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Bhroin, Niamh Ni; Staksrud, Elisabeth & Krutzinna, Jenny
(2023).
ySKILLS – Children and young people (aged 12-17)'s digital skills: Evidence-based recommendations for policy and practice. .
zenodo.
doi:
10.5281/zenodo.10252368.
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Bhroin, Niamh Ni; Staksrud, Elisabeth & Krutzinna, Jenny
(2023).
ySKILLS – Children and young people (aged 12-17)'s Digital Skills: Evidence-based recommendations for policy and practice. Multimedia report.
zenodo.
doi:
10.5281/zenodo.10217529.
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Rege, Mari; Telle, Kjetil Elias; Staksrud, Elisabeth; Vigerust, Elisabeth; Osberg, Jens Andresen & Neeraas, Inger Lise
[Show all 8 contributors for this article]
(2022).
Kriseberedskap krever en datadrevet forvaltning i normaltid.
Dagens næringsliv.
ISSN 0803-9372.
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Staksrud, Elisabeth
(2022).
Om å håpe på en «reject».
Forskningsetikk.
ISSN 1502-6353.
2022(2),
p. 25–25.
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Ní Bhroin, Niamh & Staksrud, Elisabeth
(2021).
CO:RE Compass for Research Ethics.
Show summary
The CO:RE Compass for Research Ethics complements the CO:RE Conversation on Research Ethics, taking place via blog posts and exchanges in webinars and social media, and is a continuously growing resources base providing helpful materials and resources for researchers, students and members of the public. Here and in our CO:RE Conversation activities, we discuss the ethical issues that one encounters in practice, and build a resource base that investigates and evaluates potential solutions to these issues.
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Ingierd, Helene; Aarli, Ragna; Staksrud, Elisabeth; Mikkelsen, Øyvind; Dyb, Grete & Anfinset, Nils
(2020).
Hvor ble det av forskningsetikken?
Aftenposten (morgenutg. : trykt utg.).
ISSN 0804-3116.
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Milosevic, Tijana; Olafsson, Kjartan; Ni Bhroin, Niamh & Staksrud, Elisabeth
(2020).
Technology use and happiness: the case of the Nordic child. .
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Ingjerd, Helene; Aarli, Ragna; Staksrud, Elisabeth; Mikkelsen, Øyvind; Dyb, Grete & Anfinset, Nils
(2020).
Hvor ble det av forskningsetikken?
Aftenposten (morgenutg. : trykt utg.).
ISSN 0804-3116.
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Nilsen, Lisa Govasli; Hafstad, Gertrud Sofie; Staksrud, Elisabeth & Dyb, Grete
(2018).
Bruk av sosiale medier etter terror.
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Staksrud, Elisabeth
(2017).
Digital sosial kapital.
In Bendiksen, Stian Carstens; Helseth, Sverre & Lundgren, Charlotte (Ed.),
Oppvekstrapporten 2017. Økte forskjeller - gjør det noe?.
Barne-, ungdoms- og familiedirektoratet.
ISSN 978-82-8286-317-9.
p. 76–89.
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Staksrud, Elisabeth
(2016).
Forfriskende ærlig om forskere.
Forskningsetikk.
ISSN 1502-6353.
17(2),
p. 30–30.
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Livingstone, Sonia & Staksrud, Elisabeth
(2015).
Please share (because we care). Privacy issues in social networking.
Connect-World.
II,
p. 9–10.
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Staksrud, Elisabeth
(2015).
Counting children. On research methodology, ethics and policy development.
In Fossheim, Hallvard & Ingierd, Helene C. (Ed.),
Internet Research Ethics.
Cappelen Damm Akademisk.
ISSN 978-82-02-48035-6.
p. 98–121.
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Staksrud, Elisabeth
(2014).
15 år med trygg bruk/15 years with Safer Internet [Safer Internet 12-14 Final Report Safer Internet Centre Norway].
Medietilsynet.
p. 10–13.
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Staksrud, Elisabeth
(2014).
Rett til å bli sett.
Tidsskrift for barnesykepleiere.
ISSN 1502-4989.
18(1),
p. 8–10.
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Staksrud, Elisabeth
(2014).
Hvordan har du det egentlig på Internett i dag?
Aftenposten (morgenutg. : trykt utg.).
ISSN 0804-3116.
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Staksrud, Elisabeth
(2014).
The Nordic media literacy model - seemingly sober?
In Carlsson, Ulla (Eds.),
Medie- och informationskunnighet i Norden: En nyckel till demokrati och yttrandefrihet.
Nordicom.
ISSN 978-91-86523-88-6.
p. 151–158.
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Enjolras, Bernard ; Steen-Johnsen, Kari; Staksrud, Elisabeth; Midtbøen, Arnfinn Haagensen; Trygstad, Sissel Charlotte & Utheim, Maria
[Show all 8 contributors for this article]
(2014).
Ytringsfrihet – men ikke om jobben.
Aftenposten (morgenutg. : trykt utg.).
ISSN 0804-3116.
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Staksrud, Elisabeth
(2013).
