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Digital Misinformation / Disinformation and Children

Philip N. Howard, Lisa-Maria Neudert, Nayana Prakash

UNICEF (2021), 35 pp.

"Children can be targets and objects of mis/disinformation, spreaders or creators of it, and opponents of mis/disinformation in actively seeking to counter falsehoods. There is insufficient data available to researchers and policymakers to get a clear and comprehensive picture of how susceptible chi ... more

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Deviance from the Ethical Standard of Reporting Child Sexual Abuse in Daily Newspapers of Bangladesh

Asibul Islam Anik, Muhammad Ibrahim Ibne Towhid, Syed Shariful Islam, Md. Takit Mallik, Shabnam Azim, Md. Golam Rahman, M. Atiqul Haque

Humanities & Social Sciences Communications, issue 8: 200 (2021), 11 pp.

"This study revealed that more than 40% of news stories on child sexual abuse (CSA) cases did not follow the ethical standard of reporting. Episodic CSA cases were more unethically reported in newspapers, compared to the thematic stories (42.8% vs. 11.6%). Approximately 37% of news stories disclosed ... more

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How to Talk About Child Sexual Abuse in the Digital World

Frame Works UK (2021), 16 pp.

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Refuge and Risk: Life Online for Vulnerable Young People

Adrienne Katz, Aiman El Asam

London: Youthworks; Internet Matters (2021), 38 pp.

"Young people’s behaviour online is influenced less by rules about online safety than about how they feel. It is influenced by emotional needs, pre-existing vulnerabilities and the support around them. Implications for professionals 1. These messages from young people can help those working in ser ... more

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I am an Estonian illustrator: Let me mark the book for you

Eva Laantee Reintamm, Ulla Saar

Estonian Children’s Literature Centre (2021), 127 pp.

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Investigating Risks and Opportunities for Children in a Digital World: A Rapid Review of the Evidence on Children’s Internet Use and Outcomes

Mariya Stoilova, Sonia Livingstone, Rana Khazbak

Florence: UNICEF Office of Research – Innocenti (2021), 81 pp.

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Translation matters: Protocols and practices for book production in low-income and remote communities

Lara Cain Gray

Library for All (2021), 9 pp.

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Mobile Training Center: Closing the Digital Divide for Marginalized Youth. Skills to Succeed Bangladesh

Save the Children (2021), 2 pp.

"The opportunity for further growth in the ICT sector by leveraging the sizeable youth workforce, including females, is immense. The Skills to Succeed program in Bangladesh helps vulnerable youth (ages 15-24), living in slum communities, develop employability, ICT technical and entrepreneurship skil ... ls, and provides job linkage services to prepare them to obtain decent work in the ICT & Business Process Outsourcing (BPO) value chain, from which marginalized youth have traditionally been excluded. Since 2017, 10,800 youth have received employability skills training (41% female). Additionally, 6,810 youth have received vocational training in ICT and 2,730 entrepreneurship training. Of these, 3,117 youth have been placed in jobs and 504 in self-employment. One of the key learnings from the S2S program in Bangladesh is that, in order for youth to be more likely to advance in the ICT sector, where technology leaps forward at a fast pace, they need to become lifelong learners and, ideally, develop technology skills at an earlier age. This is why the S2S program is expanding to reach marginalized in-school and out-of-school very young adolescents (ages 10 to 14) to build their life skills, growth mindset and digital skills so they are able to continuously learn, adapt and be prepared to take advantage of the jobs of the future. An innovative approach for providing access to the internet and build the digital skills of to the most marginalized adolescents and youth in Bangladesh, particularly girls, is the use of a Mobile Training Center (MTC). The MTC moves around Chattogram to provide skills training to adolescent girls and boys at their doorsteps. The MTC has one technical instructor and two life skills trainers. These instructors facilitate a 24-hour training on life skills and growth mindset, and a 24-hour training on digital literacy and citizenship. The MTC is set up in a large bus, it is equipped with 15 laptop computers, internet connection, and furniture to facilitate trainings. Internet access is provided through 3G/4G portable Router Access Points. Service is procured from high quality mobile network service providers in Bangladesh, such as Grameen Phone or Robi, with whom the program has corporate agreements. By meeting adolescents close to their homes and communities, the MTC will overcome common participation barriers for marginalized and vulnerable adolescents, such as personal safety and the time and cost of traveling to training centers. These barriers frequently prevent girls from pursuing or completing trainings." (Pages 1-2) more

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Unhealthy Digital Food Marketing to Children in The Philippines

Mimi Tatlow-Golden, Emma Boyland

Mandaluyong City: UNICEF (2021), 40 pp.

