Elisabeth Staksrud

• Milosevic, Tijana; Ní Bhroin, Niamh; Ólafsson, Kjartan; Staksrud, Elisabeth & Wachs, Sebastian (2022). Time spent online and children’s self-reported life satisfaction in Norway: The socio-ecological perspective. New Media & Society. ISSN 1461-4448. p. 1–22. doi: 10.1177/14614448221082651. Full text in Research Archive
• Staksrud, Elisabeth & Milosevic, Tijana (2022). Social Networking Sites and Children's Social Development . In Smith, Peter K. & Hart, Craig H. (Ed.), The Wiley-Blackwell Handbook of Childhood Social Development, 3rd Edition. Wiley-Blackwell. ISSN 978-1-119-67898-4. p. 707–726.
• Ní Bhroin, Niamh; Dinh, Thuy; Thiel, Kira; Lampert, Claudia; Staksrud, Elisabeth & Ólafsson, Kjartan (2022). The Privacy Paradox by Proxy: Considering Predictors of Sharenting. Media and Communication. ISSN 2183-2439. 10(1), p. 371–383. doi: 10.17645/mac.v10i1.4858. Full text in Research Archive
• Staksrud, Elisabeth (2021). Sexual Images, Risk and Perception Among Youth – A Nordic Example. In Green, Lelia; Holloway, Donell; Stevenson, Kylie; Leaver, Tama & Haddon, Leslie (Ed.), The Routledge Companion to Digital Media and Children. Routledge. ISSN 9781138544345. p. 549–561.
• 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), p. 159–173. doi: 10.1080/18918131.2020.1777770.
• Staksrud, Elisabeth & Olafsson, Kjartan (2020). Is It Me, or Is It You? Exploring Contemporary Parental Worries in Norway. In Tsaliki, Liza & Chronaki, Despina (Ed.), Discourses of Anxiety over Childhood and Youth across Cultures . Palgrave Macmillan. ISSN 978-3-030-46435-6. p. 323–325. doi: https%3A/doi.org/10.1007/978-3-030-46436-3_14.
• 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 (2019). Digital dømmekraft og etiske refleksjoner i barnehagen. In Jæger, Henriette; Sandvik, Margareth & Waterhouse, Ann-Hege Lorvik (Ed.), Digitale barnehagepraksiser Teknologier, medier og muligheter . Cappelen Damm Akademisk. ISSN 978-82-02-63216-8. p. 213–231.
• Fransson, Elisabeth; Martinsen, Trond Jakob & Staksrud, Elisabeth (2019). Rape in the age of the Internet. In Heinskou, Marie Bruvik; Stefansen, Kari & Skilbrei, May-Len (Ed.), Rape in the Nordic Countries: Continuity and Change. Routledge. ISSN 9780429467608. p. 189–204. doi: 10.4324/9780429467608-12. Full text in Research Archive
• 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), p. 490–493. doi: 10.1080/17482798.2019.1669298. 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 Vandebosch, Heidi & Green, Lelia (Ed.), Narratives in Research and Interventions on Cyberbullying among Young People. Springer Nature. ISSN 978-3-030-04959-1. p. 229–243. doi: https%3A/doi.org/10.1007/978-3-030-04960-7_15.
• 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: 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

