As a social psychologist in Media and Communications, Professor Livingstone explores the relationships humans have with technology and in a particular focuses the impact of the Internet and importance of media literacy. Her academic research and publications is enriched by her involvement as an advocate for media literacy especially for children and youth (to learn more about her check out her website:
Livingstone’s article examines at how the Internet and new media is shaping the activities of the youth in the home as well as altering the traditional views of childhood of modern Western cultures (2005). She notes that technology has played an important role in blurring divisions between work, leisure and communication (e.g., being in contact all the time, instant relay of news, working remotely across time zones). These changes to society have caused cultural or traditional norms to be “re-negotiated”(Livingstone, 2005, p.3) including:
• the definition of childhood;
• the importance of children as consumers
• the privacy and safety of children in the home;
• the children’s interactions with family and friends; and
• the responsibilities of guardian and society, in general, to young people.
• the definition of childhood;
• the importance of children as consumers
• the privacy and safety of children in the home;
• the children’s interactions with family and friends; and
• the responsibilities of guardian and society, in general, to young people.
Livingstone adapted the critical theory of four spheres (economy, public, state and personal) developed by Habermas (2005, p. 3). These intersecting spheres represents different areas of society and each one affects children’s use of technology to navigate between public and private spaces. Livingstone’s framework only used three of the spheres but she merged personal with each of them to form: “economy/personal, public/personal, state/personal” (2005, p. 3). This decision stemmed from the importance given to individuality and personal experience in the public sectors of the 21st century (Livingstone, 2005).
Economy/Personal Sphere
Internet in the home has brought with it opportunities for children to create content and then share it with others online. Currently, children are regarded and treated as powerful consumers who often have expertise in using new media. New media companies provide children with technology (tools and virtual spaces) to create individualized content (profiles, blogs, websites, videos, art) and share it publicly online or with their peers.
However, Commercial enterprises also use the Internet to gather information on children as consumers. Children end up sharing private or personal information online with their friends but don’t always realize they are providing companies with demographic and qualitative data about their lives. This data is analyzed by companies to market more effectively to young consumers. The Media and businesses use it to influence on young people's perceptions of themselves and commercial products (Livingstone, 2005). It is important for both children and adults to have the media literacy skills to objectively examine what is presented to them and if the online content they find is accurate.
Public/Personal Sphere
Internet and new media gives kids to interact with their peers, family and the general public on both local or international levels. This freedom from distance and time is important because young people have so many more restrictions for their interactions with the wider world (Livingstone, 2005). It used to be that children would play out in the parks or neighbourhood streets but now you’re more likely to find them at home on the Internet or playing video games. On the Internet, they can find lots of online spaces where they can meet new people and become parts of communities without the same watchful restrictions (depending on the guardians). Parents used to view the home as the safe space from the public but the Internet allows youth to access the outside world from their bedrooms so there are new negotiations that are necessary between parents, children and technology in the home.
Internet and new media gives kids to interact with their peers, family and the general public on both local or international levels. This freedom from distance and time is important because young people have so many more restrictions for their interactions with the wider world (Livingstone, 2005). It used to be that children would play out in the parks or neighbourhood streets but now you’re more likely to find them at home on the Internet or playing video games. On the Internet, they can find lots of online spaces where they can meet new people and become parts of communities without the same watchful restrictions (depending on the guardians). Parents used to view the home as the safe space from the public but the Internet allows youth to access the outside world from their bedrooms so there are new negotiations that are necessary between parents, children and technology in the home.
source: http://bit.ly/3TcrOI
State/Personal Sphere
This sphere deals with governance on a state and personal level. Technology is moving so fast that it’s nearly impossibly for legislation and political governance to keep up (Livingstone, 2005). It’s also dependent on where the responsibility falls for “protecting” the young. Should it be the state or the adult authority in children’s every day lives?
The key importance is to give youth, guardians and educators tools to critically assess the information and the ways it is presented on the Internet (Livingstone, 2005). These media literacy skills will influence the choices they will have to make on presenting or sharing information about themselves.
This sphere deals with governance on a state and personal level. Technology is moving so fast that it’s nearly impossibly for legislation and political governance to keep up (Livingstone, 2005). It’s also dependent on where the responsibility falls for “protecting” the young. Should it be the state or the adult authority in children’s every day lives?
The key importance is to give youth, guardians and educators tools to critically assess the information and the ways it is presented on the Internet (Livingstone, 2005). These media literacy skills will influence the choices they will have to make on presenting or sharing information about themselves.
Livingstone stresses the importance of actually accessing youth as a group to learn from otherwise will miss out on finding out about the less obvious behaviours – peer interactions, mirrored profiles, and the hidden privacy. She strives for a balanced presentation of the pros and cons of children’s access to the Internet in the home. It’s not all panic and darkness but it’s also important to approach the interactions with the Internet with awareness rather than naïveté.
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