Uniwersytet Warszawski - Centralny System Uwierzytelniania
Strona główna

Child on the Web – Social and Antisocial Functioning of Children and Young People in Cyberspace 2500-EN-PS-EAc6-06
Seminarium (SEM) Semestr zimowy 2021/22

Informacje o zajęciach (wspólne dla wszystkich grup)

Liczba godzin: 30
Limit miejsc: (brak limitu)
Zaliczenie: Zaliczenie na ocenę
Literatura:

The course will cover the following topics:

1. Introduction to children's online activity - the positive and negative functioning of children and young people in cyberspace – 6.10.21.

Bavelier D, Green CS, Dye MW. Children, wired: for better and for worse. Neuron. 2010 Sep 9;67(5):692-701. doi: 10.1016/j.neuron.2010.08.035. PMID: 20826302; PMCID: PMC3170902.

Xie et al (2018). Can Touchscreen Devices be Used to Facilitate Young Children's Learning? A Meta-Analysis of Touchscreen Learning Effect. Frontiers in Psychology, 9, 10.3389/fpsyg.2018.02580 https://www.frontiersin.org/article/10.3389/fpsyg.2018.02580

2. Development in interaction with social psychological mechanisms in interactive media use – 13.10.21.

Konijn, E. et al. (2015). Adolescent Development and Psychological Mechanisms in Interactive Media Use. In: S. Sunder, (ed). (2015). The Handbook of the Psychology of Communication Technology. Oxford: Willey Blackwell.

Walther, J.B., B Van Der Heide, et al. (2015). Interpersonal and Hyperpersonal Dimensions of Computer-Mediated Communication. In: S. Sunder, (ed). (2015). The Handbook of the Psychology of Communication Technology. Oxford: Willey Blackwell.

3. Typology of online threats – 20.10.21.

Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., and Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. https://doi.org/10.21953/lse.47fdeqj01ofo

Alsehaima AO, Alanazi AA (2018). Psychological and Social Risks to Children of Using the Internet: Literature Review. J Child Adolesc Behav 6: 380. doi:10.4172/2375-4494.100038

4. Access to inappropriate content –27.10.21.

Harrison, K., Hefner, V. Media, Body Image, and Eating Disorders. In: Calvert, S. & Willson, B. (ed.) (2011). The hanbook of Children, Media, and Development. Oxford: Willey Blackwell.

5. Access to inappropriate content – suicide promotion – 3.11.21.

Marchant, A., Hawton, K., Stewart, A., Montgomery, P., Singaravelu, V., Lloyd, K. et al. (2017) A systematic review of the relationship between internet use, self-harm and suicidal behaviour in young people: The good, the bad and the unknown. PLoS ONE 12(8), doi.org/10.1371/journal.pone.0181722.

6. Dangerous contact online – pedophilia – 10.11.21.

Dafna Tener, Janis Wolak & David Finkelhor (2015): A Typology of Offenders Who Use Online Communications to Commit Sex Crimes Against Minors, Journal of Aggression, Maltreatment & Trauma, 24, pp. 319-337, doi.org/10.1080/10926771.2015.1009602.

7. Sexting – 17.11.21.

Ringrose, J., Harvey, L., Gill, R., and Livingstone, S. (2013). Teen girls, sexual double standards and 'sexting': gendered value in digital image exchange. Feminist Theory, 14 (3). pp. 305-323.

8. Cyberbullying – 24.11.21.

Barlińska, J., Szuster, A., Winiewski, M. (2018). Cyberbullying Among Adolescent Bystanders: Role of Affective versus Cognitive Empathy in Increasing Prosocial Cyberbystander Behavior. Frontiers in Psychology-Educational Psychology. doi: 10.3389/fpsyg.2018.00799.

9. Hate speech – 1.12.21.

Soral, W., Bilewicz, M., Winiewski, M. (2017). Exposure to hate speech increases prejudice through desensitization. Aggressive Behavior, 44(2), pp.136-146. DOI:10.1002/ab.21737.

10. Computer games, aggression and unwanted purchases – 8.12.21.

Engelhardt, C. R., Bartholow, B. D., Kerr, G. T., & Bushman, B. J. (2011). This is your brain on violent video games: Neural desensitization to violence predicts increased aggression following violent video game exposure. Journal of Experimental Social Psychology, 47, 1033-1036.

11. Internet addiction and online gambling – 15.12.21.

Macey, J., Hamarie, J. (2018). Sports, skins and loot boxes: Participants, practices and problematic behaviour associated with emergent forms of gambling. New media & society, pp. 1–22.

