Search

This article examines how teenage refugees in Europe develop digital skills in and through conditions of vulnerability. We argue that recognising vulnerability as a productive force, rather than merely as context, is crucial if we are to fully understand the emergence, limits and lack of skills among young people experiencing perpetual marginality. Drawing on 96 interviews and five creative workshops with teenage refugees in the cities of Athens, Brussels and London, we discuss three ways in which vulnerability and digital skills become entangled: (i) (dis-)connection, especially in conditions of scarce, interrupted and unsafe digital connectivity; (ii) learning, especially in contexts where digital and transnational literacies co-exist, compete or compensate for educational inequalities; and (iii) digital bordering, especially as this relates to restrictive regimes of mobility control that prolong risks for young refugees' wellbeing and even life itself. [ABSTRACT FROM AUTHOR]

Although young people spend increasing amounts of time on the internet, many caveats remain in the literature with regard to the development of digital skills. We focus on the influence of perceived discrimination given its strong link with youth development. We also consider the multidimensional nature of digital skills, focusing on five dimensions, and on digital knowledge. Using online survey data from 6221 children and young people aged 12–20 in six European countries, we seek to understand how discriminated youths may differ from their more advantaged peers with respect to digital skills. The findings show that young people who are discriminated against generally hold greater digital skills than their counterparts who are not being discriminated against. The relationship between perceived discrimination and digital skills is partially mediated by peer support and internet use. We discuss these findings in light of young people's increased social isolation due to discrimination. [ABSTRACT FROM AUTHOR]

Although young people spend increasing amounts of time online, many gaps remain in the literature regarding the effect of time spent online on young people's development of well-being. We focus on the influence of time spent online on feelings of self-reported (a) depression and (b) health of adolescents. We also consider the mediating role of digital skills and digital activities, each of which is broken down into five dimensions. We collected data through a two-wave longitudinal online survey among 3,942 adolescents aged 12–17 years in six European countries (first wave [W1] = 2021; second wave [W2] = 2022). We specifically want to understand how feelings of self-reported depression and health at W2 are affected by the time spent online at W1, and how digital skills and digital activities at W2 mediate these relationships. Findings indicate a significant increase in feelings of depression and a decrease in self-reported health between W1 and W2. Regarding digital skills, information navigation and communication and interaction were linked to greater well-being (lower depression and greater self-reported health). Regarding digital activities, the development of social relationships online was linked to lower self-reported depression and greater health, while frequently using the Internet to look up information on physical or mental health issues was strongly linked to greater depression and lower health. We discuss the implications of these findings for practice and policy on young people's well-being. [ABSTRACT FROM AUTHOR]

Digital skills and digital knowledge are often put forward as a potential solution protecting young people from being misled by mis/disinformation on social media. However, while previous research has repeatedly demonstrated the value of digital skills and digital knowledge for protecting young people from negative outcomes of their internet use, the state of the research regarding risks relating to exposure to online mis/disinformation remains scarce. This study aims to fill this gap by analyzing data from a large-scale survey among 5,482 young people aged 11 to 20 in five European countries: Estonia, Germany, Italy, Poland, and Portugal. The findings indicate the importance of differentiating between different digital skills dimensions. Fostering communication and interaction skills is particularly valuable in limiting mis/disinformation risks. Digital knowledge did not significantly predict mis/disinformation risks. The implications of these findings for future research and for practice are discussed. [ABSTRACT FROM AUTHOR]

Previous research on gender differences in young people’s digital development has shown that boys and girls differ in frequency and type of internet use, but vital gaps in the literature remain. In recent years, gender is increasingly considered to be a multidimensional concept with a growing number of young people identifying as non-binary (i.e. genderfluid, an umbrella term for gender identities that are not conforming to the male/female dichotomy). Non-binary youth more frequently engage with a variety of digital risks such as misinformation, cyberbullying, and co-rumination than binary youth. Despite this, no research so far has investigated how digital development differs between non-binary and binary youth. In this online survey study among adolescents in six European countries (N=6,221), we focus on differences in digital skills and digital activities. Non-binary youth tend to make greater use of the internet for content creation and mental and physical health information than boys and girls. They also report greater content creation skills than boys and girls. Disparities in terms of entertainment and social relationship use are also found. Furthermore, findings on digital skills indicate that non-binary youth closely mirror boys in this regard. We conclude with recommendations for future research that should help bolster our understanding of how digital contexts may predict the development and well-being of non-binary youth. [ABSTRACT FROM AUTHOR]

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)