - 249
• Staksrud, Elisabeth (2002). Ytringsfrihet og sensur på Internett : politisk regulering og kommersiell filtrering, I:  Digital makt.  Gyldendal Akademisk.  ISBN 82-05-30678-8.  4.  s 64 - 94
• Staksrud, Elisabeth (2001). How to censor the Internet, In Gunnar Liestøl & Terje Rasmussen (ed.),  Internett i endring.  Novus Forlag, Oslo.  ISBN 82-7099-344-1.  Kapittel.
• Staksrud, Elisabeth (1999). Nettanarkiets herskere?, I: Kristin Braa; Per Hetland & Gunnar Liestøl (red.),  netts@mfunn.  Tano Aschehoug.  ISBN 82-518-3938-6.  Kapittel.  s 129 - 140

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• Staksrud, Elisabeth (2016). Children in the Online World: Risk, Regulation, Rights. Routledge.  ISBN 9781409425502.  252 s. Show summary

  What is online risk? How can we best protect children from it? Who should be responsible for this protection? Is all protection good? Can Internet users trust the industry? These and other fundamental questions are discussed in this book. Beginning with the premise that the political and democratic processes in a society are affected by the way in which that society defines and perceives risks, Children in the Online World offers insights into the contemporary regulation of online risk for children (including teens), examining the questions of whether such regulation is legitimate and whether it does in fact result in the sacrifice of certain fundamental human rights. The book draws on representative studies with European children concerning their actual online risk experiences as well as an extensive review of regulatory rationales in the European Union, to contend that the institutions of the western European welfare states charged with protecting children have changed fundamentally, at the cost of the level of security that they provide. In consequence, children at once have more rights with regard to their personal decision making as digital consumers, yet fewer democratic rights to participation and protection as ’digital citizens’. A theoretically informed, yet empirically grounded study of the relationship between core democratic values and the duty to protect young people in the media-sphere, Children in the Online World will appeal to scholars and students across the social sciences with interests in new technologies, risk and the sociology of childhood and youth.

• O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (ed.) (2013). Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom.  ISBN 978-91-86523-72-5.  335 s.
• Staksrud, Elisabeth (2013). Children in the Online WorldRisk, Regulation, Rights. Ashgate.  ISBN 978-1-4094-2550-2.  252 s. Show summary

  What is online risk? How can we best protect children from it? Who should be responsible for this protection? Is all protection good? Can Internet users trust the industry? These and other fundamental questions are discussed in this book. Beginning with the premise that the political and democratic processes in a society are affected by the way in which that society defines and perceives risks, Children in the Online World offers insights into the contemporary regulation of online risk for children (including teens), examining the questions of whether such regulation is legitimate and whether it does in fact result in the sacrifice of certain fundamental human rights. The book draws on representative studies with European children concerning their actual online risk experiences as well as an extensive review of regulatory rationales in the European Union, to contend that the institutions of the western European welfare states charged with protecting children have changed fundamentally, at the cost of the level of security that they provide. In consequence, children at once have more rights with regard to their personal decision making as digital consumers, yet fewer democratic rights to participation and protection as ‘digital citizens’. A theoretically informed, yet empirically grounded study of the relationship between core democratic values and the duty to protect young people in the media-sphere, Children in the Online World will appeal to scholars and students across the social sciences with interests in new technologies, risk and the sociology of childhood and youth.

• Staksrud, Elisabeth (2013). Digital mobbing: Hvem Hvor, Hvordan, Hvorfor – og hva kan voksne gjøre?. Kommuneforlaget AS.  ISBN 9788244621762.  174 s.
• Schultz Larsen, Ole; Deschington, Hilde; Frank, Karin; Herheim, Åste & Staksrud, Elisabeth (2011). Psykologi 2. Aschehoug & Co.  ISBN 9788203339271.  2400 s.