• 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, p. 285–294. doi: 10.1016/j.chb.2018.03.006.
• Staksrud, Elisabeth (2018). Mediepanikk og mediepedagogikk. In Frantzen, Vegard & Schofield, Daniel (Ed.), Mediepedagogikk og mediekompetanse. Danning og læring i en ny mediekultur. Fagbokforlaget. ISSN 9788245020731. p. 269–282.
• 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), p. 1360–1379. doi: 10.1177/1461444817691531. Full text in Research Archive
• 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), p. 1103–1122. doi: 10.1177/1461444816685930. Full text in Research Archive
• 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. p. 1–7. doi: 10.1080/23808985.2017.1387503. Full text in Research Archive
• Staksrud, Elisabeth (2017). Researching CAM: our Herculean task, Children, Adolescents, and Media: The future of research and action. RoutledgeFalmer. ISSN 978-1138234208. p. 136–141. doi: 10.1080/17482798.2015.1121890.
• Staksrud, Elisabeth (2017). Et gagns digitalt menneske? In Engen, Bård Ketil; Giæver, Tonje Hilde & Mifsud, Louise (Ed.), Digital Dømmekraft. Gyldendal Akademisk. ISSN 9788205491809. p. 168–183.
• 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), p. 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), p. 1198–1215. doi: 10.1177/0022022116686186. Full text in Research Archive
• 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), p. 36–43. doi: 10.5617/suicidologi.3892.
• Lundby, Knut & Staksrud, Elisabeth (2016). Medier og kommunikasjon. In Frønes, Ivar & Kjølsrød, Lise (Ed.), Det norske samfunn, bind 3. Gyldendal Akademisk. ISSN 9788205496927. p. 226–249.
• Staksrud, Elisabeth (2016). Researching CAM: our Herculean task. Journal of Children and Media. ISSN 1748-2798. 10(1), p. 132–137. doi: 10.1080/17482798.2015.1121890.
• Livingstone, Sonia; Kirwil, Lucyna; Ponte, Cristina & Staksrud, Elisabeth (2015). Em suas próprias palavras: o que preocupa as crianças on-line? CADERNOS DE DEBATE DA CLASSIFICAÇÃO INDICATIVA. MINISTÉRIO DA JUSTIÇA. ISSN 978-85-5506-004-5. p. 72–98. Full text in Research Archive
• Staksrud, Elisabeth (2014). En demokratisk blindsone? In Hausken, Liv; Haagensen, Trine Krigsvoll & Yazdani, Sara Elina Rundgren (Ed.), Fra Terror til Overvåking. Vidarforlaget AS. ISSN 978-82-7990-233-1. p. 129–156.
• Staksrud, Elisabeth (2014). Агрессия в цифре. Дети в информационном обществе. Deti v informacionnom obŝestve. ISSN 2313-075X. 16, p. 24–36.
• Staksrud, Elisabeth (2014). Teaching CAM: From "The Ideal" to "The Real". Journal of Children and Media. ISSN 1748-2798. 8(4), p. 501–504. doi: 10.1080/17482798.2014.953755.
• 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), p. 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; 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), p. 40–50. doi: 10.1016/j.chb.2012.05.026.
• 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), p. 315–323. doi: 10.1386/macp.9.3.315_3.
• Staksrud, Elisabeth & Ólafsson, Kjartan (2013). Awareness. Strategies, Mobilization and Effectiveness. In O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (Ed.), Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom. ISSN 978-91-86523-72-5. p. 57–76.
• O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (2013). Introduction. In O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (Ed.), Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom. ISSN 978-91-86523-72-5. p. 11–20.
• Staksrud, Elisabeth & Kirksæther, Jørgen (2013). Filtering & Content Classification. In O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (Ed.), Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom. ISSN 978-91-86523-72-5. p. 23–37.
• Staksrud, Elisabeth (2013). Forskning på barns bruk av Internett. Metodiske og etiske utfordringer. In Fossheim, Hallvard; Hølen, Jacob & Ingierd, Helene (Ed.), Barn i forskning - Etiske dimensjoner. De nasjonale forskningsetiske komiteene. ISSN 978-82-7682-066-9. p. 73–108.
• Staksrud, Elisabeth & Kirksæther, Jørgen (2013). 'He who buries the little girl wins!' - Moral panics as double jeopardy. The Case of Rule of Rose. In Critcher, Chas; Huges, Jason; Petley, Julian & Rohloff, Amanda (Ed.), Moral Panics in the Contemporary World. Bloomsbury Academic. ISSN 9781623568931. p. 145–167.
• Staksrud, Elisabeth (2013). Online grooming legislation: Knee-jerk regulation? European Journal of Communication. ISSN 0267-3231. 28(2), p. 152–167. doi: 10.1177/0267323112471304.
• 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), p. 303–320. doi: 10.1111/jcc4.12012.
• Enli, Gunn & Staksrud, Elisabeth (2013). PSB Serving Children. Past, Present and Future. In Carlsson, Ulla (Eds.), Public service media from a Nordic horizon : politics, markets, programming and users. Nordicom. ISSN 978-91-89471-85-6. p. 117–130.
• O'Neill, Brian & Staksrud, Elisabeth (2012). Policy implications and recommendations: Now what? In Livingstone, Sonia; Haddon, Leslie & Gorzig, Anke (Ed.), Children, risk and safety on the internet. Research and policy challenges in comparative perspective. Policy Press. ISSN 9781847428820. p. 339–354. doi: 10.1332/policypress/9781847428837.003.0026.
• Staksrud, Elisabeth (2012). "Mamma - hvorfor er TV så kjedelig?" Internett i barnehagen: om muligheter, risiko, moralsk panikk og digital lek. In Jæger, Henriette & Torgersen, Jan Ketil (Ed.), Medialisert barndom. Digital kultur i barnehagen. Universitetsforlaget. ISSN 978-82-15-02025-9. p. 157–168.
• Staksrud, Elisabeth (2011). Norske barn på Internett: Høy risiko - liten skade? Nordicom Information. ISSN 0349-5949. 33(4), p. 59–70.
• Staksrud, Elisabeth & Livingstone, Sonia (2009). Children and online risk: Powerless victims or resourceful participants? Information, Communication & Society. ISSN 1369-118X. 12(3), p. 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). Abstract. Comunicazioni Sociali. ISSN 0392-8667. Settembre-Dicembre(3), p. 274–298. Show summary

