[Commlist] Call for Papers ZER journal- Special Monograph on Children´s Online Experiences

Call for papers for the First Monograph on Children´s online activities, 
mediation, opportunities and online risks in the era of convergent media 
- ZER journal (University of the Basque Country/ Euskal Herriko 
Unibertsitatea)

We are planning the special issue n. 48 (May 2020) for ZER journal (UPV 
/ EHU) on Children´s online activities, mediation, opportunities and 
online risks in the era of convergent media

This call for papers is made on behalf of the EU Kids Online (Spain) 
research team based at the University of the Basque Country (EHU) and 
part of the multinational research network EU Kids Online (Better 
Internet for Kids -EC) comprised of members in 33 countries in Europe 
and beyond and partner of the European SIC- Spain project for the 
promotion of a Safer Internet for Children, coordinated by the Spanish 
National Cybersecurity Institute (INCIBE) through the IS4K Internet 
Security Center.

EU Kids Online (Spain) invites scholars from the area of  Human/ Social 
Sciences, or similar, who wish to submit original contributions which 
might be related to any of the research topics listed at the end of this 
document.

This monograph takes its title from the recent national report published 
by EU Kids Online Spain (Garmendia et al., 2019), which presents results 
on Spanish children´s digital experiences and their implications for the 
children's well-being. This report - focused on responses from children 
aged 9 to 17- followed the new theoretical and methodological approaches 
and research models outlined by the EU Kids Online and Global Kids 
Online research networks (see, Barbosvschi , Green and Vandoninck , 
2013; Livingstone , Mascheroni and Staksrud , 2015 and Livingstone, 
2016) and hopes to be a useful reference source for those researchers 
willing to contribute with new evidence to this monograph.

Compared to previous findings (Garmendia et al., 2011; Garmendia et al., 
2016) significant changes to Spanish children´s digital experiences 
(Garmendia et al., 2019) have been detected. The appropriation of mobile 
devices as well as the amount of time they spend online has increased in 
all age groups. What new implications does the penetration of the mobile 
Internet (mobile and wearable devices, the internet of things) can have 
on children´s well-being and their rights? When and under what 
circumstances can we call it digital difference or digital inequality? 
(Garmendia et al., 2016, Mascheroni and Olafsson, 2016).

In parallel, the incidence of risks or "risky activities" has increased 
among all age groups of Spanish children, with noticeable rise in "new 
risks" - especially those of content generated by other users (hate 
speech). The incidence of harm is strikingly lower than the risks they 
encounter. Do we talk about risks or risky situations?  What children 
and in what contexts, or considering what factors, may be more 
vulnarable to what harm? (Staksrud, 2013).

Spanish children and adolescents priority for communication, 
entertainment and school work activities are not balanced with their 
involvement in more sophisticated civic and creative activities defined 
by the "ladder of opportunities" (Livingstone and Helsper, 2007). What 
new goals (content) can we offer them in order to draw them up the 
"ladder of opportunities" for the benefit of the complete digital 
development of the child?

Younger children are at a disadvantage compared to older children when 
it comes to the development of digital competencies used to cope with 
risks. Who, why and depending on which contexts are children more 
resilient to risks? Can they become more resilient when coping with 
risky situations? How significant are digital skills and literacies for 
their -being? Is it feasible to educate them digitally to be resilient 
to a constantly evolving digital context? (Vandoninck and D´Haenens, 2018).

The peer group, as the main source of support, has become even more 
important than parents or teachers when solving problems related to 
Internet use. The evidence also shows the importance of children´s 
agency in the parental mediation processes. At the same time, parents 
seem to be increasingly aware of their children's right to privacy and 
autonomy when applying more communicative parental mediation strategies, 
which involve more opportunities. How do the different social agents 
(peer group, school, family) influence in children´s digital experiences?

Objective of this monograph

The main objective of EU Kids Online (Spain) with this call for papers 
is the same that it has been pursued, together with the rest of the 
countries in the network, since its creation in 2006: to contribute to 
the research agenda with new empirical evidence, from the perspective of 
the rights of the child, which help to promote evidence-based policies 
at the Spanish, European or international level, addressing the needs, 
rights and well-being of children in the digital context.

