Elisabeth Staksrud

• Jensen, Tine; Stänicke, Line Indrevoll; Stoilova, Mariya; Jessen, Reidar Schei; Graham, Richard & Staksrud, Elisabeth [Vis alle 7 forfattere av denne artikkelen] (2026). There is no Point in Telling: Disclosing Negative Online Experiences Among Youth with Mental Health Challenges. Journal of Child and Adolescent Trauma. ISSN 1936-1521. doi: 10.1007/s40653-026-00945-9. Fulltekst i vitenarkiv Vis sammendrag

  Online victimization has been linked to mental health problems. Youth often do not disclose these experiences, and little is known about disclosure barriers, particularly among youth with mental health challenges. This study aimed to fill this gap by identifying barriers to and facilitators of disclosure for this vulnerable group. Semi-structured interviews were conducted with 45 young people aged 13–22 from the UK and Norway who had mental health challenges and experiences with cyberbullying, sexual abuse online, and/or exposure to harmful content online. We asked the youth open-ended questions about digital activity and negative online experiences, whether they had disclosed such experiences, and what helped or stopped them from disclosing. The responses were analyzed using Reflective Thematic Analysis. Previous negative life experiences leading to lack of trust, being afraid of the consequences, and avoiding difficult feelings were described as barriers while disclosure was facilitated when they were asked directly about their online activities. Given the growing evidence for the association between mental health challenges and risky digital activities, more knowledge on disclosure barriers is needed. Since young people find it difficult to initiate conversations regarding events that they feel shameful for and fear negative consequences of disclosure, adults must actively inquire into online activities in a supportive and non-judgmental manner. Youth with mental health challenges may have had negative experiences in the past that caused them to lose trust. As a result, it is important to rebuild their trust. Disclosure is encouraged by asking direct questions about online activity.

• Woodley, Giselle; See, Harrison. W; O'Neill, Brian; Green, Lelia; Staksrud, Elisabeth & Haskell‐Dowland, Paul (2025). Australian Teen Voices on Age Verification and Age Assurance Measures. Policy & Internet. 17(4). doi: 10.1002/poi3.70019. Fulltekst i vitenarkiv Vis sammendrag

  Age verification and age assurance technologies, including biometrics, facial recognition software and digital identification, have been explored as potential measures to restrict access of young people to social media and sexually explicit media (SEM), including pornography. However, there is limited data regarding how teens targeted by such restrictions feel about such strategies. Drawing on qualitative interviews with Australian teens and pre‐teens (aged 11–17), this paper presents their views of age verification technologies, particularly in relation to restricting access to SEM. The participants in this study welcomed improved online protections but were ambivalent about proposed solutions. Age assurance and age verification technologies were considered cumbersome, easily circumvented and raised privacy concerns. Teens believed that ‘maturity’ may be a better measure for ‘readiness’ for content than age, and felt restrictions render content more enticing. Participants were concerned about curtailment of their rights to seek information but acknowledged that restrictions could be appropriate for younger children. Young people will inevitably encounter SEM at some stage and as such, prefer educational approaches where they can be prepared for what they may see online rather than blanket restrictions. Teens also support holding the industry providers of pornographic content to higher ethical standards.

• Stänicke, Line Indrevoll; Jessen, Reidar Schei; Staksrud, Elisabeth; Stoilova, Mariya; Graham, Richard & Livingstone, Sonia [Vis alle 7 forfattere av denne artikkelen] (2025). The Eclipse of Young people’s Life: The Importance of Exploring Engagement in Self-Harm Content Online in Psychotherapy. Journal of Infant, Child, and Adolescent Psychotherapy (JICAP). ISSN 1528-9168. 24(1), s. 54–67. doi: 10.1080/15289168.2025.2450193. Fulltekst i vitenarkiv
• James, Carrie; Collier, Anne; Davis, Katie; Konrath, Sara; Milosevic, Tijana & Milovidov, Elizabeth [Vis alle 8 forfattere av denne artikkelen] (2025). Empathy, Kindness, and Dignity in a Connected World. I Christakis, Dimitri & Hale, Lauren (Red.), Handbook of Children and Screens. Digital Media, Development, and Well-Being from Birth Through Adolescence. Springer Nature. ISSN 9783031693625. s. 231–237. doi: 10.1007/978-3-031-69362-5_32. Fulltekst i vitenarkiv Vis sammendrag

  Public discourse often contains speculation about the impacts of digital technologies on human empathy, kindness, and dignity. Cases of cyberbullying, online hate speech, and oppressive algorithms contribute to perceptions that digital life is a net negative for human compassion. Research findings paint a more nuanced picture of the ways in which digital technologies can positively support human connection, empathy, kindness, and dignity. This chapter describes what is currently known about the implications of smartphones and social media for empathy, kindness, and dignity, with a particular focus on youth users. We frame findings from current research around a core set of questions: Does the presence of digital technologies in face-to-face interactions compromise empathy? How are digital technologies used in empathic ways? How is digital technology use related to empathy? How does online prosocial behavior benefit youth? How is low empathy related to cyberbullying? How can the state, the tech industry, and educators contribute to creating online environments that facilitate children’s well-being and dignity? We conclude by highlighting open or understudied questions and suggesting high-level recommendations for educators and peer mentors, clinicians, parents, tech designers, and policymakers.

• Krutzinna, Jenny & Staksrud, Elisabeth (2025). Too Much of a Good Thing? Challenges to the Effectiveness of Digital Help Resources for Children and Youths. Children & society. ISSN 0951-0605. doi: 10.1111/chso.12943. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Bhroin, Niamh Ni; Englund, Nora Josefine Botten & Krutzinna, Jenny (2025). Ethical inclusion of children in sensitive research: A four-dimensional model. New Media & Society. ISSN 1461-4448. 27(5), s. 2473–2491. doi: 10.1177/14614448251333736. Fulltekst i vitenarkiv Vis sammendrag

  The United Nations Convention on the Rights of the Child ‘UNCRC’ provides that children should participate in research about matters that concern them. However, this is not always realised, particularly in the context of risky, sensitive and morally complex experiences. Failure to include children causes lacunae in our understanding of the factors that influence their lives and well-being. In this article, we propose to conceptualise approaches to including children in research along four dimensions: Exclusion; Exploitation; Extension; and Empowerment. Using research on children’s experiences with online sexual content as a case, we discuss ethical dilemmas related to including children in research. Finally, we present 10 recommendations for future research to respect children’ agency and empower them to participate in research in an ethically responsible manner.

• Chronaki, Despina; Tsaliki, Liza; Dudek, Debra; Staksrud, Elisabeth; Woodley, Giselle & Dinh, Thi Bich Thuy (2025). Debating pornography and the notion of harm in public discourse: The case of Billie Eilish’s experiences with sexual content online. New Media & Society. ISSN 1461-4448. 27(5), s. 2597–2619. doi: 10.1177/14614448251333740. Fulltekst i vitenarkiv Vis sammendrag

  Young people’s experiences with sexual content online are a regularly featured popular topic in news media, feeding heated ongoing policy and academic debates. Concerns and calls for further regulation and youth’s self-regulation are exacerbated when celebrities and popular public figures share statements and confessions about their own sexual lives at a young age. In this article, we study the discursive conditions of media coverage and the celebrity confessional as narratives of regulation and self-regulation. Using Billie Eilish’s statement about her self-perceived experience of harm from use of pornography during teenage life (13 December 2021), we study how global and national media outlets constructed Eilish’s confession in the light of broader concerns about children’s experiences with such online sexual content. This study enhances our understanding of how adolescents’ experiences of sexual content online is publicly shaped.

