Children S Internet Search

Searching the Internet and the ability to competently use search engines are increasingly becoming an important part of children’s daily lives. Whether mobile or at home, children use search interfaces to explore personal interests, complete academic assignments, and have social interaction. However, engaging with search also means engaging with an ever-changing and evolving search landscape. There are continual software updates, multiple devices used to search (e.g., phones, tablets), an increasing use of social media, and constantly updated Internet content. For young searchers, this can require infinite adaptability or mean being hopelessly confused. This book offers a perspective centered on children’s search experiences as a whole instead of thinking of search as a process with separate and potentially problematic steps. Reading the prior literature with a child-centered view of search reveals that children have been remarkably consistent over time as searchers, displaying the same search strategies regardless of the landscape of search. However, no research has synthesized these consistent patterns in children’s search across the literature, and only recently have these patterns been uncovered as distinct search roles, or searcher types. Based on a four-year longitudinal study on children’s search experiences, this book weaves together the disparate evidence in the literature through the use of 9 search roles for children ages 7-15. The search role framework has a distinct advantage because it encourages adult stakeholders to design children’s search tools to support and educate children at their existing levels of search strength and deficit, rather than expecting children to adapt to a transient search landscape.

Searching the Internet and the ability to competently use search engines are increasingly becoming an important part of children’s daily lives. Whether mobile or at home, children use search interfaces to explore personal interests, complete academic assignments, and have social interaction. However, engaging with search also means engaging with an ever-changing and evolving search landscape. There are continual software updates, multiple devices used to search (e.g., phones, tablets), an increasing use of social media, and constantly updated Internet content. For young searchers, this can require infinite adaptability or mean being hopelessly confused. This book offers a perspective centered on children’s search experiences as a whole instead of thinking of search as a process with separate and potentially problematic steps. Reading the prior literature with a child-centered view of search reveals that children have been remarkably consistent over time as searchers, displaying the same search strategies regardless of the landscape of search. However, no research has synthesized these consistent patterns in children’s search across the literature, and only recently have these patterns been uncovered as distinct search roles, or searcher types. Based on a four-year longitudinal study on children’s search experiences, this book weaves together the disparate evidence in the literature through the use of 9 search roles for children ages 7-15. The search role framework has a distinct advantage because it encourages adult stakeholders to design children’s search tools to support and educate children at their existing levels of search strength and deficit, rather than expecting children to adapt to a transient search landscape.

"At its heart, .kids is like the children's section of the library, a place where parents can send their kids and know that they will be protected from the inappropriate material which is otherwise abundant through the entire World Wide Web. .kids is also a place where kids can play and learn online without having to worry about online predators who lurk in the dark shadows of chat rooms"--Page 1

Is the internet really transforming children and young people’s lives? Is the so-called ‘digital generation’ genuinely benefiting from exciting new opportunities? And, worryingly, facing new risks? This major new book by a leading researcher addresses these pressing questions. It deliberately avoids a techno-celebratory approach and, instead, interprets children’s everyday practices of internet use in relation to the complex and changing historical and cultural conditions of childhood in late modernity. Uniquely, Children and the Internet reveals the complex dynamic between online opportunities and online risks, exploring this in relation to much debated issues such as: Digital in/exclusion Learning and literacy Peer networking and privacy Civic participation Risk and harm Drawing on current theories of identity, development, education and participation, this book includes a refreshingly critical account of the challenging realities undermining the great expectations held out for the internet - from governments, teachers, parents and children themselves. It concludes with a forward-looking framework for policy and regulation designed to advance children’s rights to expression, connection and play online as well as offline.

A guide to the locations of and strategies necessary to use Internet search engines.

In response to a mandate from Congress in conjunction with the Protection of Children from Sexual Predators Act of 1998, the Computer Science and Telecommunications Board and the Board on Children, Youth, and Families of the National Research Council and the Institute of Medicine established a committee of experts to explore options to protect children from pornography and other inappropriate Internet content. In June 2000, the Committee to Study Tools and Strategies for Protecting Kids from Pornography on the Internet and Their Applicability to Other Inappropriate Internet Content was established. Support for the committee's work came from the U.S. Department of Education, the U.S. Department of Justice, Microsoft Corporation, IBM, the W.K. Kellogg Foundation, and the National Research Council. The committee has been charged with exploring the pros and cons of different technology options and operational policies as well as nontechnical strategies that can help to provide young people with positive and safe online experiences. On December 13, 2000, the committee convened a workshop to provide public input to its work and focus on nontechnical strategies that could be effective in a broad range of settings (e.g., home, school, libraries) in which young people might be online. The overarching goal of this activity was to provide a forum for discussing the implications of this research with regard to policy and practice and identifying research needed to advance and inform policy and practice.

What is online risk? How can we best protect children from it? Who should be responsible for this protection? Is all protection good? Can Internet users trust the industry? These and other fundamental questions are discussed in this book. Beginning with the premise that the political and democratic processes in a society are affected by the way in which that society defines and perceives risks, Children in the Online World offers insights into the contemporary regulation of online risk for children (including teens), examining the questions of whether such regulation is legitimate and whether it does in fact result in the sacrifice of certain fundamental human rights. The book draws on representative studies with European children concerning their actual online risk experiences as well as an extensive review of regulatory rationales in the European Union, to contend that the institutions of the western European welfare states charged with protecting children have changed fundamentally, at the cost of the level of security that they provide. In consequence, children at once have more rights with regard to their personal decision making as digital consumers, yet fewer democratic rights to participation and protection as ’digital citizens’. A theoretically informed, yet empirically grounded study of the relationship between core democratic values and the duty to protect young people in the media-sphere, Children in the Online World will appeal to scholars and students across the social sciences with interests in new technologies, risk and the sociology of childhood and youth.