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miniKIM-Studie 2020: Kleinkinder und Medien. Basisuntersuchung zum Medienumgang 2- bis 5-Jähriger in Deutschland

Stuttgart: Medienpädagogischer Forschungsverbund Südwest (mpfs) (2021), 52 pp.

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Policy guidance on AI for children

Virginia Dignum, Klara Pigmans, Steven Vosloo, Melanie Penagos

New York: UNICEF (2021), 59 pp.

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TikTok-Familien-Checkliste

klicksafe (2021), 1 p.

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Guía de prevención con perspectiva de género sobre los usos problemáticos de las TIC en niños, niñas y adolescentes

Silvina Monteros Obelar (dir.)

Centro de Igualdad de la Zubia (2021), 131 pp.

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Can media campaigns change attitudes and spark actions to reduce early child marriage? Impact evaluation of breakthrough’s early marriage campaign in Jharkhand and Bihar states of India

Raghunathan N., Leena Sushant, Siddhi Mankad

New Delhi: International Initiative for Impact Evaluation (3ie) (2021), vi, 45 pp.

"A clustered randomized trial in two states of India examines alternate strategies to reduce child marriage, increase girls' education and change gender attitudes. GPs were randomized into four treatment and one control group in a 1:1:1:2:2 ratio. The GP level intervention from November 2012 deliver ... ed to treatment groups i) A Full Package, comprising mass-media, training and community mobilization programs; ii) a Training Package comprising a combination of mass media and a training program at the block level; iii) a Community Mobilization Package comprising a combination of mass-media and a community mobilization program; iv) and an only Mass Media program. Data from 2,542 households seven years after the start of the program shows that the intervention made significant improvements in impact indicators on girls' education and incidence and age at marriage. As compared to the control GPs, the Full Package intervention increased the age at marriage for girls aged 13-25 on an average by 6.5 months and their education by 9 months. The Full Package also increased the percentage of girls enrolled in school by an additional 9% over the level that control group achieved (92% in Full Package vs 83% in Control Group). The program impacts were similar after controlling for stratification and other household and GP level characteristics. We found that the intervention made an outcome indicator - gender attitudes - more progressive; GP with Full Package had a 0.407 standard deviation (equivalent to approximately 16%) higher gender attitude index than control GPs (p < 0.01). The measure of attitudes is an index of aggregated indices on gender equality, education, marriage, mobility and knowledge. Attitude change was larger for education and mobility indices. For example, the households in the Full Package had 0.26 and 0.33 standard deviations more positive attitude towards girls’ education and mobility than control GPs. We did not find any significant effect on attitudes pertaining to marriage and girl’s work and responsibility. There is little change in norms related to gender roles within the home and education has mostly been perceived as a vehicle for better management of the home, rather than for empowering women to work and be independent." (Summary) more

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Tips for Young People: Staying Safe Online During the COVID-19 Pandemic

UNICEF (2020), 6 pp.

"Here are some practical steps you can follow to keep yourself safer during this period and improve the time that you and your family have both online and offline: 1. It is important to check your privacy settings on ALL of your social media accounts and know how to set your accounts to private or t ... more

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Discourses of Anxiety over Childhood and Youth across Cultures

Liza Tsaliki, Despina Chronaki (eds.)

Cham: Palgrave Macmillan (2020), xxi, 426 pp.

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El tratamiento informativo de la trata de niñas y niños con fines de explotación sexual: Decálogo de buenas prácticas para medios de comunicación

Jessica Rodríguez García, Selma Fernández Vergara

FAPMI; ECPAT (2020), 39 pp.

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2020 Child Online Safety Index

DQ Institute (2020), 15 pp.

"The Child Online Safety Index (COSI) measures the level of online safety for children across the world based on six pillars: Cyber Risks, Disciplined Digital Use, Digital Competency, Guidance & Education, Social Infrastructure, and Connectivity. Each of these pillars are formed by 2-8 focused areas ... more

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Protección del menor en Internet: Evita el contenido inapropiado preservando su privacidad

Agencia Española Protección Datos (AEPD) (2020), 16 pp.

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Por el uso seguro de internet para niños, niñas y adolescentes: Guía para familias acompañando a niños, niños y adolescentes en el uso seguro y responsable de las TRIC

Alejandra Pascual Franch, Selma Fernández Vergara et al.

Madrid: FAPMI-ECPAT (2020), 25 pp.