  Research on the risks associated with children’s use of the internet often aims to inform policies of risk prevention. Yet paralleling the effort to map the nature and extent of online risk is a growing unease that the goal of risk prevention tends to 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 become resilient. In this article, we inquire into children and teenagers’ responses after they have experienced online content or contact risks. Pan-European findings show that especially in Northern European countries with high internet access, parental perception 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 online risks, especially content risks, is fairly high, most children adopt positive (e.g. seek 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 content 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 (2008). Fairytale parenting: Contextual factors influencing children's online self-representation. In Lundby, Knut (Eds.), Digital Storytelling, Mediatized Stories: Self-representations in New Media. Peter Lang Publishing Group. ISSN 978-1-4331-0273-8. p. 233–249.
• Staksrud, Elisabeth (2008). Children, Internet, pornography and policy. International Journal of Media & Cultural Politics. ISSN 1740-8296. 4(3), p. 397–402.
• Staksrud, Elisabeth (2002). Ytringsfrihet og sensur på Internett : politisk regulering og kommersiell filtrering, Digital makt. Gyldendal Akademisk. ISSN 82-05-30678-8. p. 64–94. Show summary

  I denne boken, som inngår i Makt- og demokratiutredningen, rettes søkelys mot hvordan IKT påvirker, endrer og skaper nye former for maktforhold, maktutøvelser og maktforståelser i samfunnet. Det er en antologi med bidrag fra ledende forskere på IKT og digitale medier i Norden, fremkommet som et resultat av samarbeid mellom Makt- og demokratiutredningen og det nasjonale forskningsprogrammet SKIKT (Samfunnsmessige og kulturelle forutsetninger for informasjons- og kommunikasjonsteknologi)

• Staksrud, Elisabeth (2001). How to censor the Internet. In Liestøl, Gunnar & Rasmussen, Terje (Ed.), Internett i endring. Novus Forlag, Oslo. ISSN 82-7099-344-1.
• Staksrud, Elisabeth (1999). Nettanarkiets herskere? In Braa, Kristin; Hetland, Per & Liestøl, Gunnar (Ed.), netts@mfunn. Tano Aschehoug. ISSN 82-518-3938-6. p. 129–140.

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• Staksrud, Elisabeth (2016). Children in the Online World: Risk, Regulation, Rights. Routledge. ISBN 9781409425502. 252 p. 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 (2013). Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom. ISBN 978-91-86523-72-5. 335 p.
• Staksrud, Elisabeth (2013). Digital mobbing: Hvem Hvor, Hvordan, Hvorfor – og hva kan voksne gjøre? Kommuneforlaget AS. ISBN 9788244621762. 174 p.
• Schultz Larsen, Ole; Deschington, Hilde; Frank, Karin; Herheim, Åste & Staksrud, Elisabeth (2011). Psykologi 2. Aschehoug & Co. ISBN 9788203339271. 2400 p.

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• Ní Bhroin, Niamh & Staksrud, Elisabeth (2021). Ethical issues in comparative and longitudinal research with children. [Internet]. CO:RE Children Online: Research and Evidence.
• 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.