This monograph will accept contributions (national, European and beyond 
Europe) related to, but not limited to, the following topics:

- The importance of children's identity (beyond demographic aspects): 
psychological characteristics, abilities, interests, motivations or 
vulnerabilities and their relationship with digital experiences.
- The new concept of Internet access (mobile devices, locations and 
connectivity levels) and the implications that access limitations may 
have for minors; "The Internet of things".
- Internet use (beyond frequency and location)
- communication, security, coping strategies and opportunities.
- Skills and competencies
- Risks vs. harm and resilience
- excessive use of the Internet or addiction?, negative content 
generated by other users, new pornography models.
- Parental mediation processes and their relationship with the 
opportunities and risks (harm) for the child and their agency in this 
process.
- The school context as a social mediation agent.
- Sharenting and its relationship with the rights of the child 
(protection, provision, participation).
- Internet regulation policies from the perspective of the rights and 
well-being of the child
- Strategies of producers and / or distributors of children´s online 
contents
- Media and Platforms
- Children´s audiences approach, cross-national analysis
- Multitasking
- use of social networks simultaneously under the contents perspective
- Big data, recommendation systems and algorithms specifically designed 
for children and adolescents.

Contributions should be between 5,000 to 8,000 words.

 Guest editor:  Gemma Martinez PhD, member of EU Kids Online (Spain)

If you wish to submit an article, please read the acceptance criteria of 
the journal, which are indicated on this page: 
https://www.ehu.eus/ojs/index.php/Zer/about/editorialPolicies#focusAndScope

Please consult the rules for authors: 
https://www.ehu.eus/ojs/index.php/Zer/about/submissions#authorGuidelines

And then you send us your article through Zer's OJS platform: 
https://www.ehu.eus/ojs/index.php/Zer/information/authors

VERY IMPORTANT FOR AUTHORS Manuscripts must be sent prior to March the 
20th of 2020 Languages Manuscripts in Spanish, English and Basque are 
accepted

Evaluation All articles published in ZER are double blind evaluated by 2 
or more members of the international Scientific Committee of the 
journal, and other evaluators, always external to the Editor. The 
journal is committed to responding to questions regarding the acceptance 
process.

Bibliography

- Barbovschi, M., Green, L. and Vandoninck, S. (eds) (2013). Innovative 
approaches for investigating how children understand risk in new media. 
Dealing with methodological and ethical challenges. London: EU Kids 
Online, London School of Economics and Political Science.
- Garmendia, M., Garitaonandia, C., Martínez, G. y Casado, M. A. (2011). 
Riesgos y seguridad en internet: Los menores españoles en el contexto 
europeo. Bilbao: Universidad del País Vasco y EU Kids Online.
- Garmendia, M., Jiménez, E., Casado, M. Á., y Mascheroni, G. (2016). 
Net Children Go Mobile. Riesgos y oportunidades en internet y uso de 
dispositivos móviles entre menores españoles (2010-2015). Madrid: 
Red.es/Universidad del País Vasco/Euskal Herriko Unibertsitatea.
- Garmendia, M., Jiménez, E., Karrera, I., Larrañaga, N., Casado, M.A., 
Martínez, G. y Garitaonandia, C. (2019). Actividades, Mediación, 
Oportunidades y Riesgos online de los menores en la era de la 
convergencia mediática. Editado por el Instituto Nacional de Seguridad 
(INCIBE). León (España)
- Livingstone, S. (2016). A framework for researching Global Kids 
Online: understanding children's well-being and rights in the digital 
age. London: Global Kids Online, London School of Economics and 
Political Science.
- Livingstone, S., & Helsper, E. (2007). Gradations in digital 
inclusion: Children, young people and the digital divide. New media & 
society, 9(4), 671-696.
- Livingstone, S., Mascheroni, G., & Staksrud, E. (2015). Developing a 
framework for researching children's online risks and opportunities in 
Europe. London: EU Kids Online, London School of Economics and Political 
Science.
- Mascheroni, G., & Olafsson, K. (2016). The mobile Internet: Access, 
use, opportunities and divides among European children. New Media & 
Society, 18(8), 1657-1679.
- Staksrud, E. (2013) Children in the online world: Risk, regulation, 
rights. Aldershot: Ashgate.


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