Når englebarnet ditt er en djevelunge.
Bergens Tidende.
ISSN 0804-8983.
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Staksrud, Elisabeth
(2011).
Barn og Internett: Mye risiko, lite skade.
Aftenposten (morgenutg. : trykt utg.).
ISSN 0804-3116.
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Staksrud, Elisabeth & Livingstone, Sonia
(2011).
A-B-Cyberspace. Can children ever be safe on social networking sites?
Public Service Review : European Union.
22,
p. 610–611.
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Staksrud, Elisabeth
(2010).
Hva slags ungdom vil vi ha?
In Torp, Elisabeth & Brækken, Gaute (Ed.),
Grenser som skaper.
IKO-Forlaget AS.
ISSN 978-82-8249-025-2.
p. 85–91.
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Staksrud, Elisabeth
(2009).
Hva slags barn vil vi ha?
In Røys, Heidi Grande (Eds.),
Delte meninger. Om nettets sosiale side.
Universitetsforlaget.
ISSN 9788215014968.
p. 178–191.
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Staksrud, Elisabeth
(2009).
Problematic conduct: juvenile delinquency on the internet.
In Livingstone, Sonia & Haddon, Leslie (Ed.),
Kids online Opportunities and risks for children.
Policy Press.
ISSN 9781847424389.
p. 147–157.
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Staksrud, Elisabeth
(2008).
Social networking, risk and safety- a road paved with paradoxes.
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Staksrud, Elisabeth
(2008).
Children as online (ab)users.
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Staksrud, Elisabeth
(2006).
Uten en tråd.
Dagens næringsliv.
ISSN 0803-9372.
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Staksrud, Elisabeth
(2006).
16 things statistics have taught me about children and safe use.
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Krutzinna, Jenny; Englund, Nora Josefine Botten & Staksrud, Elisabeth
(2023).
«Snakker ikke til deg!» - Faktorer som hindrer at barn
og unge forteller voksne om ubehagelige netthendelser,
med særlig vekt på seksuelle krenkelser. Rapport fra prosjektet prosjekt – kartlegging og analyser av norske barn og risiko på internett 2021-2022 Oppfølging av strategi mot internettrelaterte overgrep mot barn, støttet av Justis- og beredskapsdepartementet.
UiO.
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Livingstone, Sonia; Stoilova, Mariya; Stänicke, Line Indrevoll; Jessen, Reidar Schei; Graham, Richard & Staksrud, Elisabeth
[Show all 7 contributors for this article]
(2022).
Young people experiencing internet-related mental health difficulties: the benefits and risks of digital skills.
Leuven University Press.
Full text in Research Archive
Show summary
Most research on digital skills concerns typically-developing young people. This project asks whether digital skills, as conceptualised by the wider ySKILLS project, improve or undermine the wellbeing of adolescents with lived experience of diverse mental health difficulties such as self-harm, depression and anxiety, eating disorders, excessive internet use, grooming and sexual abuse.
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Rege, Mari; Telle, Kjetil Elias; Staksrud, Elisabeth; Neeraas, Inger Lise; Osberg, Jens Andresen & Vigerust, Elisabeth
[Show all 8 contributors for this article]
(2022).
Juridiske og etiske problemstillinger knyttet til innsamling, tilgjengeliggjøring, deling og bruk av data, samt bruk av randomiserte forsøk, i kriser.
Kunnskapsdepartementet.
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Barbovschi, Monica; Ní Bhroin, Niamh; Chronaki, Despina; Cibocci, Lana; Farrugia, Lorleen & Lauri, Mary-Anne
[Show all 10 contributors for this article]
(2021).
Young people’s experiences with sexual messages online: Prevalence, types of sexting and emotional responses.
Universitetet i Oslo.
ISSN 9788257062026.
Show summary
This report presents research about sexual communication, taking account of the increasingly personal and privatised use of mobile technologies (Mascheroni & Ólafsson, 2014), the young age at which children start using the internet (Chaudron, 2015; Marsh et al., 2018), and the new services accessible to them. We present findings from the latest EU Kids Online survey in 18 countries (data collection conducted 2017-2019) (Smahel et al., 2020), including a sample of 12,611 adolescents aged 12 to 16 who answered questions about sexual messages online. ● One interesting finding is that many young people enjoy sexting (Smahel et al., 2020). While flirting and boasting have always characterised young people’s lives, the internet and social media facilitate these processes in new ways. This presents both new opportunities and risks for children and young people, including potential negative consequences for their wellbeing and mental health (Hasebrink et al., 2011). ● An average of 22% of all young people report receiving sexual messages in the past year. 6% report sending or posting sexts themselves while 4% asked others for sexual information. 13% were asked for sexual information about themselves when they did not want to answer such requests. ● Our results show that youth who engage in active sexting (where they initiate communication, i.e. sending, requesting or posting sexts online where other people can see them) live in less positive home and school environments. They also tend to find online spaces to be safer venues for connecting with others and expressing themselves (including through sexual communication). Research to date has primarily investigated sending and posting sexual messages and images as feminine behaviour (or being ”a girl thing”). However, we find that boys are more likely than girls to send, post, and request sexual messages in the countries included in our survey. At the same time, we find that girls of all ages tend to be significantly more upset about receiving sexual messages than boys. Our questionnaire aimed to progress research about sexual communication beyond the prevalence of sexting experiences and engagements. Importantly, we asked participants how they perceived sexual messages. A wide range of feelings, both potentially negative and positive, were acknowledged in this way. ● Unwanted sexual messages tend to be received by girls, who are older and display a preference for online communication. They are also more likely to experience cyber-victimisation, report more sensation-seeking, feel less safe in their homes and online, and have more emotional difficulties. Our findings suggest that the receipt of unwanted sexual messages is not an isolated problem and may be associated with an increased risk of exposure to other forms of victimization. Practitioners working with adolescents should acknowledge the phenomenon of unwanted sexual requests, and probe the possible co-occurrence of this with other negative online experiences. Finally, relevant sexual education is urgently needed to ensure that young people develop skills, including critical and informed responses to sexualized digital communication.