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• Elvestad, Eiri; Staksrud, Elisabeth & Ólafsson, Kjartan (2021). Digitalt foreldreskap i Norge. Full text in Research Archive.
• Lobe, Bojana; Velicu, Anca; Staksrud, Elisabeth; Chaudron, Stephane & Rosanna, Di Gioia (2021). How children (10-18) experienced online risks during the Covid-19 lockdown - Spring 2020: Key findings from surveying families in 11 European countries. Full text in Research Archive.
• Barbovschi, Monica & Staksrud, Elisabeth (2020). Barbovschi, Monica, Staksrud, Elisabeth (2020). The experiences of Norwegian adolescents with online sexual messages. EU Kids Online and the Department of Media and Communication, University of Oslo. https://www.hf.uio.no/imk/english/resear ch/projects/eu-Kids-onlineIV/publications/2020/.
• Barbovschi, Monica & Staksrud, Elisabeth (2020). The experiences of Norwegian adolescents with online sexual messages. Full text in Research Archive. Show summary

  Summary This report presents the findings about Norwegian adolescents’ experiences with sexual messages, including sending/ receiving such messages, and their feelings about those experiences, drawing on data collected in 2018 in the EU Kids Online project, with 1001 children aged 9 to 17. Only adolescents 11 to 17 were asked questions about sexual messages (n=790). Although the overall percentage of adolescents who receive sexual messages has increased (32% compared to 20% in 2010), a relatively low number of younger adolescents engage in sexual communication (7% for 11-12 year olds, no increase from 2010). Part of the sexual communication Norwegian adolescents experience is consensual and part of their exploration and sexual development; however, some of it is not. Almost 25% were upset about receiving sexual messages, most of them girls. Moreover, about the same percentage were asked to send sexual information about themselves when they did not want to. Several factors were put in connection with adolescents experiencing unwanted sexual solicitations, among which: digital skills, parental mediation, (adolescents’ perceptions of a supportive) family and school environment, and cyberbullying. The results show that different adolescents are impacted differently by different factors. Experiencing online aggression (cyberbullying) has the greatest impact on adolescents experiencing unwanted sexual communication, which indicates a pattern of vulnerability which migrates across different risks. Moreover, gender differences were apparent as well, with girls experiencing more protective effects from family and school environments, as well as due to increased digital skills (only older girls). However, the same factors were not relevant for boys in terms of experiencing fewer unwanted requests. In terms of practical implications, addressing toxic peer cultures which perpetuate bullying and victimisation is needed for children to experience positive environments both online and offline. Encouraging a supportive family environment, while important for all children, is particularly relevant for boys to be able to talk about their negative experiences.

• Barbovschi, Monica & Staksrud, Elisabeth (2020). The experiences of Norwegian youth (aged 9 to 17) with sexual content online. Full text in Research Archive. Show summary

  Summary This report presents the findings about Norwegian adolescents’ experiences with sexual content, including how many saw sexual content, what they consider to be sexual content, where they saw it, how they felt about it and whether their experience was intentional or not. The results are based on data collected in 2018 in the EU Kids Online project, with a representative sample of 1001 children aged 9 to 17. The findings show how the overall percentage of young people who reported seeing sexual content has decreased (40% compared to 46% in 2010), the highest decrease being noticed for the younger children (8% in 2018 compared to 20% in 2010 for 9-10 year olds, and 12% for 11-12 year olds, compared to 26% in 2010). Young people’s perceptions of what ‘counts as’ sexual content vary - some include sexual content that shows people having sex (i.e. pornography), but also images and drawings of naked people (i.e. erotic art). Norwegian children report seeing sexual content via devices connected to the internet, but also on TV, accidental pop-ups, online sharing platforms, or pornographic websites. On average, boys declared having looked intentionally at sexual content more than girls. Of those who saw sexual content, more than half declared they felt nothing special, while girls report being more upset than boys about seeing sexual content (44% versus 18%). More than half of the 9-12 year olds declare they do not know what they felt about seeing sexual content, indicating that younger children need help in discerning what feels OK and what does not feel OK for them. Several factors were investigated to understand more which children feel bothered. Girls who have lower digital skills and who report more restrictive parental mediation tend to be more upset. However, the most significant predictors of girls reporting being upset were having been cyberbullied in the past year and having seen harmful user-generated content online (i.e. ways to be very thin, ways to do self-harm). In terms of practical implications, creating spaces where conversations about sexual content and young people’s sexuality can happen is paramount for them developing positive attitudes towards sexuality and resilience in dealing with unwanted experiences. Finally, addressing poly-victimisation (i.e. the same children experiencing a range of bothersome, risky or harmful things) is needed in order to protect the most vulnerable children.

