jelleke-vanooteghem-386022-unsplash Photo by Jelleke Vanooteghem on Unsplash

Preparing for a Digital Future

We investigate how children and young people, along with their parents, carers, mentors and educators imagine and prepare for their personal and work futures in a digital age

The pace of recent advances in digital media leaves many parents and carers increasingly anxious about what these changes will mean for their children, now and in the future. How do parents and carers approach the task of bringing up their children in the digital age? What risks or opportunities do they see opening up for them and their children?

Researchers in the Department of Media and Communications at the London School of Economics and Political Science are conducting a three-year research project on Preparing for a Digital Future, supported by a grant from the MacArthur Foundation from 2014-2017. The research team, led by Professor Sonia Livingstone working with Dr Julian Sefton-Green and Dr Alicia Blum-Ross, is undertaking a series of qualitative case studies, alongside a quantitative UK-wide study to investigate how children and young people, along with their parents, carers, mentors and educators imagine and prepare for their personal and work futures in a digital age. Parents and carers are highly diverse, so we both explore the different economic, religious, social and cultural contexts in which parents negotiate these choices and also highlight the diversity in parents’ orientations to the digital future, within and across countries.

*New reports from our national survey of UK parents*

This research builds on the findings from The Class, led by Professor Livingstone and Dr Sefton-Green and funded by the MacArthur Foundation from 2011-2014, an ethnographic study that examined the emerging mix of on- and offline experiences in teenagers’ daily learning lives. This research was published as a book from NYU Press as The Class: Living and Learning in a Digital Age in 2016 through the Connected Learning Alliance.

NOTE: we regularly update our research blog www.parenting.digital with observations from our researchpublications, and contributions from guest bloggers working in research and advocacy roles in a variety of fields relating to children, families and digital media.

Please subscribe here for updates.

Overview

Preparing for a Digital Future has two interlinked strands:

Parenting for a digital future

  • How do parents and carers approach the task of bringing up their children in the digital age?
  • What is their vision of their children’s future and that of the wider society?
  • What risks or opportunities do they see opening up for them and their children?
  • How then do they conceive of being a ‘good parent’ and how do they evaluate the learning and socialisation resources available to their children?
  • And how do their children view and respond to their parents’ hopes, fears and values regarding digital media?

From the days of early films and comics to today’s social networks, tablets and multiplayer online games, technology has always entered into the discourses of parenting, raising new hopes and fears and necessitating shifts in parenting practices. Yet the pace of recent advances in digital media – not to mention talk about smart homes, geo-location apps, driverless cars and the internet of things – leaves many parents and carers increasingly anxious about what these changes will mean for their children, now and in the future. Parents are left unsupported by the polarised public debate about the detrimental effects of ‘screen time’ on the one hand, and the visions of digital media as offering radically-new pathways to academic achievement, or self-expression on the other. To aid parents and policy-makers in assessing the available evidence, we have written a policy brief and a series of blog posts on the current state of research on ‘screen time’ including case studies from our own research.

To understand parental conceptions of the ‘digital future,’ we invite participants to reflect on imagery of the future as well as the changing nature of childhood since their own youth. Parenting discourses often foreground notions of ‘best practice’ or ‘ideal pathways’ or, more prosaically, what ‘most people do’. But in reality, we are finding that parents and carers are highly diverse, so we are exploring the different economic, religious, social and cultural contexts in which parents negotiate these choices and also highlight the diversity in parents’ orientations to the digital future.

See our blog for updates.

Preparing for creative labour

  • What are the barriers and enablers to young people’s transition from participation in semi-formal creative learning organisations to paid work in the cultural and creative industries?
  • How can young people learn about and take advantage of progressions between and across different forms of social structure, qualifications infrastructure and institution to be able to develop organised careers in an increasingly-precarious economic landscape?
  • How and in what ways do the generic properties of 'digital creativity' create different kinds of opportunity for employment and movement across traditional work roles?
  • What notions of learning identity and continuous ‘professional’ development support or hinder entry into work?

We will engage both with young ‘filmmakers’, to reflect with those who have started careers about the influences that shaped them, and with educators and mentors from non-formal learning organisations in the UK and other English-speaking countries to consider the supports they put in place to help their young people explore these career trajectories. Working directly with learning organisations, including the British Film Institute’s Film Academy, this research will provide recommendations how to support young people effectively, especially those from disadvantaged backgrounds, to use their newly-developed skills and experiences as they begin to enter the ‘world of work’; and to map the complex mix of pathways, life-skills, barriers and opportunities that young people have to navigate and learn as they move from leisure interests to paid employment.