• Livingstone, Sonia; Jessen, Reidar Schei; Stoilova, Mariya; Stänicke, Line Indrevoll; Graham, Richard & Staksrud, Elisabeth [Vis alle 7 forfattere av denne artikkelen] (2025). Can platform literacy protect vulnerable young people against the risky affordances of social media platforms? Information, Communication & Society. ISSN 1369-118X. doi: 10.1080/1369118X.2025.2518254. Fulltekst i vitenarkiv Vis sammendrag

  A qualitative study of young people with mental health difficulties sought to understand their digital experiences and identify whether their digital literacy helps them cope with online problems. The findings reveal how young people’s encounters with extreme online risk are amplified by platforms’ promotion of trending and viral content and intensified through the personalisation of content that can ‘trigger’ individual vulnerabilities. We conceptualise these twin processes in terms of risky affordances and show how young people are becoming hypervigilant in their efforts to understand them and take anticipatory and remedial action. In the process, they gain platform literacy, a form of digital literacy that responds to the challenges posed by platform architecture and business models and encompasses data and algorithm literacies. Specifically, young people gained platform literacy by critically examining and comparing social media platforms for their risky features at the interface (on the screen), business operation, and user support (beyond the screen). There were indications that this learning was facilitated by peer discussion, shared experimentation and reflexive deliberation about how their digital experiences relate to their individual biographies. When efforts to manage these risky affordances failed, the young people tended to blame themselves. However, they expected society to support them through improved digital literacy education, clinical support and platform regulation and design. Such systemic changes are vital if vulnerable youth are not to be left responsible for coping with the effects of powerful digital platforms on their mental health.

• Staksrud, Elisabeth & Haugland, Marita Eriksen (2024). Sex, Drugs, Violence and/or Nudity: Differences in Film Age Rating Practices and Rationales in Denmark, France, Japan, Norway and the UK. I Biltereyst, Daniel & Mathijs, Ernest (Red.), The Screen Censorship Companion Critical Explorations in the Control of Film and Screen Media. University of Exeter Press. ISSN 9781804130667. s. 77–98. doi: 10.47788/FTMX2611. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2024). Children and the internet – ten research insights. I Larsen, Malene Charlotte & Johansen, Stine Liv (Red.), Social Media Across Everyday Contexts. Digital Childhood and Youth in the Nordics. Samfundslitteratur. ISSN 9788759342442. s. 45–64. Fulltekst i vitenarkiv
• Graham, Richard; Stänicke, Line Indrevoll; Jensen, Tine; Livingstone, Sonia; Jessen, Reidar Schei & Staksrud, Elisabeth [Vis alle 7 forfattere av denne artikkelen] (2023). PLATFORM POWER AND EXPERIENCES FROM THE MARGIN: ADOLESCENTS’ ONLINE VULNERABILITY AND MENTAL HEALTH. Selected Papers of Internet Research, SPIR. doi: 10.5210/spir.v2022i0.13010. Fulltekst i vitenarkiv
• Kuldas, Seffetullah; Sargioti, Aikaterini; Norman, James O'Higgins & Staksrud, Elisabeth (2023). A Transactional Framework of Parenting for Children’s Internet Use: A Narrative Review of Parental Self-Efficacy, Mediation, and Awareness of Online Risks. International Journal of Communication. 17, s. 1717–1736. Fulltekst i vitenarkiv Vis sammendrag

  Parental concern about children’s media use has been a recurring issue in research on parent-child communication. For the past three decades, online risks associated with children’s Internet use have also become a particular concern. However, recent evidence remains inconclusive about whether parental awareness of online risks is a result or antecedent of parental mediation of children’s Internet use. The aim of this narrative review is threefold: to propose (a) a bi-factor conceptualization of parental mediation—enabling and restrictive mediation as two sides of the same coin; (b) a transactional conceptualization of relationships between parental awareness, mediation, and self-efficacy; and (c) a transactional framework of parenting for children’s Internet use. Further research could test the proposed conceptualization and framework for distinguishing between when parental awareness is the result and antecedent of parental mediation.

• Kuldas, Seffetullah; Sargioti, Aikaterini; Staksrud, Elisabeth; Heaney, Darran & Norman, James O'Higgins (2023). Are Confident Parents Really Aware of Children’s Online Risks? A Conceptual Model and Validation of Parental Self-Efficacy, Mediation, and Awareness Scales. International Journal of Bullying Prevention. ISSN 2523-3653. doi: 10.1007/s42380-023-00157-x. Fulltekst i vitenarkiv Vis sammendrag

  Children’s use of the Internet comes with both risks and opportunities. To minimize risks and maximize opportunities, parents may choose to observe, enable, and/or restrict their children’s Internet use. However, parents’ high confidence in their children’s online safety can itself be a risk factor inhibiting parental awareness of online risks. This research aims to test whether confident parents are accurately aware of how frequently their child has experienced risks online. To this end, construct validity and reliability of scales measuring parental self-efficacy, restrictive-enabling-observant mediation, awareness, and Internet use were established first. Next, a conceptual model of parental awareness was proposed. These results were based on a two-parameter-logistic-model of item response theory, minimum-rank factor analysis, and parallel mediation analysis of self-reports by a convenience sample of 388 parents in Ireland (Autumn 2019). Confident parents mostly reported their child experienced no online risk in the past couple of months, whereas unconfident parents reported their child experienced an online risk once, twice, or more times. Results of the mediation analysis indicated that confident parents likely underestimated, whereas unconfident parents overestimated, how frequently their child experienced an online risk. The accuracy of parental awareness depended on their mediation strategies, particularly restrictive mediation. Further research is needed to test whether training parents on self-efficacy and mediation of children’s Internet use raises their awareness of the children’s online risks.

• Sciacca, Beatrice; Trültzsch-Wijnen, Christine W.; Velicu, Anca; Dias, Patricia; Milosevic, Tijana & Staksrud, Elisabeth (2023). What Changed During COVID-19? How the COVID-19 Crisis Changed Parental Perceptions and Practices Related to Children's Internet Use in Five European Countries. International Journal of Communication. 17, s. 6198–6221. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní; Dinh, Thuy; Thiel, Kira; Lampert, Claudia; Staksrud, Elisabeth & Olafsson, Kjartan (2022). The Privacy Paradox by Proxy: Considering Predictors of Sharenting. Media and Communication. 10(1), s. 371–383. doi: 10.17645/mac.v10i1.4858. Fulltekst i vitenarkiv Vis sammendrag

  Despite being worried that children may compromise their privacy by disclosing too much personal data online, many parents paradoxically share pictures and information about their children <em>themselves</em>, a practice called sharenting. In this article we utilise data from the EU Kids Online survey to investigate this paradox. We examine both how individual characteristics such as demographics and digital skills, and relational factors, including parental mediation styles, concerns about children’s privacy, and communication between parents and children influence sharenting practices. Counter-intuitively, our findings show that parents with higher levels of digital skills are more likely<em> </em>to engage in sharenting. Furthermore, parents who actively mediate their children’s use of the internet and are more concerned about the privacy of their children, are also more likely to engage in sharenting. At the same time, and further emphasising the complexities of this relational practice, many parents do not ask for their children’s consent in advance of sharing information about them. Overall, parents seem to consider the social benefits of sharenting to outweigh the potential risks both for themselves and for their children. Given the paradoxical complexities of sharenting practices, we propose further research is required to distinguish between different kinds of sharenting and their potential implications for children and young people’s right to privacy.