• Barbovschi, Monica & Staksrud, Elisabeth (2020). The experiences of Norwegian youth (aged 9-17) with sexual content online. EU Kids Online and the Department of Media and Communication, University of Oslo. https://www.hf.uio.no/imk/english/research/projects/eu-Kids-online-IV/publications/2020/.
• Ingierd, Helene; Aarli, Ragna; Staksrud, Elisabeth; Mikkelsen, Øyvind; Dyb, Grete & Anfinset, Nils (2020). Hvor ble det av forskningsetikken?. Aftenposten.no.
• Ingjerd, Helene; Aarli, Ragna; Staksrud, Elisabeth; Mikkelsen, Øyvind; Dyb, Grete & Anfinset, Nils (2020). Hvor ble det av forskningsetikken?. Aftenposten.no.
• Machackova, Hana; Blaya, Catherine; Bedrosova, Marie; Smahel, David & Staksrud, Elisabeth (2020). Children's experiences with cyberhate. Show summary

  We present the findings about cyberhate experiences among 11 to 17 year olds from 10 European countries: Czech Republic, Finland, Flanders, France, Italy, Lithuania, Norway, Poland, Romania, and Slovakia. We investigated cyberhate exposure, which is the experience of encountering hateful content online but not necessarily feeling victimized by it. We revealed that:  There are large differences in the exposure to cyberhate among countries. In France, 21% of children reported that they have been exposed to some hateful content online, but the same was reported by 59% of children in the Czech Republic.  There are also differences in the frequency of the exposure to cyberhate. Daily or weekly exposure was reported by 5% in Italy and Slovakia and 18% in the Czech Republic.  The differences between boys and girls in the cyberhate exposure are not consistent across countries. In Norway and Slovakia, more boys reported that they have been exposed to some hateful content online, while in Romania, slightly more girls reported the same. In other countries, the differences between boys and girls are minimal.  In all countries, older children are more often exposed to cyberhate than younger children. The differences between the youngest and oldest children are sometimes large, such as more than 30 percentage points in the Czech Republic, Norway, Poland, and Romania. We also focused on cyberhate victimization, which is when people are and feel targeted by hateful content online. We found that:  Cyberhate victimization is much less prevalent than exposure to cyberhate content. The experience of cyberhate victimization varied between 3% in Italy and 13% in Poland. Daily or weekly victimization was reported by less than 2% of children in all countries.  There are no gender differences in cyberhate victimization in most of countries. In Poland and Romania, only slightly more boys reported that they had been exposed to some hateful content online (the difference of 3 and 4 percentage points, respectively).  The differences between age groups are also quite small for cyberhate victimization. There is almost no age difference in most of countries. However, in Poland, more older children experience cyberhate victimization than younger children (the difference of 7 percentage points). Finally, we investigated cyberhate aggression, which is when people create, post, or disseminate hateful content online.  Cyberhate aggression is less prevalent than cyberhate victimization: between 1% (Italy) and 8% (Poland, Romania) of children reported that they acted as cyberhate aggressors. Most aggressors reported that they had perpetrated cyberhate only a few times.  There are only small gender differences in cyberhate aggression: in the Czech Republic and Poland, slightly more boys behaved as aggressors (the difference of 5 and 6 percentage points, respectively). In other countries the difference was negligible.  In Norway, cyberhate aggression only very slightly increases with age. On the other hand, in Romania, slightly more younger children than older children reported that they acted as cyberhate aggressors (the difference

• Milosevic, Tijana; Olafsson, Kjartan; Ni Bhroin, Niamh & Staksrud, Elisabeth (2020). Technology use and happiness: the case of the Nordic child..
• Smahel, David; Machackova, Hana; Mascheroni, Giovanna; Dedkova, Lenka; Staksrud, Elisabeth; Olafsson, Kjartan; Livingstone, Sonia & Hasebrink, Uwe (2020). EU Kids Online 2020. Survey results from 19 countries. Full text in Research Archive. Show summary

  EU Kids Online 2020: Survey results from 19 countries. This report maps the internet access, online practices, skills, online risks and opportunities for children aged 9–16 in Europe. Teams of the EU Kids Online network collaborated between autumn 2017 and summer 2019 to conduct a major survey of 25,101 children in 19 European countries.

