This article analyses the way in which the digital divide affects Roma/Gitano minors. This ethnic group is a paradigmatic case among socially underprivileged groups in Spain; excluded from industrial society, they appear to be facing a similar situation in the post-industrial era. We, therefore, sought to explore the digital experiences of minors from this group in order to study social and digital exclusion/inclusion among them. The research strategy took a comprehensive approach, covering both offline and online behaviour. We focused on the results of fieldwork undertaken in Spain during 2017. In all, interviews were conducted with 17 adolescents (aged 11 to 18) as well as with several social workers who were providing support to the minors. Given that the use of technology has become a prerequisite for the welfare of children and for the development of their rights, the issue tends to centre on three main areas, commonly known as the three Ps: provision, participation, and protection. As such, the analysis of inequality was based on these areas. The findings presented in this article illustrate that the use of ICTs can contribute to empowering Roma/Gitano adolescents to improve the position they occupy as a group in the social structure.
The purpose of this article is to analyse sharenting, a relatively widespread practice among Spanish mothers and fathers that involves the publication of comments, images or videos of the lives of their children on social networks or blogs. Even when the actions of parents are well-intended, the information shared may not always set well with their children, and it could expose them to risks. Based on the results of a survey of 2900 Spanish schoolchildren (9–17 years old), their experiences of sharenting have been studied. Nearly one in five say that their parents have shared information about them online. This practice increases with age, affecting girls in particular. Approximately 12% of the children asked their parents to delete this shared information, and negative consequences resulting from this practice, whether direct or indirect, are not common (4%). The association between sharenting and the enabling and restrictive parental mediation strategies has also been analysed. The data show that parents who frequently mediate their children’s online activity share significantly less information. In any case, what stands out is the fact that parents post this information online, which indicates the need for parents to have a higher level of awareness about this issue.
Los menores están creciendo en un sistema de convergencia mediática que les proporciona oportunidades para la socialización, la auto-expresión, el aprendizaje, la creatividad y la participación a través de los medios online y, crecientemente, los medios móviles. Sin embargo, además de las oportunidades que ofrece Internet, los niños y niñas también experimentan riesgos evidenciando la interdependencia de ambos: cuanto más usan los menores internet, mayor es la gama de oportunidades que tienen y mayor es la probabilidad de exposición a experiencias de riesgo.
Given the growing importance of digital literacy in children’s education, this article analyzes the role of school mediation in the development of digital competences among Spanish minors. Based on the results obtained from a survey of 2,900 Spanish schoolchildren between the ages of 9 and 17 years conducted at the end of 2018, we explore their attachment to their school, the digital mediation they receive at the center, and their digital competences. The data show that they have a positive feeling of belonging to their school. The most widespread competences among minors are precisely those most related to the playful use of digital devices. Analysis of the association between school mediation and the acquisition of various types of digital skills shows that mediation is effective in the acquisition of most competences among pre-adolescents, confirming the need for early school mediation. There is no doubt that media and digital education contributes to the achievement of more inclusive environments. Educational policies oriented toward safer use of the Internet and a change in the pedagogical paradigm in primary and secondary education should contribute to enhanced development of digital skills during childhood and adolescence.
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