• Staksrud, Elisabeth & Milosevic, Tijana (2022). Social Networking Sites and Children's Social Development. I Smith, Peter K. & Hart, Craig H. (Red.), The Wiley-Blackwell Handbook of Childhood Social Development, 3rd Edition. Wiley-Blackwell. ISSN 9781119678984. s. 707–726. Fulltekst i vitenarkiv
• Lundby, Knut & Staksrud, Elisabeth (2022). Medier og kommunikasjon. I Frønes, Ivar & Kjølsrød, Lise (Red.), Det norske samfunn : bind 2. Gyldendal Akademisk. ISSN 9788205572300. s. 296–316. Fulltekst i vitenarkiv Vis sammendrag

  Kapittel 29 i bind 2.

• Green, Lelia; Dudek, Debra; Cohen, Lynne; Ólafsson, Kjartan; Staksrud, Elisabeth & Jacques, Carmen Louise [Vis alle 7 forfattere av denne artikkelen] (2022). Tox and Detox. Are Teens’ Smartphone Use and Non-Use Practices Fully Fungible? M/C. 25(2). doi: 10.5204/mcj.2888. Fulltekst i vitenarkiv
• Milosevic, Tijana; Bhroin, Niamh Ní; 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. s. 1–22. doi: 10.1177/14614448221082651. Fulltekst i vitenarkiv Vis sammendrag

  Despite public discourses highlighting the negative consequences of time spent online (TSO) for children’s well-being, Norwegian children (aged 9–16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS). To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship. Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for. By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children. It also provides a critique of the often simplistic arguments found in public discourses around children’s digital media use.

• Staksrud, Elisabeth (2021). Sexual Images, Risk and Perception Among Youth – A Nordic Example. I Green, Lelia; Holloway, Donell; Stevenson, Kylie; Leaver, Tama & Haddon, Leslie (Red.), The Routledge Companion to Digital Media and Children. Routledge. ISSN 9781138544345. s. 549–561. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Staksrud, Elisabeth & Olafsson, Kjartan (2020). Is It Me, or Is It You? Exploring Contemporary Parental Worries in Norway. I Tsaliki, Liza & Chronaki, Despina (Red.), Discourses of Anxiety over Childhood and Youth across Cultures. Palgrave Macmillan. ISSN 9783030464356. s. 323–325. doi: 10.1007/978-3-030-46436-3_14. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Fransson, Elisabeth; Martinsen, Trond Jakob & Staksrud, Elisabeth (2019). Rape in the age of the Internet. I Heinskou, Marie Bruvik; Stefansen, Kari & Skilbrei, May-Len (Red.), Rape in the Nordic Countries: Continuity and Change. Routledge. ISSN 9780429467608. s. 189–204. doi: 10.4324/9780429467608-12. Fulltekst i vitenarkiv Vis sammendrag

  Online sexual engagement, exploration and even criminal offences among youth is a common practice, and there can be blurred borders between pubescent explorative engagements and illegal activities such as digital rape. At the same time, digital rape is a serious sexual, often violent crime, which can have devastating and long-lasting consequences for its victims. The focus of this chapter is to advance the perpetrator’s perspective through a case study. The methodological approach is qualitative and consists of interviews with a young boy, Alex, his diary and his Court judgements. The material tells about Alex’s logic related to online sexual activity, analyzed in light of theory of computer-mediated communication. A central focus is how this type of communication differs from face-to-face meetings, and how such meetings exceed the local and temporal by what we usually think of as rape. The chapter highlights some of the core challenges met when digital, often generation-specific transgressive practices cross boundaries, become illegal and meet courtrooms and legal provisions. The article points to the challenges of providing a research-based approach to policy interventions, legal initiatives and the need to accept the complex nature of computer-mediated communication. Further, it points to the need to develop a legal vocabulary that can be understood and find its legitimacy – in the Internet generation and beyond.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  When we conduct ethically sound research, we know that any reason given by an informant to decline or withdraw participation is a legitimate reason. However, some situations can be averted or prevented, increasing your chance of getting the data that you need for your study. In order to be most successful, it might be good to know of some core pitfalls, that you may plummet into when trying to ensure a properly informed consent from your young participants. In this commentary I present my top ten most challenging examples (some experienced, some observed) related to informed consent — in ascending order by level of frustration.

• Staksrud, Elisabeth (2019). Digital dømmekraft og etiske refleksjoner i barnehagen. I Jæger, Henriette; Sandvik, Margareth & Waterhouse, Ann-Hege Lorvik (Red.), Digitale barnehagepraksiser Teknologier, medier og muligheter. Cappelen Damm Akademisk. ISSN 9788202632168. s. 213–231. Fulltekst i vitenarkiv
• Milosevic, Tijana; O'Neill, Brian & Staksrud, Elisabeth (2019). Narratives of Industry Responses to Cyberbullying: Perspectives on Self-regulation from and About the Industry. I Vandebosch, Heidi & Green, Lelia (Red.), Narratives in Research and Interventions on Cyberbullying among Young People. Springer Nature. ISSN 9783030049591. s. 229–243. doi: 10.1007/978-3-030-04960-7_15. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  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

• 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. Fulltekst i vitenarkiv Vis sammendrag

  This article uses data from the 25,142-child study EU Kids Online to investigate the impact of sibling status on a child’s experience of online risk and opportunities. In general, the effects associated with having a sibling appear to be comparatively small. The presence of older siblings slightly increases use and skills, while younger siblings are associated with slight reductions. These dynamics are particularly visible in the use of social networking sites. Older siblings have the effect of increasing the range and number of online activities pursued by their younger siblings. Patterns around concerning exposure to risk and possible harm are not straightforward but younger children with an older sibling are not at an increased risk. Where younger aged children have even younger siblings, this is associated with a slight reduction in risk, whereas older-aged children with a younger sibling, and only children, appear to experience slight increases in risk.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we reflect critically on the research agenda on children’s Internet use, framing our analysis using Wellman’s three ages of Internet studies and taking as our case study the three phases of research by the EU Kids Online network from 2006 to 2014. Following the heyday of moral panics, risk discourses and censorious policy-making that led to the European Commission’s first Internet Action Plan 1999–2002, EU Kids Online focused on conceptual clarification, evidence review and debunking of myths, thereby illustrating the value of systematic documentation and mapping, and grounding academic, public and policy-makers’ understanding of ‘the Internet’ in children’s lives. Consonant with Wellman’s third age, which emphasizes analysis and contextualization, the EU Kids Online model of children’s online risks and opportunities helps shift the agenda from how children engage with the Internet as a medium to how they engage with the world mediated by the Internet.