• Staksrud, Elisabeth & Ólafsson, Kjartan (2019). Tilgang, bruk, risiko og muligheter. Norske barn på Internett. Resultater fra EU Kids Online-undersøkelsen i Norge 2018.
• Nilsen, Lisa Govasli; Hafstad, Gertrud Sofie; Staksrud, Elisabeth & Dyb, Grete (2018). Bruk av sosiale medier etter terror.
• Staksrud, Elisabeth (2017). Digital sosial kapital, I: Stian Carstens Bendiksen; Sverre Helseth & Charlotte Lundgren (red.),  Oppvekstrapporten 2017. Økte forskjeller - gjør det noe?.  Barne-, ungdoms- og familiedirektoratet.  ISBN 978-82-8286-317-9.  4.  s 76 - 89
• Hvinden, Bjørn; Enebakk, Vidar; Fjørtoft, Kjersti; Holand, Ingegerd; Johnsen, Roar; Kolstad, Ivar; Nevøy, Anne; Skilbrei, May-Len Østbye; Sandmo, Erling Sverdrup; Staksrud, Elisabeth; Tande, Knut Martin; Ulleberg, Pål; Øyum, Lisbeth; Bang, Kirsten Johanne & Monsen, Tor Harald (2016). Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi.
• Staksrud, Elisabeth (2016). Forfriskende ærlig om forskere. Forskningsetikk.  ISSN 1502-6353.  17(2), s 30- 30
• Staksrud, Elisabeth (2016). Youth 2.0: Social Media and Adolescence—Connecting, Sharing and Empowering. Journal of Children and Media.  ISSN 1748-2798.  s 1- 4 . doi: 10.1080/17482798.2016.1234730
• Livingstone, Sonia; Mascheroni, Giovanna & Staksrud, Elisabeth (2015). Developing a framework for researching children’s online risks and opportunities in Europe. Full text in Research Archive. Show summary

  In this report, we discuss how the original EU Kids Online analytical model was constructed. We review key findings produced from qualitative and quantitative research by EU Kids Online before discussing the rationale for a revised model that reflects the findings better and raises new questions for research. We conclude that future research should examine the following 12 research priorities: 1. Factors relating to children’s identity and resources, beyond demographic variables 2.New modes of access to the internet, as this becomes more mobile, personalised, pervasive. 3.A multidimensional analysis of digital skills and literacies and their significance for well-being. 4. A rethinking of the ‘ladder of opportunities’ to identify whether and when children undertake more ambitious creative or civic online activities. 5. New kinds of online risks including risks to their personal data, privacy issues and online reputation management. 6. The interplay between children’s digital practices and proprietary policies and mechanisms. 7. Children’s desire to experiment and transgress boundaries, to grasp children’s agency online. 8. Extending the analysis of how parents mediate their children’s internet use to the potential importance of other socialising agents. 9. Extending research on 9-to 16-year olds to much younger children’s use of digital media. 10. Research on sociotechnological innovations in smart/wearable/ubiquitous everyday devices. 11. The implications of digital engagement as it may reconfigure (undermine or enhance, alter or diversify) children’s wellbeing in the long term. 12. Relate the research agenda on children’s online access, risks and opportunities to the broader agenda of children’s rights – to provision, participation and protection – in the digital age.

• Livingstone, Sonia & Staksrud, Elisabeth (2015). Please share (because we care). Privacy issues in social networking.. Connect-World.  II, s 9- 10
• Staksrud, Elisabeth (2015). Counting children. On research methodology, ethics and policy development, In Hallvard Fossheim & Helene C. Ingierd (ed.),  Internet Research Ethics.  Cappelen Damm Akademisk.  ISBN 978-82-02-48035-6.  Chapter 5.  s 98 - 121
• Enjolras, Bernard; Steen-Johnsen, Kari; Staksrud, Elisabeth; Midtbøen, Arnfinn Haagensen; Trygstad, Sissel Charlotte; Utheim, Maria; Sætrang, Synne & Gustafsson, Maria Helena (2014). Ytringsfrihet – men ikke om jobben. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• O'Neill, Brian & Staksrud, Elisabeth (2014). Final Recommendations for policy. Full text in Research Archive.
• Staksrud, Elisabeth (2014). 15 år med trygg bruk/15 years with Safer Internet [Safer Internet 12-14 Final Report Safer Internet Centre Norway]. Medietilsynet.  s 10- 13
• Staksrud, Elisabeth (2014). Anbefalinger til Barne-, likestillings og inkluderingsdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014.
• Staksrud, Elisabeth (2014). Anbefalinger til Kulturdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014.
• Staksrud, Elisabeth (2014). Hvordan har du det egentlig på Internett i dag?. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• Staksrud, Elisabeth (2014). Kan voksne skape vennskap på nett?.
• Staksrud, Elisabeth (2014). Rett til å bli sett. Tidsskrift for barnesykepleiere.  ISSN 1502-4989.  18(1), s 8- 10
• Staksrud, Elisabeth (2014). The Nordic media literacy model - seemingly sober?, In Ulla Carlsson (ed.),  Medie- och informationskunnighet i Norden: En nyckel till demokrati och yttrandefrihet.  Nordicom.  ISBN 978-91-86523-88-6.  16.  s 151 - 158
• Staksrud, Elisabeth; Steen-Johnsen, Kari; Enjolras, Bernard; Gustafsson, Maria Helena; Ihlebæk, Karoline Andrea; Midtbøen, Arnfinn Haagensen; Sætrang, Synne; Trygstad, Sissel & Utheim, Maria (2014). Ytringsfrihet i Norge : Holdninger og erfaringer i befolkningen : Resultater fra befolkningsundersøkelsen 2014. Rapport – Institutt for samfunnsforskning. 2014. Full text in Research Archive. Show summary

