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The growing popularity of social network sites (SNS) is causing concerns about privacy and security, especially with teenagers since they show various forms of unsafe behavior on SNS. Media literacy emerges as a priority, and researchers, teachers, parents and teenagers all point towards the responsibility of the school to educate teens about risks on SNS and to teach youngsters how to use SNS safely. However, existing educational materials are not theoretically grounded, do not tackle all the specific risks that teens might encounter on SNS and lack rigorous outcome evaluations. Additionally, general media education research indicates that although changes in knowledge are often obtained, changes in attitudes and behavior are much more difficult to achieve. Therefore, new educational packages were developed –taking into account instructional guidelines- and a quasi-experimental intervention study was set up to find out whether these materials are effective in changing the awareness, attitudes or the behavior of teenagers on SNS. It was found that all three courses obtained their goal in raising the awareness about the risks tackled in this course. However, no impact was found on attitudes towards the risks, and only a limited impact was found on teenagers’ behavior concerning these risks. Implications are discussed.

This dissemination paper presents findings and recommendations produced from the research\ud project entitled Policies Supporting Young Adults in their Life Course: A Comparative Study of\ud Lifelong Learning and Inclusion in Education and Work in Europe (YOUNG_ADULLLT). The\ud project ran from 2016 to 2019 and was funded by the European Commission’s Horizon 2020\ud Research and Innovation initiative.\ud \ud This paper is intended for use by Scottish policymakers, practitioners and researchers in the\ud fields of adult education, lifelong learning, youth policy and skills policy, as well as international audiences interested in the case of Scotland.

La creciente popularidad de las redes sociales (RS) está causando preocupación por la privacidad y la seguridad de los usuarios, particularmente de los adolescentes que muestran diversas formas de conductas de riesgo en las redes sociales. En este contexto, la alfabetización mediática emerge como una prioridad e investigadores, profesores, padres y adolescentes enfatizan la responsabilidad de la escuela de enseñar a los adolescentes acerca de los riesgos en RS y cómo utilizarlas sin peligro. Sin embargo, los materiales educativos existentes no están teóricamente fundamentados, no abordan todos los riesgos específicos que los adolescentes pueden encontrar en las redes y carecen de evaluaciones de resultados. Además, estudios acerca de la educación mediática indican que, mientras los cambios a nivel de conocimientos suelen obtenerse fácilmente cambios en las actitudes y el comportamiento son mucho más difíciles de lograr. Por este motivo, nuevos paquetes educativos han sido desarrollados teniendo en cuenta directrices educativas. Posteriormente se llevó a cabo un estudio de intervención cuasi-experimental a fin de verificar si estos materiales son eficaces para cambiar el conocimiento, las actitudes y el comportamiento de los adolescentes en las redes sociales. El estudio constató que los cursos obtienen su objetivo en la sensibilización de los riesgos tratados. Sin embargo, no se observó ningún impacto en las actitudes hacia el riesgo, y el impacto en el comportamiento de los adolescentes en relación con estos riesgos fue limitado. The growing popularity of social network sites (SNS) is causing concerns about privacy and security, especially with teenagers since they show various forms of unsafe behavior on SNS. Media literacy emerges as a priority, and researchers, teachers, parents and teenagers all point towards the responsibility of the school to educate teens about risks on SNS and to teach youngsters how to use SNS safely. However, existing educational materials are not theoretically grounded, do not tackle all the specific risks that teens might encounter on SNS and lack rigorous outcome evaluations. Additionally, general media education research indicates that although changes in knowledge are often obtained, changes in attitudes and behavior are much more difficult to achieve. Therefore, new educational packages were developed – taking into account instructional guidelines- and a quasi-experimental intervention study was set up to find out whether these materials are effective in changing the awareness, attitudes or the behavior of teenagers on SNS. It was found that all three courses obtained their goal in raising the awareness about the risks tackled in this course. However, no impact was found on attitudes towards the risks, and only a limited impact was found on teenagers’ behavior concerning these risks.

The rise of social media has been one of the most significant developments in the online environment in recent years.1 More and more individuals make use of Online Social Networks (OSNs) to stay in touch with family and friends, to engage in professional networking or to connect around shared interests and ideas. The increased availability of personal data online, as well as its accompanying metadata, has given rise to new challenges and concerns regarding privacy and security. Our recommendations highlight several ways in which policymakers can help mitigate privacy and security risks related to OSNs. It describes a variety of approaches, ranging from education and awareness to promotion of privacy-enhancing technologies. The recommendations focus on empowering users, while at the same time enhancing the responsibility and accountability of OSN providers nrpages: 26 status: published