• Staksrud, Elisabeth (2018). Mediepanikk og mediepedagogikk. I Frantzen, Vegard & Schofield, Daniel (Red.), Mediepedagogikk og mediekompetanse. Danning og læring i en ny mediekultur. Fagbokforlaget. ISSN 9788245020731. s. 269–282. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2017). Et gagns digitalt menneske? I Engen, Bård Ketil; Giæver, Tonje Hilde & Mifsud, Louise (Red.), Digital Dømmekraft. Gyldendal Akademisk. ISSN 9788205491809. s. 168–183. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  We examine what we see as some of the key developments in the field of adolescents and children and media research. With the caveat as regards to our specific research perspective and possible bias stemming from there, we identify two important developments that have begun to take place in the past five years – 1. The enrichment of the field by data and perspectives coming from so-called developing countries. 2. A greater tendency toward citing research evidence in response to public anxieties over youth engagement with (especially) digital media. A shift toward rights-based framework and focus on media opportunities is discussed as well. The final version of this research has been published in Annals of the International Communication Association. © 2017 Taylor & Francis

• 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. Fulltekst i vitenarkiv Vis sammendrag

  The phenomenon of cyberbullying is gaining ever more attention by media and policy makers in many countries. Theoretical frameworks using a socio-ecological approach emphasise the importance of contextual explanatory factors located at the societal level. It has been suggested that in addition to cross-national differences, the analysis of smaller units of more adjacent cultural contexts (i.e., regions) might yield more explanatory power. Leaning on previous findings and theory, the current paper aims to identify and compare contextual explanatory factors associated with social inequality (i.e., crime rates, GDP, life expectancy and population density) for variation in cyber- and face-to-face bullying victimisation rates within one sample. Moreover, corresponding explanatory factors are investigated across national and regional levels. Cyber- and face-to-face bullying victimisation of 15,813 9-16 year olds (50% female) from the cross-national survey data of EU Kids Online were linked with contextual variables of 18 countries and 179 regions obtained from data of the European Social Survey (ESS). Hierarchical multilevel-modelling analyses, adding first regional and then country level contextual predictors for bullying victimisation, were performed. Against expectations, differences for cyber- and face-to-face victimisation between regions within countries were smaller than differences between countries. Regional level life expectancy showed a negative and crime rates showed a marginal positive relation with both cyber- and face-to-face victimisation. Population density showed a negative and GDP a positive relationship with cyber- but not face-to-face victimisation. Adding the same predictors on the country level did not improve model fit. Possible research and policy implications are discussed. The final version of this research has been published in the Journal of Cross-Cultural Psychology. © SAGE Publications

• Staksrud, Elisabeth (2017). Researching CAM: our Herculean task, Children, Adolescents, and Media: The future of research and action. RoutledgeFalmer. ISSN 9781138234208. s. 136–141. doi: 10.1080/17482798.2015.1121890. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  That children have a right to protection when they go online is an internationally well-established principle, upheld in laws that seek to safeguard children from online abuse and exploitation. However, children’s own transgressive behaviour can test the boundaries of this protection regime, creating new dilemmas for lawmakers the world over. This article examines the policy response from both the Global North and South to young people’s online behaviour that may challenge adult conceptions of what is acceptable, within existing legal and policy frameworks. It asks whether the ‘childhood innocence’ implied in much protection discourse is a helpful basis for promoting children’s rights in the digital age. Based on a comparative analysis of the emerging policy trends in Europe, South Africa and the United States, the article assesses the implications for policymakers and child welfare specialists as they attempt to redraw the balance between children’s online safety while supporting their agency as digital citizens. © 2017 SAGE Publications

• 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. Fulltekst i vitenarkiv
• Lundby, Knut & Staksrud, Elisabeth (2016). Medier og kommunikasjon. I Frønes, Ivar & Kjølsrød, Lise (Red.), Det norske samfunn, bind 3. Gyldendal Akademisk. ISSN 9788205496927. s. 226–249. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9788555060045. s. 72–98. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2014). Агрессия в цифре. Дети в информационном обществе. Deti v informacionnom obŝestve. ISSN 2313-075X. 16, s. 24–36. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  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 Hausken, Liv; Haagensen, Trine Krigsvoll & Yazdani, Sara Elina Rundgren (Red.), Fra Terror til Overvåking. Vidarforlaget AS. ISSN 9788279902331. s. 129–156. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Enli, Gunn & Staksrud, Elisabeth (2013). PSB Serving Children. Past, Present and Future. I Carlsson, Ulla (Red.), Public service media from a Nordic horizon : politics, markets, programming and users. Nordicom. ISSN 9789189471856. s. 117–130. Fulltekst i vitenarkiv
• Livingstone, Sonia; Ólafsson, Kjartan & Staksrud, Elisabeth (2013). Risky Social Networking Practices Among "Underage" Users: Lessons for Evidence-Based Policy. Journal of Computer-Mediated Communication. 18(3), s. 303–320. doi: 10.1111/jcc4.12012. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Staksrud, Elisabeth & Ólafsson, Kjartan (2013). Awareness. Strategies, Mobilization and Effectiveness. I O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (Red.), Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom. ISSN 9789186523725. s. 57–76. Fulltekst i vitenarkiv
• Staksrud, Elisabeth & Kirksæther, Jørgen (2013). Filtering & Content Classification. I O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (Red.), Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom. ISSN 9789186523725. s. 23–37. Fulltekst i vitenarkiv
• O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (2013). Introduction. I O'Neill, Brian; Staksrud, Elisabeth & McLaughlin, Sharon (Red.), Towards a Better Internet for Children? Policy Pillars, Players and Paradoxes. Nordicom. ISSN 9789186523725. s. 11–20. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Staksrud, Elisabeth & Kirksæther, Jørgen (2013). 'He who buries the little girl wins!' - Moral panics as double jeopardy. The Case of Rule of Rose. I Critcher, Chas; Huges, Jason; Petley, Julian & Rohloff, Amanda (Red.), Moral Panics in the Contemporary World. Bloomsbury Academic. ISSN 9781623568931. s. 145–167. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2013). Forskning på barns bruk av Internett. Metodiske og etiske utfordringer. I Fossheim, Hallvard; Hølen, Jacob & Ingierd, Helene (Red.), Barn i forskning - Etiske dimensjoner. De nasjonale forskningsetiske komiteene. ISSN 9788276820669. s. 73–108. Fulltekst i vitenarkiv
• O'Neill, Brian & Staksrud, Elisabeth (2012). Policy implications and recommendations: Now what? I Livingstone, Sonia; Haddon, Leslie & Gorzig, Anke (Red.), Children, risk and safety on the internet. Research and policy challenges in comparative perspective. Policy Press. ISSN 9781847428820. s. 339–354. doi: 10.1332/policypress/9781847428837.003.0026. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2012). "Mamma - hvorfor er TV så kjedelig?" Internett i barnehagen: om muligheter, risiko, moralsk panikk og digital lek. I Jæger, Henriette & Torgersen, Jan Ketil (Red.), Medialisert barndom. Digital kultur i barnehagen. Universitetsforlaget. ISSN 9788215020259. s. 157–168. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2011). Norske barn på Internett: Høy risiko - liten skade? Nordicom Information. ISSN 0349-5949. 33(4), s. 59–70. Fulltekst i vitenarkiv
• 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. doi: 10.1080/13691180802635455. Fulltekst i vitenarkiv Vis sammendrag

