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[Commlist] Call for Papers ZER journal- Special Monograph on Children´s Online Experiences
Wed Nov 13 17:08:23 GMT 2019
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
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
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
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
- 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
- Media and Platforms
- Children´s audiences approach, cross-national analysis
- 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:
Please consult the rules for authors:
And then you send us your article through Zer's OJS platform:
VERY IMPORTANT FOR AUTHORS Manuscripts must be sent prior to March the
20th of 2020 Languages Manuscripts in Spanish, English and Basque are
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
- 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
- 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
- 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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