  Denne rapporten presenterer hovedresultatene fra den representative befolkningsundersøkelsen gjennomført som en del av det Fritt Ord-støttede prosjektet «Status for ytringsfriheten i Norge – Fritt Ords monitorprosjekt». Den presenterer også data fra fire andre spørreundersøkelser gjennomført av prosjektet. Rapporten er strukturert etter åtte ulike hovedtema: Tillit og trygghet, ytringsfriheten veid opp mot andre hensyn, ytringsfrihetens grenser, erfaringer med ytringsfrihet, befolkningens holdninger til trusler om terror, overvåkning og kontroll, medier og ytringsfrihet og arbeidsliv og ytringsfrihet.

• Green, Leila; Brady, Danielle; Holloway, Donell; Staksrud, Elisabeth & Ólafsson, Kjartan (2013). What bothers Australian kids online? Children comment on bullies, porn and violence.
• Livingstone, Sonia; Ponte, Cristina; Kirwil, L & Staksrud, Elisabeth (2013). In their own words: What bothers children online?. Show summary

  Summary Nearly 10,000 children told us about what upsets them and their friends online. Their responses were diverse, revealing a long list of concerns. Pornography (named by 22% of children who told us of risks) and violent content (18%) top children’s online concerns. Overall, boys appear more bothered by violence than girls, while girls are more concerned with contact-related risks. Violence receives less public attention than sexual material, but many children are concerned about violent, aggressive or gory online content. They reveal shock and disgust on seeing cruelty, killings, abuse of animals and even the news – since much is real rather than fictional violence, this adds to the depth of children’s reactions. As children told us, video-sharing websites are often associated with violent and pornographic content, along with a range of other contentrelated risks. Among the children who linked risks to specific internet platforms, 32% mentioned video-sharing sites such as YouTube, followed by websites (29%), social networking sites (13%) and games (10%). Children’s mention of risks rises markedly from nine to 12 years old. Younger children are more concerned about content and other risks. As they get older they become more concerned about conduct and contact risks. These are linked in many children’s minds to the use of social networking sites such as Facebook. Concern about risks is higher among children from ‘high use, high risk’ countries. Policy implications are identified and discussed.

• Staksrud, Elisabeth (2013). Når englebarnet ditt er en djevelunge. Bergens Tidende.  ISSN 0804-8983.
• Staksrud, Elisabeth (2012). Children and the Internet: Risk, Regulation, Rights.
• Livingstone, Sonia; Ólafsson, Kjartan & Staksrud, Elisabeth (2011). Social Networking, Age and Privacy. Show summary

  Summary Social networking sites (SNS) are popular among European children: 38% of 9-12 year olds and 77% of 13-16 year olds have a profile. Facebook is used by one third of 9-16 year old internet users. Age restrictions are only partially effective, although there are many differences by country and SNS. One in five 9-12 year olds have a Facebook profile, rising to over 4 in 10 in some countries. The report also shows that:  Younger children are more likely than older to have their profile ‘public’. A quarter of 9-12 year old SNS users have their profile ‘set to public’.  Parental rules for SNS use, when applied, are partly effective, especially for younger children.  A quarter of SNS users communicate online with people unconnected to their daily lives, including one fifth of 9-12 year old SNS users.  One fifth of children whose profile is public display their address and/or phone number, twice as many as for those with private profiles.  The features designed to protect children from other users if needed are not easily understood, by many younger and some older children.