  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. Journal of Media, Performing Arts and Cultural Studies. ISSN 0392-8667. Settembre-Dicembre(3), s. 274–298. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2008). Fairytale parenting: Contextual factors influencing children's online self-representation. I Lundby, Knut (Red.), Digital Storytelling, Mediatized Stories: Self-representations in New Media. Peter Lang Publishing Group. ISSN 9781433102738. s. 233–249. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2008). Children, Internet, pornography and policy. International Journal of Media & Cultural Politics. ISSN 1740-8296. 4(3), s. 397–402. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2002). Ytringsfrihet og sensur på Internett : politisk regulering og kommersiell filtrering, Digital makt. Gyldendal Akademisk. ISSN 9788205306783. s. 64–94. Fulltekst i vitenarkiv Vis sammendrag

  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. I Liestøl, Gunnar & Rasmussen, Terje (Red.), Internett i endring. Novus Forlag. ISSN 9788270993444. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (1999). Nettanarkiets herskere? I Braa, Kristin; Hetland, Per & Liestøl, Gunnar (Red.), netts@mfunn. Aschehoug & Co. ISSN 9788251839389. s. 129–140. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Staksrud, Elisabeth (2016). Children in the Online World: Risk, Regulation, Rights. Routledge. ISBN 9781409425502. 252 s. Fulltekst i vitenarkiv Vis sammendrag

  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 9789186523725. 335 s. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2013). Children in the Online WorldRisk, Regulation, Rights. Ashgate. ISBN 9781409425502. 252 s. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• Larsen, Ole Schultz; Deschington, Hilde; Frank, Karin; Herheim, Åste & Staksrud, Elisabeth (2011). Psykologi 2. Aschehoug & Co. ISBN 9788203339271. 2400 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Staksrud, Elisabeth; Inal, Gülbin Sengul & Kalin, Vilde Sannerud (2026). Teknisk rapport: EU Kids Online 2026. Fulltekst i vitenarkiv
• Hegna, Kristinn; Erstad, Ola Andres; Benga, Oana; Esteban-Guitart, Moises; Kalmus, Veronika & Livingstone, Sonia [Vis alle 14 forfattere av denne artikkelen] (2026). Family life with digital platforms. How are digital platforms embedded in the lives and practices of modern families? Final Short Report 2025. Fulltekst i vitenarkiv Vis sammendrag

  Final Short Report from PlatFAMs 2025

• Gregers, Tone Fredsvik; Langford, Malcolm; Maasø, Arnt; Brevik, Lisbeth M.; Mjaaland, Marius & Mirmotahari, Omid [Vis alle 25 forfattere av denne artikkelen] (2025). Utdanningskvalitet: Hva kan vi forvente av UiOs framtidige rektorteam? Fulltekst i vitenarkiv
• Bhroin, Niamh Ní; Staksrud, Elisabeth & Krutzinna, Jenny (2024). Bridging research and policy to develop evidence-based recommendations. Fulltekst i vitenarkiv
• Castro, Teresa Sofia & Staksrud, Elisabeth (2024). “THE LEARNING OF ETHICS IS A LOT ABOUT MAKING MISTAKES.”. I Castro, Teresa Sofia; Carvalho, Maria João Leote de & Maria, José Brites (Red.), VAMOS FALAR SOBRE ÉTICA NA INVESTIGAÇÃO COM CRIANÇAS E JOVENS? Aquilo que ninguém partilhou online... até agora. Edições Universitárias Lusófonas. ISSN 9789897572982. s. 67–74. doi: 10.60543/4rj5-6634. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2023). Staksrud, Elizabeth, . (2023). Plat(per)forming families. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2022). Om å håpe på en «reject». Forskningsetikk. ISSN 1502-6353. 2022(2), s. 25–25. Fulltekst i vitenarkiv
• Rege, Mari; Telle, Kjetil Elias; Staksrud, Elisabeth; Vigerust, Elisabeth; Osberg, Jens Andresen & Neeraas, Inger Lise [Vis alle 8 forfattere av denne artikkelen] (2022). Kriseberedskap krever en datadrevet forvaltning i normaltid. Fulltekst i vitenarkiv
• Ingierd, Helene; Aarli, Ragna; Staksrud, Elisabeth; Mikkelsen, Øyvind; Dyb, Grete & Anfinset, Nils (2020). Hvor ble det av forskningsetikken? Fulltekst i vitenarkiv
• Milosevic, Tijana; Olafsson, Kjartan; Bhroin, Niamh Ni & Staksrud, Elisabeth (2020). Technology use and happiness: the case of the Nordic child. Fulltekst i vitenarkiv
• Ingjerd, Helene; Aarli, Ragna; Staksrud, Elisabeth; Mikkelsen, Øyvind; Dyb, Grete & Anfinset, Nils (2020). Hvor ble det av forskningsetikken? Fulltekst i vitenarkiv
• Nilsen, Lisa Govasli; Hafstad, Gertrud Sofie; Staksrud, Elisabeth & Dyb, Grete (2018). Bruk av sosiale medier etter terror. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2017). Digital sosial kapital. I Bendiksen, Stian Carstens; Helseth, Sverre & Lundgren, Charlotte (Red.), Oppvekstrapporten 2017. Økte forskjeller - gjør det noe?. Barne-, ungdoms- og familiedirektoratet. ISSN 9788282863179. s. 76–89. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2016). Forfriskende ærlig om forskere. Forskningsetikk. ISSN 1502-6353. 17(2), s. 30–30. Fulltekst i vitenarkiv
• Livingstone, Sonia & Staksrud, Elisabeth (2015). Please share (because we care). Privacy issues in social networking. Connect-World. II, s. 9–10. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2015). Counting children. On research methodology, ethics and policy development. I Fossheim, Hallvard & Ingierd, Helene C. (Red.), Internet Research Ethics. Cappelen Damm Akademisk. ISSN 9788202480356. s. 98–121. Fulltekst i vitenarkiv
• Enjolras, Bernard; Steen-Johnsen, Kari; Staksrud, Elisabeth; Midtbøen, Arnfinn Haagensen; Trygstad, Sissel Charlotte & Utheim, Maria [Vis alle 8 forfattere av denne artikkelen] (2014). Ytringsfrihet – men ikke om jobben. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2014). Hvordan har du det egentlig på Internett i dag? Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2014). Rett til å bli sett. 18(1), s. 8–10. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2014). The Nordic media literacy model - seemingly sober? I Carlsson, Ulla (Red.), Medie- och informationskunnighet i Norden: En nyckel till demokrati och yttrandefrihet. Nordicom. ISSN 9789186523886. s. 151–158. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2014). 15 år med trygg bruk/15 years with Safer Internet [Safer Internet 12-14 Final Report Safer Internet Centre Norway]. s. 10–13. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2013). Når englebarnet ditt er en djevelunge. Fulltekst i vitenarkiv
• Staksrud, Elisabeth & Livingstone, Sonia (2011). A-B-Cyberspace. Can children ever be safe on social networking sites? 22, s. 610–611. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2011). Barn og Internett: Mye risiko, lite skade. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2010). Hva slags ungdom vil vi ha? I Torp, Elisabeth & Brækken, Gaute (Red.), Grenser som skaper. IKO-Forlaget AS. ISSN 9788282490252. s. 85–91. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2009). Hva slags barn vil vi ha? I Røys, Heidi Grande (Red.), Delte meninger. Om nettets sosiale side. Universitetsforlaget. ISSN 9788215014968. s. 178–191. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2009). Problematic conduct: juvenile delinquency on the internet. I Livingstone, Sonia & Haddon, Leslie (Red.), Kids online Opportunities and risks for children. Policy Press. ISSN 9781847424389. s. 147–157. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2008). Children as online (ab)users. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2008). Social networking, risk and safety- a road paved with paradoxes. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2006). Uten en tråd. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2006). 16 things statistics have taught me about children and safe use. Fulltekst i vitenarkiv
• Owens, Emilie Maeve; Staksrud, Elisabeth & Johansen, Stine Liv (2026). Teens and TikTok: Exploring the mediatised everyday lives of teenagers. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This PhD thesis investigates the mediatisation of teenagers’ everyday lives, using TikTok as a case study to illuminate broader dynamics of digital culture and communication. It contributes to mediatisation theory by centring the lived experiences of teenagers— individuals aged 13–19—whose voices have often been marginalised or overgeneralised in media research. The main research question asks: How are teenagers’ everyday lives mediatised? Four operational questions guide the inquiry: (1) How can mediatisation theory help explain the relationship between teenagers and digital media? (2) Why is TikTok a productive case for examining mediatisation? (3) How do teenagers use digital media to build and express identity? (4) How does TikTok shape their social experiences? Methodologically, the study adopts a qualitative, participatory approach, conducting seven creative TikTok workshops with 16–17-year-old students at an international school in Oslo. Empirical data—audio recordings, field notes, and dialogic vignettes—were analysed through the lens of mediatisation theory, focusing on agency, identity, and social worlds as interrelated processes. Findings show that TikTok is embedded in teenagers’ social lives as both an expressive space and a site of pressure. The platform enables identity exploration and social connection, while simultaneously intensifying dynamics of visibility, comparison, and social validation. Teenagers use TikTok collaboratively and creatively, but also navigate anxieties tied to peer perception and performance. The thesis advances a conceptual framework that views mediatisation as a dynamic interplay between practices, textures, and ecologies in everyday life. It challenges narratives of moral panic by foregrounding teenagers as active participants in shaping digital culture rather than passive consumers. In conclusion, TikTok provides a window into how digital media mediate not only communication, but the very fabric of teenage social existence. Teenagers are not merely affected by media—they actively shape and negotiate them. Understanding mediatisation, therefore, means understanding how young people live and make meaning through media in a deeply digital society.

