146: Ofcom Adults: Media Use and Attitudes – Highlights from Ofcom’s 2018 Research 2

Critical Research/Ofcom (May 2019)

A summary of the results of Ofcom’s Adults’ Media Literacy Tracker, a large-scale quantitative survey based on in-home interviews with adults aged 16 and over (N = 1,882), conducted between September and November 2018. The report also draws on data from the Ofcom 2019 Technology Tracker survey. This quantitative study interviewed 3,909 adults aged 16 and over between January and February 2019. These studies examine the media environment for adults in the UK and provides evidence on how media use, attitudes and understanding have changed over time among this group.

145: Ofcom Adults: Media Use and Attitudes – Highlights from Ofcom’s 2018 Research 1

Critical Research/Ofcom (May 2019)

A summary of the results of Ofcom’s Adults’ Media Literacy Tracker, a large-scale quantitative survey based on in-home interviews with adults aged 16 and over (N = 1,882), conducted between September and November 2018. The report also draws on data from the Ofcom 2019 Technology Tracker survey. This quantitative study interviewed 3,909 adults aged 16 and over between January and February 2019. These studies examine the media environment for adults in the UK and provides evidence on how media use, attitudes and understanding have changed over time among this group.

142: Tackling Gaming Addiction in the UK

Daria Kuss (Nottingham Trent University) (March, 2019)

A summary of the key findings from a report examining how the addictive nature of some technologies can affect users’ engagement with gaming and social media, particularly amongst younger people. It was written as a response to the inquiry of the UK Parliament’s Select Committee on Digital, Culture, Media and Sport into Immersive and Addictive Technologies.

141: Children’s Data and Privacy Online: Growing Up in a Digital Age An Evidence Review

Sonia Livingstone, Mariya Stoilova and Rishita Nandagiri (London School of Economics and Political Science) (February, 2019)

A summary of the results of a project using systematic evidence mapping to review the existing knowledge base on children’s data and privacy online, identify research gaps and outline areas of potential policy and practice development. A comprehensive and methodical search strategy was utilised and included a broad range of sources including policy recommendations, case studies and advocacy guides. Three groups of search terms were combined to identify research about children, privacy and the digital environment. 

140: Inequalities in How Parents Support Their Children’s Development with Digital Technologies. Parenting for a Digital Future: Survey Report 4

Sonia Livingstone and Dongmiao Zhang (London School of Economics and Political Science) (February, 2019)

An overview of the key findings relating to the possible digital inequalities between more and less societally advantaged groups, focusing on gender, ethnicity, socioeconomic status (SES), parental education, family composition, as well as special educational needs (SEN) and disabilities. A nationally representative survey was carried out of 2,032 parents of children aged 0-17. Participants were recruited via an online panel, supplemented with a sample of low or non-internet users interviewed in-person. Participants were representative by region across the UK, representative by ethnic background, socio-economic status (SES), gender, and inclusion of parents with low or no internet use. The data were collected in 2017.

139: What Do Parents Think and Do About Their Children’s Online Privacy? Parenting for a Digital Future: Survey Report 3

Sonia Livingstone, Alicia Blum-Ross and Dongmiao Zhang (London School of Economics and Political Science) (February, 2019)

A summary of the key results relating to how UK parents view their own and their children’s digital privacy, sharing images of their children online, and how they negotiate new norms about parents’ roles in supporting their child’s safety and fostering their independence online. A nationally representative survey was carried out of 2,032 parents of children aged 0-17. Participants were recruited via an online panel, supplemented with a sample of low or non-internet users interviewed in-person. Participants were representative by region across the UK, representative by ethnic background, socio-economic status (SES), gender, and inclusion of parents with low or no internet use. The data were collected in 2017.

138: When Do Parents Think Their Child is Ready to Use the Internet Independently? Parenting for a Digital Future: Survey Report 2

Sonia Livingstone (London School of Economics and Political Science) and Kjartan Ólafsson (University of Akureyri) (February, 2019)

An overview of the results of a study exploring the age at which parents think their children need to ask for consent, and the age at which children can manage their own data privacy. This is related to the implementation of the General Data Protection Regulation in May 2018. A nationally representative survey was carried out of 2,032 parents of children aged 0-17. Participants were recruited via an online panel, supplemented with a sample of low or non-internet users interviewed in-person. Participants were representative by region across the UK, representative by ethnic background, socio-economic status (SES), gender, and inclusion of parents with low or no internet use. The data were collected in 2017.

137: In the Digital Home How Do Parents Support their Children and Who Supports Them? Parenting for a Digital Future: Survey Report 1

Sonia Livingstone, Alicia Blum-Ross and colleagues (London School of Economics and Political Science) (February, 2019)

A summary of the key results from a study exploring parents’ values, skills and attitudes towards digital media use in their own lives, and how these influence their expectations for, and management of, digital media and dilemmas in the lives of their children. It also considered how policymakers might better reach parents with guidance on digital matters. A nationally representative survey was carried out of 2,032 parents of children aged 0-17. Participants were recruited via an online panel, supplemented with a sample of low or non-internet users interviewed in-person. Participants were representative by region across the UK, representative by ethnic background, socio-economic status (SES), gender, and inclusion of parents with low or no internet use. The data were collected in 2017. 

136: The Trouble with “Screen Time” Rules

Alicia Blum-Ross and Sonia Livingstone (London School of Economics and Political Science) (February, 2019)

An overview of the results of a qualitative study examining and critiquing the widely influential American Academy of Pediatrics’ (AAP) “screen time” guidelines (issued in 1999 and updated in 2016) through an exploration of whether the screen time rules and guidelines match up with reports of parents’ on-the-ground practices. Face-to-face interviews were carried out with 73 families in London, UK. The research balanced a purposive sample of parents for whom the digital offered something distinctive with others whom we recruited as a cross-section of families by age of child (from birth to 17), ethnicity and socio-economic status.

134: Rules of Engagement: Family Rules on Young Children’s Access to and Use of Technologies

Stephane Chaudron (European Commission) and colleagues (February, 2019)

A summary of the results of a project examining young children’s access to and use of digital technologies, as well as how parents mediated this use. The project involved seven countries: Belgium, Czech Republic, Finland, Germany, Italy, Russia and the United Kingdom. In each country, interviews and observations were undertaken with ten families in their homes, each with a child aged between 6 and 7. Families had at least one child who used a digital technology at least once a week. Each national sample was constituted to provide variety in the use of digital technology and family structures. Data were analysed using a thematic approach based on grounded theory in that an inductive approach was employed.