• Staksrud, Elisabeth (2011). Barn og Internett: Mye risiko, lite skade. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• Staksrud, Elisabeth & Livingstone, Sonia (2011). A-B-Cyberspace. Can children ever be safe on social networking sites?. Public Service Review : European Union.  22, s 610- 611
• Lobe, Bojana & Staksrud, Elisabeth (ed.) (2010). Evaluation of the Implementation of the Safer Social Networking Principles for the EU Part II: Testing of 20 Providers of Social Networking Services in Europe. Full text in Research Archive.
• Staksrud, Elisabeth (2010). Hva slags ungdom vil vi ha?, I: Elisabeth Torp & Gaute Brækken (red.),  Grenser som skaper.  IKO-Forlaget AS.  ISBN 978-82-8249-025-2.  Kapittel 7.  s 85 - 91
• Staksrud, Elisabeth & Lobe, Bojana (2010). Evaluation of the Implementation of the Safer Social Networking Principles for the EU Part I: General Report. Full text in Research Archive. Show summary

  Executive Summary • This report is a part of the European Commission’s commitment to and support of the self-regulatory initiative from social networks to implement “Safer Social Networking Principles” signed by 20 social networking companies in 2009.The report analyzes the 19 self-declarations1 submitted by the signatories of the Principles as well as 25 of the services offered among these companies in order to give an overview of the general level of implementation. All services have been tested in their original language version by a team of 13 national and two lead experts. • The report consists of two parts – the first part gives an overall analysis of findings across the services evaluated. The second part consists of individual testing reports for all SNSs that have signed the agreement. • Comparing the compliance between the Principles and what is reported in the selfdeclaration reports excellent compliance is found with eight SNSs, eight services have good compliance, five services have fair compliance, and one service has poor compliance. • On an overall level, the compliance between what is stated in the self-declaration reports against what is found on the services themselves is assessed with the following results: • Excellent compliance is found with two SNSs, ten services have good compliance, ten services have fair compliance, while no service is assessed as having poor compliance between the self-declaration and what was found on the service during testing. • Principle 3 (“empower users”) Principle 6 (“Encourage safe use approach to Privacy”) are the principles best implemented. Also Principle 1 (“Raise awareness”) has a high score on compliance. • Principle 2 (“Age-appropriate services”) and Principle 4 (“Easy to use mechanisms for reporting violations”) are assessed to be the principles where the compliance between what is stated in the self-declaration and what is observed on the service itself is the lowest, as the majority of services are assessed to be partially compliant. • Comparing the self-declaration reports with the services themselves, there is a general under-reporting on measures and tools available on the site. On the negative side this indicates that the self-declaration reports are incomplete; on the positive side more relevant safety measures are available to the ordinary user than stated by the SNSs.

• Staksrud, Elisabeth (2009). Hva slags barn vil vi ha?, I: Heidi Grande Røys (red.),  Delte meninger. Om nettets sosiale side.  Universitetsforlaget.  ISBN 9788215014968.  Kap. 11.  s 178 - 191
• Staksrud, Elisabeth (2009). Problematic conduct: juvenile delinquency on the internet., In Sonia Livingstone & Leslie Haddon (ed.),  Kids online Opportunities and risks for children.  Policy Press.  ISBN 9781847424389.  12.  s 147 - 157
• Staksrud, Elisabeth; Livingstone, Sonia; Haddon, Leslie & Kjartan, Ólafsson (ed.) (2009). What Do We Know About Children’s Use of Online Technologies? A Report on Data Availability and Research Gaps in Europe (2nd edition).
• Staksrud, Elisabeth (2008). Children as online (ab)users.
• Staksrud, Elisabeth (2008). Social networking, risk and safety- a road paved with paradoxes.
• Staksrud, Elisabeth; Livingstone, Sonia & Haddon, Leslie (ed.) (2007). What Do We Know about Children’s Use of Online Technologies? A Report on Data Availability and Research Gaps in Europe. Show summary

  What do we know about children and the Internet in Europe? The report provide a detailed analysis of original empirical research identified and coded in EU Kids Online’s online repository - 235 studies in all. It aims to inform policy-makers, practitioners and academics about the nature of the evidence base, research availability and the key gaps. Pressing gaps are identified regarding younger users, new kinds of risk, and mobile/new technologies, as well as a paucity of research in some countries.

• Staksrud, Elisabeth (2006). 16 things statistics have taught me about children and safe use.
• Staksrud, Elisabeth (2006). Uten en tråd. Dagens næringsliv.  ISSN 0803-9372.
• Staksrud, Elisabeth (1999). Ideology of survival: freedom of expression, Internet regulation, and political legitimization in Singapore.

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