Reflexions de la ciutadania en un programa obert, online i intergeneracional per a la prevenció de riscos online
DOI:
https://doi.org/10.1344/der.2023.44.45-53Paraules clau:
ciutadania digital, educació digital, ús segur i responsable d'Internet, educació obertaResum
Els riscos en línia són una preocupació per als ciutadans a la societat digital. Molts sectors de la població no tenen formació per afrontar, prevenir i resoldre situacions problemàtiques derivades de l'ús d'Internet. Investigadors universitaris i agents d'innovació de petites poblacions del sud d'Espanya fan un programa educatiu de 13 tallers intergeneracionals per enfortir la competència i la ciutadania digital en què participen 239 persones. Aquest article té com a objectiu descriure i interpretar reflexions compartides sobre diverses situacions problemàtiques relacionades amb l'ús d'Internet i la tecnologia. Es fa una anàlisi de contingut de 864 reflexions i experiències contingudes en set dimensions i 31 categories. Els resultats mostren que la ciutadania participant es caracteritza per tenir una alta consciència dels riscos en línia, solen buscar ajuda i solucions concretes en temes relacionats amb la seguretat de les dades, l'ús excessiu dels telèfons mòbils i les estafes i els fraus a línia. Proposem la necessitat de formació per desenvolupar una ciutadania plenament digital, responsable i coneixedora de la tecnologia i un model digital integrat deducació centrat en la protecció del benestar i els drets en línia per als ciutadans.
Referències
Ascencio, P., Glasserman, L., & Quintana, J. (2019). Digital competences: Reality of Students Starting University Life. Digital Education Review, 39, 68-84. https://doi.org/10.1344/der.2019.36.68-84
Arpino, B., Pasqualini, M., & Bordone, V. (2021). Physically Distant but Socially Close? Changes in Intergenerational Non-Physical Contacts During the Covid-19 Pandemic among Older People in France, Italy and Spain. European Journal of Ageing, 18(2), 185-194. https://doi.org/10.1007/s10s433-021-00621-x
Bağatarhan, T., & Müge. D. (2017). Programs for Preventing Internet Addiction during Adolescence: A Systematic Review. Addicta: The Turkish Journal on Addictions, 4(2), 243-265. http://dx.doi.org/10.15805/addicta.2017.4.2.0015
Bardin, L. (1986). Análisis de contenido. Akal.
Breck, B., Dennis, C., & Leedahl, S. (2018). Implementing reverse mentoring to address social isolation among older adults. Journal of Gerontological Social Work, 61(5), 513-525. https://doi.org/10.1080/01634372.2018.1448030
Brown, L., & Strommen, J. (2018). Training Younger Volunteers to Promote Technology Use Among Older Adults. Family and Consumer Sciences Research Journal, 46(3), 297-313. https://doi.org/10.1111/fcsr.12254
Byrne, Z.S., Dvorak, K.J., Peters, J.M., Ray, I., Howe, A., & Sanchez, D. (2016). From the User’s Perspective: Perceptions of Risk Relative to Benefit Associated with Using the Internet. Computers in Human Behavior, 59, 456-468. https://doi.org/10.1080/23738871.2017.1291698
Cáceres, D., Brändle, G., & Ruiz, J. (2017) Sociabilidad virtual: La interacción social en el ecosistema digital. Historia y Comunicación Social, 22(1), 233-247. https://doi.org/10.5209/HICS.55910
Choi, M. (2016). A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age. Theory & Research in Social Education, 44(4), 565-607. https://doi.org/10.1080/00933104.2016.1210549
Chonody, J., & Wang, D. (2013). Connecting Older Adults to the Community Through Multimedia: An Intergenerational Reminiscence Program. Activities, Adaptation & Aging, 37(1), 79-93. https://doi.org/10.1080/01924788.2012.760140
Council of Europe (2019). Digital Citizenship Education Handbook. https://rm.coe.int/168093586f
European Commission (2021). 2030 Digital Compass: The European way for the Digital Decade. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. https://eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A52021DC0118
Eurostat (2021). Digital Economy and Society Statistics - Households and Individuals. Eurostat Statistic Explained. http://sl.ugr.es/0cAe
Flanagan, J. C. (1954). The Critical Incident Technique. Psychological Bulletin, 51(4), 327-358. https://doi.org/10.1037/h0061470
Author et al (2019). XXXXX
Gamliel, T. (2017). Education in Civic Participation: Children, Seniors and the Challenges of an Intergenerational Information and Communications Technology Program. New Media & Society, 19(9), 1388-1405. https://doi.org/10.1177/1461444816639971
Gilligan, M., Suitor, J. Rurka, M., & Silverstein, M. (2020). Multigenerational Social Support in the Face of the Covid-19 Pandemic. Journal and Family Theory of Review, 12(4), 431-447. https://doi.org/10.1111/jftr.12397
Graßl, P., Schraffenberger, H., Zuiderveen Borgesius, F., & Buijzen, M. (2021). Dark and Bright Patterns in Cookie Consent Requests. Journal of Digital Social Research 3(1). https://doi.org/10.33621/jdsr.v3i1.54
Hsieh, H., & Shannon, S. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
Jenkins, H. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. The MIT Press. https://doi.org/10.7551/mitpress/8435.001.0001
Kretschmer, M., Pennekamp, J., & Wehrle, K. (2021). Cookie Banners and Privacy Policies: Measuring the Impact of the GDPR on the Web. ACM Transactions on the Web, 15(4). https://doi.org/10.1145/3466722
Leek, J., & Rojek, M. (2023). ICT Tools in Breaking Down Social Polarization and Supporting Intergenerational Learning: Cases of Youth and Senior Citizens. Interactive Learning Environments, 31(6), 3682-3697. https://doi.org/10.1080/10494820.2021.1940214
Levin, I., & Mamlok, D. (2021). Culture and Society in the Digital Age. Information, 12, 68. https://doi.org/10.3390/info12020068
Lewis Ellison, T. (2016). Artifacts as Stories: Understanding Families, Digital Literacies, and Storied Lives. Journal of Adolescent & Adult Literacy, 59(5), 511-513. https://doi.org/10.1002/jaal.506
Lobe, B., Velicu, A., Staksrud, E., Chaudron, S. & Di Gioia, R. (2021). How Children (10-18) Experienced Online Risks during the Covid-19 Lockdown - Spring 2020. Publications Office of the European Union. https://doi.org/10.2760/066196
Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying Online Risk to Children. https://doi.org/10.21241/ssoar.71817
Martínez, E., García, A., & Sendín, J. (2013). Perception of Risk in the Network by Adolescents in Spain: Problematic Uses and Ways of Control. Anal, 48, 111–130. https://doi.org/10.7238/a.v0iM.1969
Moral, M. V. (2017). Intergenerational Programs and Social Participation: The Integration of Spanish and Latin-American Seniors in the Community. Universitas Psychologica, 16(1), 157-175. http://dx.doi.org/10.11144/Javeriana.upsy16-1.pips
Morris, A., & Branding, H. (2007). E-literacy and the Grey Digital Divide: A Review with Recommendations. Journal of Information Literacy, 1(3), 13-28. https://doi.org/10.11645/1.3.14
Mossberger, K. (2010). Toward Digital Citizenship. In P. N. Howard (Ed.). Routledge Handbook of Internet Politics (pp.173-185). Taylor and Francis.