With the rise of social network sites (SNSs), there is an increasing need for safety education within the current cyber society. To this end, a variety of educational materials have been developed to prepare children to be vigilant when interacting on such sites. However, little is known about the critical design aspects necessary to make these materials effective. In this study, we build on the results of two previous studies, in which we found that general instructional principles drawn from constructivism, such as collaborative learning, are not always appropriate to teach children how to behave safely online. This study therefore focuses on the importance of authentic learning and active learning as critical design features. A quasi-experimental study was conducted in secondary schools in order to compare the impact of two classroom interventions about the risks on SNSs. As part of the intervention, students were presented scaffolds towards different risks related to an SNS-profile through a series of questions. In the control condition, these questions concerned a simulated SNS-profile on paper containing signs of many risks. In the experimental condition, students had to answer the same questions about their own SNS-profile on a computer. It was hypothesized that the simulated profile would not be experienced as realistic, and that students would have difficulties identifying with it. On the other hand, teenagers were expected to be able to recognize more risks on the simulated ‘worst-case scenario’ profile than on their own profile, which would facilitate the scaffolding process in the control condition. The results of the study mostly confirmed these hypotheses. Furthermore, the question arose as to whether the intervention based on the student’s own rea listic profile was educationally more valuable than the intervention based on the simulated profile, but no such added value was found. On the contrary, the scaffolding questions about the simulated profile were found to be more effective in teaching the teenagers about the different categories of risks that were tackled. Based on these findings, the importance of an authentic setting was put into perspective. Within the context of a classroom intervention to promote safety on SNSs, the exercise based on the simulated SNS-profile is put forward as the more effective teaching strategy.

Media literacy interventions in secondary education typically have a limited impact on the participants’ behavior. Therefore, we developed a new e-safety intervention using a design-based research methodology. In the current study, it was verified whether involving parents actively in this intervention was helpful to decrease unsafe behavior on social network sites, or at least the intentions to behave unsafely. A quasi-experimental study with pre- and post-test measures in secondary education (n=207) showed that parental involvement was beneficial to change the intentions to engage in certain unsafe behavior, and to reduce existing problematic behavior, particularly for boys. These findings have important implications for research and practice, guiding us toward more effective e-safety interventions.

The increasing popularity of social media, in particular social network sites, has been a source of many privacy concerns. To mitigate these concerns and empower users, different forms of educational and technological solutions have been developed. Developing and evaluating such tools, however, cannot be considered a neutral process. Instead it is socially bound and interwoven with norms and values of the researchers. The goal of the paper is to make the researchers role transparent by highlighting five self-reflective questions when defining a privacy problem and developing solutions. To do this we draw on key lessons that were learned in an interdisciplinary four-year research project spanning various computational approaches, media and communication studies, sociology, educational studies, law, and behavioral economics. In the project we study and address security and privacy problems in SNS, with the aim of increasing users' awareness and control over their online information and underlining the responsibilities of service providers and third parties. Moreover, we develop and evaluate different sorts of privacy technologies, such as access control models, feedback and awareness tools and encryption tools, as well as educational packages. By highlighting different self-reflective questions during the research process, we argue, that it is possible to obtain the goal of making this research process more transparent. The analysis is framed within the Science and Technology Studies perspective. Instead of focusing on the technical features of technologies, STS articulates and analyzes how they are culturally and socially shaped. Specifically, in this paper, we focus on how privacy technologies and educational packages are shaped in the different steps of the research process. When developing solutions, we delineate two main stages: first one defines the problem for which one wants to develop a solution, and second one develops the solution. In both stages, different decisions need to be made. It is withregard to these decisions that we propose different self-reflective questions. First, we discuss the defining of the privacy problem, pay attention to which actors are involved when defining the privacy problem and whether it is defined as a property or human right. Second, we focus on the solution for a problem defined earlier and discuss the issues related to increasing awareness and changing attitudes and behaviors. Finally, in the discussion, we propose a procedure, called tool clinics, for further practical implementations of the proposed approach.

Because of the emerging popularity of social network sites (SNS) among teenagers, adults’ concerns about privacy and security are increasing. School education has been put forth as a possible solution (Livingstone, Haddon, Görzig, & Olafsson, 2011)). However, although safety interventions regularly have an impact on knowledge and awareness, an immediate impact on attitudes and behaviour is often lacking in media education interventions (Martens, 2010). A possible reason for this lack of impact on attitudes and behaviour is that interventions are often developed following instructional guidelines from recent educational theories, such as collaborative learning (Duffy & Cunningham, 1996). These guidelines might only lead to better knowledge-construction, and might not be adequate to change reputation related behaviour -such as those related to risks on SNS. Following the theory of planned behaviour (Ajzen, 1991) and theories about peer pressure during adolescence (Sumter, Bokhorst, Steinberg, & Westenberg, 2009), it has been hypothesized that interventions with an emphasis on collaborative learning might be less effective in changing attitudes and behaviour than interventions with an emphasis on individual reflection. To test this hypothesis, a quasi- experimental intervention study, implementing two different interventions in a real-life classroom setting using a pretest-posttest design, was set up. It was found that both a course with collaborative learning and a course with individual reflection obtained their goal in raising the awareness about contact risks on SNS. However, only a course with an emphasis on individual reflection had a consistent impact on attitudes and behaviour. Implications of these results are discussed.

This report summarises major projects and proposals related to the social legacy of the London Olympic Games in East London, identifying the main parties involved and the progress of any plans. Also included are reactions from civil society as well as Community Links' recommendations for the London Legacy Development Corporation. The report focuses on three principal areas: housing; employment, skills and business; community resources and connections.