• 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.
• Milosevic, Tijana; Olafsson, Kjartan; Ni Bhroin, Niamh & Staksrud, Elisabeth (2020). Technology use and happiness: the case of the Nordic child. .
• 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.
• Nilsen, Lisa Govasli; Hafstad, Gertrud Sofie; Staksrud, Elisabeth & Dyb, Grete (2018). Bruk av sosiale medier etter terror.
• 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.
• Staksrud, Elisabeth (2016). Youth 2.0: Social Media and Adolescence—Connecting, Sharing and Empowering. Journal of Children and Media. ISSN 1748-2798. p. 1–4. doi: 10.1080/17482798.2016.1234730.
• Staksrud, Elisabeth (2016). Forfriskende ærlig om forskere. Forskningsetikk. ISSN 1502-6353. 17(2), p. 30–30.
• Hvinden, Bjørn; Enebakk, Vidar; Fjørtoft, Kjersti; Holand, Ingegerd; Johnsen, Roar & Kolstad, Ivar [Show all 15 contributors for this article] (2016). Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi.
• Livingstone, Sonia & Staksrud, Elisabeth (2015). Please share (because we care). Privacy issues in social networking. Connect-World. II, p. 9–10.
• 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.
• 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.
• Staksrud, Elisabeth (2014). Rett til å bli sett. Tidsskrift for barnesykepleiere. ISSN 1502-4989. 18(1), p. 8–10.
• Staksrud, Elisabeth (2014). Hvordan har du det egentlig på Internett i dag? Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• 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.
• 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.
• Staksrud, Elisabeth (2013). Når englebarnet ditt er en djevelunge. Bergens Tidende. ISSN 0804-8983.
• 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, p. 610–611.
• 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.
• 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.
• 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.
• Staksrud, Elisabeth (2008). Social networking, risk and safety- a road paved with paradoxes.
• Staksrud, Elisabeth (2008). Children as online (ab)users.
• Staksrud, Elisabeth (2006). Uten en tråd. Dagens næringsliv. ISSN 0803-9372.
• Staksrud, Elisabeth (2006). 16 things statistics have taught me about children and safe use.
• Staksrud, Elisabeth; Kolstad, Ivar; Bang, Kirsten Johanne; Bomann-Larsen, Lene; Fretheim, Kjetil & Granaas, Rakel Christina [Show all 16 contributors for this article] (2021). Forskningsetiske retningslinjer for samfunnsvitenskap og humaniora. De nasjonale forskningsetiske komiteene. ISSN 978-82-7682-101-7.
• 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.

• Barbovschi, Monica & Staksrud, Elisabeth (2021). Young Norwegians’ experiences with aggression and bullying: roles, vulnerabilities and connected factors. University of Oslo, Department of Media and Communication. ISSN 978-82-570-6201-9. Full text in Research Archive
• Elvestad, Eiri; Staksrud, Elisabeth & Ólafsson, Kjartan (2021). Digitalt foreldreskap i Norge . Institutt for medier og kommunikasjon, UiO/Universitetet i Sørøst-Norge. ISSN 978-82-570-6200-2. 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. European Commission Joint Research Centre. ISSN 978-92-76-29763-5. 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/. University of Oslo, IMK.
• 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/. University of Oslo, IMK.
• 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.

• 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

• 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
• 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.

• 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
• 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.

• O'Neill, Brian & Staksrud, Elisabeth (2014). Final Recommendations for policy. London School of Economics and Political Science. Full text in Research Archive
• Staksrud, Elisabeth (2014). Kan voksne skape vennskap på nett? Utdanningsdirektoratet.
• Staksrud, Elisabeth (2014). Anbefalinger til Kulturdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014. Medietilsynet. ISSN 9788291977263.
• Staksrud, Elisabeth (2014). Anbefalinger til Barne-, likestillings og inkluderingsdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014. Medietilsynet. ISSN 9788291977256.
• 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.

• Green, Leila; Brady, Danielle; Holloway, Donell; Staksrud, Elisabeth & Ólafsson, Kjartan (2013). What bothers Australian kids online? Children comment on bullies, porn and violence. Edith Cowan University.
• 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.

• Staksrud, Elisabeth (2012). Children and the Internet: Risk, Regulation, Rights. University of Oslo, Faculty of Humanities.
• 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.

• 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.

• 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
• Staksrud, Elisabeth; Livingstone, Sonia; Haddon, Leslie & Kjartan, Ólafsson (2009). What Do We Know About Children’s Use of Online Technologies? A Report on Data Availability and Research Gaps in Europe (2nd edition). London School of Economics and Political Science. ISSN 978-0-85328-405-5.
• 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.

• Staksrud, Elisabeth (1999). Ideology of survival: freedom of expression, Internet regulation, and political legitimization in Singapore. Institutt for Medier og Kommunikasjon.

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