12. Internet of toys – 22.12.21.

Carr, J. (2017). The internet of toys – the impact on children of a connected environment, Journal of Cyber Policy, DOI: 10.1080/23738871.2017.1355401

13. Methods of worldwide intervention and prevention – a guest presentation of the Saferinternet Project Representative – 12.01.22.

Dinh, T., Farrugia, L., O’Neill, B., Vandoninck, S., Velicu, A. (2016). Insafe Helplines: Operations, effectiveness and emerging issues for internet safety helplines. Brussels: Insafe, European Schoolnet, 2016.

14. Test – 19.01.22.

15. The mediative role of schools and parents – 26.01.22.

Chakroff, Nathanson (2011). Parent and school interventions. In: Calvert, S. & Willson, B. (ed.) (2011). The hanbook of Children, Media, and Development. Oxford: Willey Blackwell.

The basic reading list is obligatory for all students and will be the basis for the test. Additionally a non-obligatory reading list consisted of various sources: journal research papers, book chapters, NGO reports, educational tool kits in order to best present the characteristics of online risky behavior it is a list for initial inspiration for the in class presentations and for inspiration in writing the final essay is presented below. All materials will be put on google classroom.

As the topic of internet safety is very dynamic some positions may be changed/ added even during the current semester.

Metody i kryteria oceniania:

Team work - class presentations (25%) – each class will contain a team work activity and short presentation of its effects. The presentations will be created during class in teams on zoom. The summary of this work (presentations should not exceed 5-10 minutes) will be shortly presented by rotating team members during the last part of class. I will assess the whole process of presentation preparation – the work during the team activities collaboration and the final presentation. The thematic scope will correspond with the nine topics: access to inappropriate content, dangerous contacts – two aspects, cyberbullying, hate speech, sexting, computer games and aggression, online gambling and the internet of toys.

Exam (25%) There will be a single choice test consisted of 15 questions based on the basic reading list.

2 unexcused absence. Only sick leave and extreme life situations will be handled as a valid excuse for more. An additional task will then be assigned. Missing more than 4 classes results in failing the course.

Essay (50%) The task is to select a specific online threat to children, describe and classify it in terms of developmental aspects, cyberthreats analysis and psychological mechanisms that underlie the cyberphenomenon by giving examples of links, printscreenes presenting how does the threat looks like in children real online lives. I will assess the quality of how well were the connections between the chosen cyberthreats and research on various aspects of cybersafety drawn, explained and emphasized. Essays submission – 12.01.22.

Zakres tematów:

The course will cover the following topics:

1. Introduction to children's online activity - the positive and negative functioning of children and young people in cyberspace – 6.10.21.

Bavelier D, Green CS, Dye MW. Children, wired: for better and for worse. Neuron. 2010 Sep 9;67(5):692-701. doi: 10.1016/j.neuron.2010.08.035. PMID: 20826302; PMCID: PMC3170902.

Xie et al (2018). Can Touchscreen Devices be Used to Facilitate Young Children's Learning? A Meta-Analysis of Touchscreen Learning Effect. Frontiers in Psychology, 9, 10.3389/fpsyg.2018.02580 https://www.frontiersin.org/article/10.3389/fpsyg.2018.02580

2. Development in interaction with social psychological mechanisms in interactive media use – 13.10.21.

Konijn, E. et al. (2015). Adolescent Development and Psychological Mechanisms in Interactive Media Use. In: S. Sunder, (ed). (2015). The Handbook of the Psychology of Communication Technology. Oxford: Willey Blackwell.

Walther, J.B., B Van Der Heide, et al. (2015). Interpersonal and Hyperpersonal Dimensions of Computer-Mediated Communication. In: S. Sunder, (ed). (2015). The Handbook of the Psychology of Communication Technology. Oxford: Willey Blackwell.

3. Typology of online threats – 20.10.21.

Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., and Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. https://doi.org/10.21953/lse.47fdeqj01ofo

Alsehaima AO, Alanazi AA (2018). Psychological and Social Risks to Children of Using the Internet: Literature Review. J Child Adolesc Behav 6: 380. doi:10.4172/2375-4494.100038

4. Access to inappropriate content –27.10.21.

Harrison, K., Hefner, V. Media, Body Image, and Eating Disorders. In: Calvert, S. & Willson, B. (ed.) (2011). The hanbook of Children, Media, and Development. Oxford: Willey Blackwell.