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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.
European Commission Joint Research Centre.
ISSN 978-92-76-29763-5.
Full text in Research Archive
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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/.
Universitetet i Oslo.
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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/.
Universitetet i Oslo.
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Barbovschi, Monica & Staksrud, Elisabeth
(2020).
The experiences of Norwegian youth (aged 9 to 17) with sexual content online .
Institutt for medier og kommunikasjon.
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.
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Machackova, Hana; Blaya, Catherine; Bedrosova, Marie; Smahel, David & Staksrud, Elisabeth
(2020).
Children's experiences with cyberhate.
EU Kids Online.
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
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Smahel, David; Machackova, Hana; Mascheroni, Giovanna; Dedkova, Lenka; Staksrud, Elisabeth & Olafsson, Kjartan
[Show all 8 contributors for this article]
(2020).
EU Kids Online 2020. Survey results from 19 countries.
EU Kids Online.
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.
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Barbovschi, Monica & Staksrud, Elisabeth
(2020).
The experiences of Norwegian adolescents with online sexual messages.
Universitetet i Oslo.
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.
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Staksrud, Elisabeth & Ólafsson, Kjartan
(2019).
Tilgang, bruk, risiko og muligheter. Norske barn på Internett. Resultater fra EU Kids Online-undersøkelsen i Norge 2018.
Institutt for medier og kommunikasjon.
Full text in Research Archive
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Livingstone, Sonia; Mascheroni, Giovanna & Staksrud, Elisabeth
(2015).
Developing a framework for researching children’s online risks and opportunities in Europe.
EU Kids Online, LSE.
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.
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O'Neill, Brian & Staksrud, Elisabeth
(2014).
Final Recommendations for policy.
London School of Economics and Political Science.
Full text in Research Archive
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Staksrud, Elisabeth
(2014).
Kan voksne skape vennskap på nett?
Utdanningsdirektoratet.
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Staksrud, Elisabeth
(2014).
Anbefalinger til Kulturdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014.
Medietilsynet.
ISSN 9788291977263.
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Staksrud, Elisabeth
(2014).
Anbefalinger til Barne-, likestillings og inkluderingsdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014.
Medietilsynet.
ISSN 9788291977256.
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Staksrud, Elisabeth; Steen-Johnsen, Kari; Enjolras, Bernard ; Gustafsson, Maria Helena; Ihlebæk, Karoline Andrea & Midtbøen, Arnfinn Haagensen
[Show all 9 contributors for this article]
(2014).
Ytringsfrihet i Norge : Holdninger og erfaringer i befolkningen : Resultater fra befolkningsundersøkelsen 2014.
Institutt for samfunnsforskning/Fritt Ord.
ISSN 978-82-7763-443-2.
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.
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Livingstone, Sonia; Ponte, Cristina; Kirwil, L & Staksrud, Elisabeth
(2013).
In their own words: What bothers children online?
London School of Economics and Political Science.
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.
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Staksrud, Elisabeth
(2012).
Children and the Internet: Risk, Regulation, Rights.
Universitetet i Oslo.
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Livingstone, Sonia; Ólafsson, Kjartan & Staksrud, Elisabeth
(2011).
Social Networking, Age and Privacy.
London School of Economics.
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.
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Staksrud, Elisabeth & Lobe, Bojana
(2010).
Evaluation of the Implementation of the Safer Social Networking Principles for the EU Part I: General Report.
European Commission.
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.
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Lobe, Bojana & Staksrud, Elisabeth
(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.
European Commission.
Full text in Research Archive
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Staksrud, Elisabeth; Livingstone, Sonia & Haddon, Leslie
(2007).
What Do We Know about Children’s Use of Online Technologies? A Report on Data Availability and Research Gaps in Europe.
EUkids online.
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.
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Staksrud, Elisabeth
(1999).
Ideology of survival: freedom of expression, Internet regulation, and political legitimization in Singapore.
Institutt for Medier og Kommunikasjon.