• Staksrud, Elisabeth; Helsper, Ellen; Livingstone, Sonia; Lobe, Bojana; Mascheroni, Giovanna & Stoilova, Mariya [Vis alle 8 forfattere av denne artikkelen] (2026). The EU Kids Online 2026 comparative study: Children’s views, experiences, opportunities and risks in a digital world: Full findings from the EU Kids Online representative survey of 10- to 16-year-olds across 19 countries. Universitetet i Oslo, institutt for medier og kommunikasjon. doi: https:/www.hf.uio.no/imk/english/research/center/children-media/eu-kids-online/the-eu-kids-online-2026-comparative-study_children%E2%80%99s-views-experiences-opportunities-and-risks-in-a-digital-world.pdf. Fulltekst i vitenarkiv Vis sammendrag

  The report presents the full findings from the representative comparative EU Kids Online 2025/26 survey, drawing on responses from 28,465 children aged 10–16 in 19 European countries. The report provides a primarily descriptive overview of children’s digital lives, comparing patterns across countries and examining differences by age, gender and socioeconomic status (SES).

• Staksrud, Elisabeth; Elvestad, Eiri; Farstad, Ida Engan; Bhroin, Niamh Ní; Nygård, Stine & Rasmussen, Ingvill [Vis alle 7 forfattere av denne artikkelen] (2026). EU Kids Online 2026: Norsk hovedrapport. Universitetet i Oslo, institutt for medier og kommunikasjon. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2026). BACKGROUND NOTE Assessing and Addressing the Impact of Social Media on Children’s Mental Health. Secretariat of the Steering Committee for the Rights of the Child (CDENF), Council of Europe. doi: https:/rm.coe.int/cdenf-2026-07-draft-background-note-on-social-media-and-children-s-men/48802bcfa3. Fulltekst i vitenarkiv Vis sammendrag

  This background note was prepared in view of the Thematic dialogue on social media and children’s mental health, to be held on 4th June 2026 and organised by the Steering Committee for the Rights of the Child (CDENF), in co-operation with the Steering Committee for Human Rights in the fields of Biomedicine and Health (CDBIO), under the auspices of the Presidency of Monaco of the Council of Europe Committee of Ministers. The note provides member states and other relevant stakeholders with a concise, evidence-informed basis for discussing policy developments concerning children’s engagement with social media, including its broader implications for children’s rights, well-being, mental health enabling their meaningful participation in digital environments.

• Staksrud, Elisabeth; Bhroin, Niamh Ní; Rasmussen, Ingvill; Farstad, Ida Engan; Frydenlund, Jonas Højgaard & Kalin, Vilde Sannerud [Vis alle 8 forfattere av denne artikkelen] (2026). Norske barns bruk og forståelse av generativ KI: EU Kids Online 2026. Universitetet i Oslo, institutt for medier og kommunikasjon. doi: https:/www.hf.uio.no/imk/forskning/senter/barn-unge-medier/eu-kids-online/euko-v-norske-barns-bruk-og-forstaelse-av-genki.pdf. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Livingstone, Sonia & Olafsson, Kjartan (2026). Use, Views and Worries on Age Bans on Social Media: Responses from 29,169 children in 19 European countries. Universitetet i Oslo, institutt for medier og kommunikasjon. doi: https:/www.hf.uio.no/imk/forskning/senter/barn-unge-medier/eu-kids-online/eukov_report_2-2026_european_childrens_views.pdf. Fulltekst i vitenarkiv Vis sammendrag

  The report draws on survey responses from 29,169 children aged 9–16, from 19 European countries between April 2025 and April 2026 by the EU Kids Online research network (EUKO). The findings report children’s screen use across the day, their online activities, who has a social media profile, experiences of safety and communication online, exposure to harmful content, children’s worries and their views of age-based restrictions.

• Staksrud, Elisabeth; Nygård, Stine; Farstad, Ida Engan & Inal, Gülbin Sengul (2026). Norske barns bruk av sosiale medier: EU Kids Online 2026. Universitetet i Oslo, institutt for medier og kommunikasjon. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Mascheroni, Giovanna; Milosevic, Tijana; Bhroin, Niamh Ní; Olafsson, Kjartan & Inal, Gülbin Sengul [Vis alle 7 forfattere av denne artikkelen] (2026). European children's use and understanding of generative AI: EU Kids Online 2026. The London School of Economics and Political Science. doi: 10.21953/RESEARCHONLINE.LSE.AC.UK.00137132. Fulltekst i vitenarkiv Vis sammendrag

