Chapter

Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online

Veronika Kalmus, Cecilia von Feilitzen and Andra Siibak

in Children, risk and safety on the internet

Published by Policy Press

Published in print July 2012 | ISBN: 9781847428837
Published online January 2013 | e-ISBN: 9781447307723 | DOI: http://dx.doi.org/10.1332/policypress/9781847428837.003.0019
Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online

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This chapter explores, first, the extent to which social support from teachers and peers is related to children's uptake of online opportunities and their levels of digital literacy and safety skills; and second, whether and how teachers' and peers' mediation are related to the main online risks and harm experienced by children. Socio-demographic variations in the effectiveness of teachers' and peers' mediation are also analysed. Finally, the chapter explores whether there are substantial differences among European countries with regard to correlations between teachers' and peers' mediation on the one hand, and children's digital skills and online opportunities, and experiences of risks and harm on the internet on the other. One of the conclusions is that substantial mediation by peers (as well as teachers) occurs retroactively, after children have experienced online harm, with children being active agents in the process and initiating the mediation when needed.

Keywords: Teachers' mediation; Peers' mediation; Online opportunities; Digital skills; Online risks; Online harm

Chapter.  4002 words.  Illustrated.

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