5. Access to inappropriate content – suicide promotion – 3.11.21.

Marchant, A., Hawton, K., Stewart, A., Montgomery, P., Singaravelu, V., Lloyd, K. et al. (2017) A systematic review of the relationship between internet use, self-harm and suicidal behaviour in young people: The good, the bad and the unknown. PLoS ONE 12(8), doi.org/10.1371/journal.pone.0181722.

6. Dangerous contact online – pedophilia – 10.11.21.

Dafna Tener, Janis Wolak & David Finkelhor (2015): A Typology of Offenders Who Use Online Communications to Commit Sex Crimes Against Minors, Journal of Aggression, Maltreatment & Trauma, 24, pp. 319-337, doi.org/10.1080/10926771.2015.1009602.

7. Sexting – 17.11.21.

Ringrose, J., Harvey, L., Gill, R., and Livingstone, S. (2013). Teen girls, sexual double standards and 'sexting': gendered value in digital image exchange. Feminist Theory, 14 (3). pp. 305-323.

8. Cyberbullying – 24.11.21.

Barlińska, J., Szuster, A., Winiewski, M. (2018). Cyberbullying Among Adolescent Bystanders: Role of Affective versus Cognitive Empathy in Increasing Prosocial Cyberbystander Behavior. Frontiers in Psychology-Educational Psychology. doi: 10.3389/fpsyg.2018.00799.

9. Hate speech – 1.12.21.

Soral, W., Bilewicz, M., Winiewski, M. (2017). Exposure to hate speech increases prejudice through desensitization. Aggressive Behavior, 44(2), pp.136-146. DOI:10.1002/ab.21737.

10. Computer games, aggression and unwanted purchases – 8.12.21.

Engelhardt, C. R., Bartholow, B. D., Kerr, G. T., & Bushman, B. J. (2011). This is your brain on violent video games: Neural desensitization to violence predicts increased aggression following violent video game exposure. Journal of Experimental Social Psychology, 47, 1033-1036.

11. Internet addiction and online gambling – 15.12.21.

Macey, J., Hamarie, J. (2018). Sports, skins and loot boxes: Participants, practices and problematic behaviour associated with emergent forms of gambling. New media & society, pp. 1–22.

12. Internet of toys – 22.12.21.

Carr, J. (2017). The internet of toys – the impact on children of a connected environment, Journal of Cyber Policy, DOI: 10.1080/23738871.2017.1355401

13. Methods of worldwide intervention and prevention – a guest presentation of the Saferinternet Project Representative – 12.01.22.

Dinh, T., Farrugia, L., O’Neill, B., Vandoninck, S., Velicu, A. (2016). Insafe Helplines: Operations, effectiveness and emerging issues for internet safety helplines. Brussels: Insafe, European Schoolnet, 2016.

14. Test – 19.01.22.

15. The mediative role of schools and parents – 26.01.22.

Chakroff, Nathanson (2011). Parent and school interventions. In: Calvert, S. & Willson, B. (ed.) (2011). The hanbook of Children, Media, and Development. Oxford: Willey Blackwell.

The basic reading list is obligatory for all students and will be the basis for the test. Additionally a non-obligatory reading list consisted of various sources: journal research papers, book chapters, NGO reports, educational tool kits in order to best present the characteristics of online risky behavior it is a list for initial inspiration for the in class presentations and for inspiration in writing the final essay is presented below. All materials will be put on google classroom.

As the topic of internet safety is very dynamic some positions may be changed/ added even during the current semester.

Metody dydaktyczne:

The online classes will mostly follow the pattern: 30 min lecture, 30 minute team work, 30 minute presentation of team work effects and discussion. The activities with be contained of: lectures, student presentations created and shortly presented during class in teams, in-class discussions, case studies, social campaigns addressing special online threats presentation. All students are expected to: participate actively in the team work discussions, prepare and present a group presentations, write an essay and pass the test. All materials will be posted on google classroom.

Grupy zajęciowe

zobacz na planie zajęć

Grupa Termin(y) Prowadzący Miejsca Liczba osób w grupie / limit miejsc Akcje
1 każda środa, 10:15 - 11:45, sala 412
Julia Barlińska 22/24 szczegóły
Wszystkie zajęcia odbywają się w budynku:
Budynek Dydaktyczny - Stawki 5/7
Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Warszawski.
Krakowskie Przedmieście 26/28
00-927 Warszawa
tel: +48 22 55 20 000 https://uw.edu.pl/
kontakt deklaracja dostępności USOSweb 6.8.0.0-3 (2022-08-19)