Mossberger, K., Tolbert, C., & Hamilton, A. (2012). Measuring Digital Citizenship: Mobile Access and Broadband. International Journal of Communication, 6, 2492-2528. http://ijoc.org/index.php/ijoc/article/view/1777/808
Murayamama, Y., Murayama, H., Hasebe, M., Yamaguchi, J., & Fujiwara, Y. (2019). The Impact of Intergenerational Programs on Social Capital in Japan: A Randomized Population-based Cross-sectional Study. BMC Public Health, 19. Article 156. https://doi.org/10.1186/s12889-019-6480-3
OECD (2019). Future of Education and Skills 2030. OECD Publishing.
Qian, B., Huang, M., Xu, M., & Hong, Y. (2022). Internet Use and Quality of Life: The Multiple Mediating Effects of Risk Perception and Internet Addiction. International Journal of the Environmental Research and Public Health 19, 1795 10.3390/ijerph19031795
Oropilla, C., & Ødegaard, E. (2021). Strengthening the Call for Intentional Intergenerational Programmes towards Sustainable Futures for Children and Families. Sustainability, 13, 1-23. https://doi.org/10.3390/su13105564
Qin, X., Yang, F., Jiang, Z., & Zhong, B. (2022). Empathy Not Quarantined: Social Support via Social Media Helps Maintain Empathy During the COVID-19 Pandemic. Social Media+Society, 8(1), https://doi.org/10.1177/20563051221086234
Reynolds, L., & Parker, L. (2018). Digital Resilience: Stronger Citizens Online. Institute for Strategic Dialogue. http://sl.ugr.es/0cGT
Ribble, M., Bailey, G., & Ross, T. (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Learning & Leading with Technology, 32(1). https://files.eric.ed.gov/fulltext/EJ695788.pdf
Roth, Wolff-Michael, & Jornet A. (2014). Towards a theory of experience. Science Education, 98, 106-126. https://doi.org/10.1002/sce.21085
Sánchez-Valle, M., de-Frutos-Torres, B., & Vázquez-Barrio, T. (2017). Parent’s Influence on Acquiring Critical Internet Skills. Comunicar, 53, 103-111. https://doi.org/10.3916/C53-2017-10
Schomakers, E., Lidynia, C., Müllmann, D., & Ziefle, M. (2019). Internet users’ perceptions of information sensitivity–insights from Germany. International Journal of Information Management, 46, 142–150. https://doi.org/10.1016/j.ijinfomgt.2018.11.018
Smahel, D., Helsper, E., Green, L., Kalmus, V., Blinka, L., & Ólafsson, K. (2012). Excessive Internet Use among European Children. EU Kids Online, LSE. http://eprints.lse.ac.uk/47344/
Steinfeld, N. (2021). Parental Mediation of Adolescent Internet Use: Combining Strategies to Promote Awareness, Autonomy and Self-regulation in Preparing Youth for Life on the Web. Education and Information Technologies, 26(2), 1897-1920. https://doi.org/10.1007/s10639-020-10342-w
Souza, V., & Rodrigues, A. (2022). Pesquisa e Inovação Responsáveis e narrativas digitais: promovedo. Reflexões sobre Igualdade de Gênero. Journal of Education, 10(3) 206-224. https://doi.org/10.25749/sis.26174
Strauss, A. L. (1987). Qualitative Analysis for Social Scientists. Cambridge University Press. https://doi.org/10.1017/CBO9780511557842
Teater, B. (2016). Intergenerational Programs to Promote Active Aging: The Experiences and Perspectives of Older Adults. Activities, Adaptation & Aging, 40(1). https://doi.org/10.1080/01924788.2016.1127041
Valencia-Ortiz, R., Cabero-Almenara, J., & Garay, U. (2021). Perception of trainers and students on the measures to be taken to solve the addiction of young people to social networks. Digital Education Review, 39. https://doi.org/10.1344/der.2021.39.141-158
Descàrregues
Publicades
Número
Secció
Llicència
Drets d'autor (c) 2023 Norma Torres-Hernández, María-Jesús Gallego-Arrufat, Maria del Mar García-Ruiz
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial-SenseObraDerivada 4.0.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