  Over the past three decades, the internet and digital technologies have become deeply integrated in the everyday lives of children and young people across Europe. The EU Kids Online network (EUKO) has systematically studied these changes since 2006. This multidisciplinary research network was established to provide policymakers, educators, parents and other stakeholders with a robust evidence base on how children use digital technologies, the opportunities they encounter, and the risks they face. Through successive international surveys, most notably the 2010 and 2018 EUKO international comparative studies, EUKO has documented how emerging technologies, from personal computers to smartphones, from chatgroups to social networks, have become embedded in children’s everyday lives. In recent years, children’s online environments have been reshaped by the rapid integration of AI-based tools into search engines, social media platforms, messaging services, creative applications, and educational technologies. These developments introduce new possibilities for learning, creativity and support, while also raising new concerns related to misinformation, synthetic content, privacy, automation, and manipulation. At the same time, regulatory frameworks such as the GDPR and the EU Artificial Intelligence Act seek to respond to these changes, underlining the need for timely, evidence-based knowledge about how children use and experience GenAI in their daily lives. Responding to the growing need to understand if and how children use GenAI across Europe, and its potential implications for risks and opportunities, this EUKO report is a thematic publication based on data from the EUKO 2025 survey. It is the first international report released from the new dataset and is published in connection with Safer Internet Day 2026 under its theme: 'Smart tech, safe choices – Exploring the safe and responsible use of AI'. The main aim of this report is to map children’s access to, use of and experiences with GenAI across Europe, and to examine if and how GenAI is becoming part of their everyday digital lives. The report draws on comparative data from 20 European countries: Austria, Belgium, Croatia, the Czech Republic, Estonia, Finland, Germany, Ireland, Italy, Latvia, Luxembourg, Malta, Norway, Poland, Portugal, Serbia, Slovakia, Spain, Switzerland, and the United Kingdom. This includes data from the EU Kids Online survey with 25,592 children aged 9 to 16 in 17 countries and additional qualitative interviews with 244 children aged 13 to 17 years in 15 countries. The report identifies emerging patterns, differences between groups and countries, and key areas of opportunity and concern. In doing so, it provides an early and policy-relevant insight into how GenAI is reshaping childhood in Europe.

• 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. Fulltekst i vitenarkiv
• Rege, Mari; Telle, Kjetil Elias; Staksrud, Elisabeth; Neeraas, Inger Lise; Osberg, Jens Andresen & Vigerust, Elisabeth [Vis alle 8 forfattere av denne artikkelen] (2022). Juridiske og etiske problemstillinger knyttet til innsamling, tilgjengeliggjøring, deling og bruk av data, samt bruk av randomiserte forsøk, i kriser. Kunnskapsdepartementet. Fulltekst i vitenarkiv
• Livingstone, Sonia; Stoilova, Mariya; Stänicke, Line Indrevoll; Jessen, Reidar Schei; Graham, Richard & Staksrud, Elisabeth [Vis alle 7 forfattere av denne artikkelen] (2022). Adolescents experiencing internetrelated mental health difficulties: the benefits and risks of digital skills. Leuven University Press. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Livingstone, Sonia; Stoilova, Mariya; Stänicke, Line Indrevoll; Jessen, Reidar Schei; Graham, Richard & Staksrud, Elisabeth [Vis alle 7 forfattere av denne artikkelen] (2022). Young people experiencing internet-related mental health difficulties: the benefits and risks of digital skills. Leuven University Press. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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 9789276297635. Fulltekst i vitenarkiv Vis sammendrag

  Covid-19 pandemic impacted the lives of most children in Europe dramatically. The lockdown affecting most European countries in spring 2020 saw the sudden shift of most children's activities into the digital world. Since then, children's schooling, leisure time, social contacts, home life have mostly been conducted at home via digital media. Embracing new tools and services and spending several hours per day online changed dramatically daily schedules. The online world offers opportunities and new possibilities, substituting face-to-face interactions. However, it opens the door to well-known online risks (inappropriate content, overuse, cyberbullying, cyberhate, disinformation, misuse of personal data, cyber-risks, etc.) This report provides a snapshot of how children across Europe perceived and experienced different known online risks during the Covid-19 spring lockdown in eleven countries, and which steps parents and children took to mitigate and cope with these risks. In particular, changes that occurred in children’s online risk experiences during the Covid-lockdown, compared to the situation before the crisis, were identified.

• Barbovschi, Monica; Bhroin, Niamh Ní; Chronaki, Despina; Cibocci, Lana; Farrugia, Lorleen & Lauri, Mary-Anne [Vis alle 10 forfattere av denne artikkelen] (2021). Young people’s experiences with sexual messages online: Prevalence, types of sexting and emotional responses. Universitetet i Oslo. ISSN 9788257062026. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Elvestad, Eiri; Staksrud, Elisabeth & Ólafsson, Kjartan (2021). Digitalt foreldreskap i Norge. Universitetet i Oslo. ISSN 9788257062002. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten basere seg på data fra EU Kids Online undersøkelsen samlet inn 2018 både i Norge og et utvalg europeiske land samt intervjuer med 10 norske familier (hvor foreldre og barn ble intervjuet sammen) gjennomført i 2019. Intervjuene ble gjennomført som en del av prosjektet «Digitalt Foreldreskap i Norge». EU Kids Online-datainnsamlingen i Norge ble gjennomført av Ipsos Norge og foregikk sommer/høst 2018 med et representativt utvalg barn mellom 9-17 år som har brukt internett de siste tre månedene, samt én av deres foreldre/foresatte. Barn og foreldre ble rekruttert via et telefonintervju i forkant av undersøkelsen. Selve undersøkelsen ble gjennomført ved besøk hos respondentene, hvor barn og foreldre selv svarte via nettbrett. Barn og foreldre var ikke i samme rom da undersøkelsen ble gjennomført. I spørreundersøkelsen har vi intervjuet barn og foreldre fra samme familier, slik at svarene kan sammenliknes. Dette gjør at vi har rike data som får frem hvordan foreldre og barn diskuterer, samtaler, forhandler og samspiller i forhold til barnas mediebruk. Denne rapportens hovedfokus er på hvilken rolle foreldre i Norge spiller for barnas bruk av digitale medier. Der vi har sammenlignbare data fra andre europeiske land, sammenligner vi foreldre i Norge med foreldre i andre land. Videre undersøker vi hvordan sosiale forskjeller mellom foreldre kan gi ulikheter i hvordan man utøver det digitale foreldreskapet og hvilke konsekvenser dette kan få for barna. Til slutt bruker vi både data fra spørreundersøkelsen og familieintervjuene til å si noe om hvordan foreldre og barn i de samme familiene opplever foreldrenes digitale foreldreskap/medieoppdragelsen.

• Barbovschi, Monica & Staksrud, Elisabeth (2021). Young Norwegians’ experiences with aggression and bullying: roles, vulnerabilities and connected factors. Universitetet i Oslo. ISSN 9788257062019. Fulltekst i vitenarkiv Vis sammendrag

  This report presents research about Norwegian adolescents’ experiences with online aggression. We examine three different roles that children and young people can experience in these contexts, namely as victim, perpetrator and/or as bystander. In 2018, 25% of Norwegian children aged 9 to 17 reported that they were treated in a mean or hurtful way online or offline, while 12% said they did this to other children (Staksrud & Ólafsson, 2019). Significantly more older girls reported being victimized, while older boys reported victimizing others more often. Boys of younger ages reported witnessing online aggression to a higher degree, while older girls reported that they tended to help victims of online aggression more often. Our findings show that there is a significant overlap between online victimization and perpetration. Almost half of the girls and 67% of the boys report being both a victim and a perpetrator. The findings show that perpetrators may justify the use of violence for power. We also find that social factors, such as the quality of the family and school environments and peer support were relevant for all types of participants in cyber-aggression. Lower quality and support increased the probability of being involved in aggression. Feeling safe online was also a significant variable in all types of involvement. Lower feelings of safety online increased the probability of involvement in online aggression. Being a victim of online aggression increases the chances of seeing negative user-generated content (NUGC), especially seeing sites showing suicide-related content and ways to engage in self-harming behaviors. All main roles in online aggression, i.e. victim, perpetrator, and bystander, also reported higher scores for symptoms of emotional stress. The results show that when examining online aggression, individual and social factors that influence young people’s well-being offline should also be considered. This report includes a final section with recommendations for policy and practice for addressing and preventing online aggression and bullying among young people. The complexity of peer-to-peer online aggression, particularly with regard to the overlap between victimization and perpetration, necessitates a move from individualistic to systemic and socially oriented solutions.

