Imagine the Person in Front of You: How Teachers Promote Responsible Online Communication in Swedish Leisure-Time Centers

Abstract

Digital competence and its different dimensionsamong them responsible online communicationare competencies that children need to develop for their present and future lives. This article analyzes how teachers promote responsible online communication in Swedish leisure-time centers (LTCs). Based on 20 in-depth interviews, the results show how teachers promote responsible communication mainly in spontaneous situations using mediation strategies such as active mediation, co-use, and participatory learning. The study also identifies educational simulation as mediation strategy. The participants focused primarily on teaching children how not to hurt other people online, as well as issues concerning online safety and privacy. One conclusion is that children's self-selected media use in the LTC provided extended opportunities for promoting responsible online communication.

Digital Leisure: Transformation of Leisure Activities

“…There are numerous studies in the literature that examine the relationship between leisure time and digital technologies, which we have identified through a simple selection method (Mcdaniel et al, 2021;Schultz & Mckeown, 2018;Denktaş et al, 2023;Ho & Cho, 2021;Bingöl & Eker, 2022;Karaş, 2019;Martinez, 2021;Gezginci, 2020;Lepp et al, 2017;Sözbilir, 2019;Güncan, 2021;Yardigül & Zinderen, 2015;Kocaman-Karaoğlu & Atasoy, 2018;Choi & Dattilo, 2017;Yusufoğlu, 2017;Tel & Köksalan, 2009;Veal, 2016;Yalçın et al, 2017;Aydın & Birol, 2020;Karakaya, 2019;Çizmeci, 2015;Wood et al, 2019;Özkazanç, 2020;Himmetoğlu & Ayhan, 2021;Karakoç & Taydaş, 2013;Boshele & Çizmeci, 2016;Güleryüz et al, 2020;Akyürek et al, 2018;Bingöl, 2021;Güler & Özmaden, 2023;Lenneis et al, 2023;Erten, 2019). These studies provide insights into the relationship between leisure time and digital technologies, shedding light on various aspects and implications.…”

How digital activities become (im)possible in Swedish school-age educare centres

“…Nevertheless, Micheli (2013) showed in her study how teachers in afterschool settings who want to stop 'avoiding' new media and start thinking of effective ways to adopt them in their curricula, and who also wish to promote pupils' civic participation, ethical reasoning and critical thinking, can benefit from two important processes: (1) developing a "know-how" that is useful for incorporating new media literacies into teaching and (2) providing pupils with the knowledge and attitudes needed to participate actively in the media creation and production process. Furthermore, Martinez (2019Martinez ( , 2021 illustrates through interviews how SAEC teachers work to promote critical digital literacy and responsible online communication. SAEC teachers relate to these issues in a variety of ways, from not promoting critical digital literacy at all, to providing planned learning activities with this focus.…”

“…In the SAEC context, spontaneous discussions promoting digital literacy are described as an important aspect by SAEC teachers. The role of teaching in spontaneous situations is further highlighted by Martinez (2021), showing how SAEC teachers describe their use of strategies such as active mediation, co-use and participatory learning to promote responsible online communication.…”

Literacy i fritidshemmet: En studie om förutsättningar för literacy i svenska fritidshem

“…Vidare visade resultaten i Lagos och Bötrius studie att eleverna upplevde läsning som en mellanrumsaktivitet och att läsaktiviteter i fritidshem ofta lyste helt med sin frånvaro. Martinez (2021) genomförde en studie där fritidshemmet som arena för utvecklandet av kritisk digital literacy undersöktes genom intervjuer med 20 svenska fritidshems lärare. Resultatet indikerade en stor bredd gällande lärarnas tillvägagångssätt och metoder, från att inte alls arbeta aktivt med att främja kritisk digital läskunnighet till att planera lärandeaktiviteter och spontana diskussioner som uppmuntrade till kritiska reflektioner kring digitala medier.…”

“…Ett stort utbud av böcker med olika innehållsfokus och på olika språk ger självklart goda förutsättningar för entusiasmerande läsning utifrån elevernas intressen där bokens roll i fritidshemmet kan befästas. Under det andra insamlingstillfället ser vi dessutom hur verktyg som digitala spel, exempelvis Minecraft och Pokémon, bokappar och Smartboard har fått en förstärkt ställning, där lärande-och språkutvecklande samtal noterats av studenterna (Lankshear & Knobel, 2008;Martinez, 2021).…”