• Staksrud, Elisabeth; Kolstad, Ivar; Bang, Kirsten Johanne; Bomann-Larsen, Lene; Fretheim, Kjetil & Granaas, Rakel Christina [Vis alle 16 forfattere av denne artikkelen] (2021). Forskningsetiske retningslinjer for samfunnsvitenskap og humaniora. De nasjonale forskningsetiske komiteene. ISSN 9788276821017. Fulltekst i vitenarkiv Vis sammendrag

  Den nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora (NESH) er et uavhengig og rådgivende organ, som har ansvar for å utarbeide nasjonale forskningsetiske retningslinjer. Den første utgaven av NESHs retningslinjer ble utgitt i 1993, og de har kommet i reviderte utgaver i 1999, 2006 og 2016. For mer om NESH og retningslinjene, se vedlegg. I denne utgaven har NESH valgt å fremheve og tydeliggjøre de grunnleggende forskningsetiske normene. Formålet er å fremheve NESHs retningslinjer som en selvstendig kilde til forskningsetisk refleksjon og kontinuering diskusjon i forskerfellesskapet. NESH har også presisert hvordan forskning i økende grad er under press, og hvordan ulike aktører som oppdragsgivere, finansiører og samarbeidspartnere har medansvar for å ivareta forskningsetikken. Videre er skillet mellom etikk og juss presisert for å tydeliggjøre grenseflatene mot henholdsvis gransking av vitenskapelig uredelighet og krav om rettsgrunnlag ved behandling av personopplysninger. Høsten 2020 ble det reviderte utkastet til nasjonale retningslinjer sendt på høring. NESH mottok over 60 innspill fra forskere, forskningsinstitusjoner og andre forskningsaktører. En arbeidsgruppe bestående av Elisabeth Staksrud (leder), Ivar Kolstad (nestleder) og Vidar Enebakk (sekretariatsleder) har gått gjennom alle innspill og utarbeidet forslag, som er grundig drøftet og vedtatt av alle medlemmene i komiteen.

• Smahel, David; Machackova, Hana; Mascheroni, Giovanna; Dedkova, Lenka; Staksrud, Elisabeth & Olafsson, Kjartan [Vis alle 8 forfattere av denne artikkelen] (2020). EU Kids Online 2020. Survey results from 19 countries. EU Kids Online. doi: 10.21953/lse.47fdeqj01ofo. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Barbovschi, Monica & Staksrud, Elisabeth (2020). The experiences of Norwegian adolescents with online sexual messages. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  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 9-17) 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Machackova, Hana; Blaya, Catherine; Bedrosova, Marie; Smahel, David & Staksrud, Elisabeth (2020). Children's experiences with cyberhate. EU Kids Online. Fulltekst i vitenarkiv Vis sammendrag

  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

• Barbovschi, Monica & Staksrud, Elisabeth (2020). The experiences of Norwegian youth (aged 9 to 17) with sexual content online. Institutt for medier og kommunikasjon. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv
• Livingstone, Sonia; Mascheroni, Giovanna & Staksrud, Elisabeth (2015). Developing a framework for researching children’s online risks and opportunities in Europe. EU Kids Online, LSE. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Staksrud, Elisabeth; Steen-Johnsen, Kari; Enjolras, Bernard; Gustafsson, Maria Helena; Ihlebæk, Karoline Andrea & Midtbøen, Arnfinn Haagensen [Vis alle 9 forfattere av denne artikkelen] (2014). Ytringsfrihet i Norge : Holdninger og erfaringer i befolkningen : Resultater fra befolkningsundersøkelsen 2014. Institutt for samfunnsforskning/Fritt Ord. ISSN 9788277634432. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Staksrud, Elisabeth (2014). Anbefalinger til Kulturdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014. Medietilsynet. ISSN 9788291977263. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2014). Anbefalinger til Barne-, likestillings og inkluderingsdepartementet på bakgrunn av Medietilsynets “Barn og medier”-undersøkelse 2014. Medietilsynet. ISSN 9788291977256. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2014). Kan voksne skape vennskap på nett? Utdanningsdirektoratet. Fulltekst i vitenarkiv
• O'Neill, Brian & Staksrud, Elisabeth (2014). Final Recommendations for policy. London School of Economics and Political Science. Fulltekst i vitenarkiv
• Livingstone, Sonia; Ponte, Cristina; Kirwil, L & Staksrud, Elisabeth (2013). In their own words: What bothers children online? London School of Economics and Political Science. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv
• Staksrud, Elisabeth (2012). Children and the Internet: Risk, Regulation, Rights. Universitetet i Oslo. Fulltekst i vitenarkiv
• Livingstone, Sonia; Ólafsson, Kjartan & Staksrud, Elisabeth (2011). Social Networking, Age and Privacy. London School of Economics. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• 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 9780853284055. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  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. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  The advent of information technology has generally been heralded as a force for the breakdown of authoritarian political control. Especially the Internet is seen as a forum for public information and democratization that escapes all forms of political motivated censorship. On the other side, there are few studies on the relationship between new information technology and non-liberal political structures. This thesis addresses this relationship by analyzing the political culture, and the media, in Singapore. Singapore possesses authoritarian characteristics, and there is extensive and sophisticated control over the information flow. The authorities seek to control and sensor media content in order to protect "national values" and political stability. At the same time, one can find one of the most comprehensive strategies for the development of IT in the world. The duality, the wish for being number one on new information and communication technology, combined with a strong wish to censor the information flow that comes with the new, as well as the traditional, technology, seems like a paradox, and is the reason why Singapore presents itself as a fascinating and essentialcase study. The thesis consists of two main parts. First, Singapore s political system and some innovations made to its system by the government, is examined. I will examine various ways the opposition is being repressed, and the extent to which its acceptance is related to the choice between wealth and liberty, the lack of a critical intellectual elite, the predominance of a Confucian ethic, and the distinct features of the concept of kiasuism. Then I discuss whether the political monopoly in Singapore is rationalized through an elitist ideology, which depicts government as a technical process that must be the preserve of a meritocracy. In the second part, both regulations towards traditional and new media will be analyzed. The analysis of Internet content regulation will focus on three areas: legal framework, technical measures, and self-regulation. Within each area I will show how the government coercion on the political arena as well as within the traditional media, has impelled stability in such a way that coercion within the new media becomes unnecessary. This has resulted in a situation where individuals voluntarily comply with the government s plan for development and regulation of the Internet.

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