Related Research

Team

Principal Investigator: Professor Sonia Livingstone

Principal Research Fellow: Dr Julian Sefton-Green

Research Officer: Dr Alicia Blum-Ross

Funding

This research is part of the Connected Learning Research Network (CLRN), funded by the MacArthur Foundation’s Digital Media and Learning initiative, which examines how children and young people connect their learning experiences in school, home, with peers and in interest-driven activities. CLRN and the Connected Learning Alliance advocate for parents, schools and government to support learning that reflects and is embedded in children and young people’s social worlds and interests, and helps create equal educational, economic and political opportunity.

Outputs

2018

Publications

Press

2017

Publications

Press

2016

Publications

Press

  • One size ‘screen time’ advice fits no one: Acknowledging diversity and special needs (ParentZone)
    Sonia Livingstone and Alicia Blum-Ross wrote a blog post for ParentZone arguing that children have extremely diverse needs, including additional needs and disabilities, and that blanket scree-time advice does not often address these.
  • Woman’s Hour phone in: Kids and Screens (BBC Radio 4)
    Alicia Blum-Ross addressed parental concerns about screen addiction and whether it matters that children are attached to their phones, tablets, and computer games.
  • BBC Breakfast & Good Morning Scotland' (BBC Radio Scotland)
    Alicia Blum-Ross addressed a new Ofcom report saying children now use the internet more than they watch television.
  • ‘I was so embarrassed I cried’ Do parents share too much online? (The Guardian)
    Alicia Blum-Ross was interviewed for this feature in the Guardian Magazine about whether parents should share information about their children online.
  • Kids & Technology (The Motherland Podcast)
    In this podcast, Sonia Livingstone and Bethany Koby, co-founder of Technology Will Save Us, discussed the difference between passive and positive screen-time, online safety, and how to make tech a force for good in your home.
  • Victoria Derbyshire programme (BBC2) & The Today Programme (BBC Radio 4)
    Alicia Blum-Ross appeared on the Victoria Derbyshire programme on BBC2 (segment starts at 24:11) and the Today Programme to discuss ‘sharenting’ and whether parents should share their child’s A-level results online (last 5 minutes of broadcast). 
  • Cyber safety: How protected are your children online? (The Telegraph)
    Sonia Livingstone was featured in this article in the Telegraph in which journalist Zoe Brennan worried about the heavy reliance she and her children have developed on ‘screen time’ during the school holidays.
  • Younger children online: How are families responding? (CEOP National Crime Agency)
    In this interview for the CEOP National Crime Agency, Sonia Livingstone talks about her research into young children online and how their families are responding to the challenges of parenting in the digital age.
  • On kids and screens: A middle way between fear and hype (NPR Education)
    Anya Kamenetz of NPR interviewed Sonia Livingstone about attitudes many parents have regarding their children’s screen time and internet use. Sonia argued that parents need to develop more positive approaches to ‘screen time.

2015

Publications

Press

  • Gearty Grilling
    In this interview with the LSE’s Patrick Gearty, Sonia Livingstone discussed how the digital has reconfigured the lives of children and families and the complexities surrounding discussions about keeping children safe online.
  • Empowering children online through literacy and safety initiatives (LSE Research)
    In this interview with the LSE Research Impact channel, Sonia Livingstone discussed the EU Kids Online project, explaining its aims, and the key differences and similarities across countries. 
  • How the ordinary experiences of young people are being affected by networked technologies (LSE British Politics and Policy Blog)
    Digital technology advances are opening up new ways to communicate, with the potential to enhance student–teacher relationships. Sonia Livingstone followed a class of London teenagers for a year to find out more about how they are, or in some cases are not, connecting online.
  • Children’s rights in the digital age
    Public lecture at the LSE by Sonia Livingstone, February 2015. Are children’s rights enhanced or undermined by access to the internet? Charters and manifestos for the digital age are proliferating, but where do children fit in? Sonia Livingstone addressed this and other concerns in this public lecture at the LSE.

2014 and earlier

  • How can parents support children’s internet safety?
    This report looked at how parents can support their child’s internet safety by sharing positive experiences online. It drew on the findings of an EU Kids Online survey of more than 25,000 9-16 year olds in 25 countries and shows that when parents actively mediate their child’s internet use, this is associated with both lower risk and harm.
  • The mediatization of childhood and education: Reflections on The Class
    This book chapter by Sonia Livingstone drew on insights from The Class offered insights into how social, digital and learning networks enable or disempower young people by tracing shifts in meanings, practices and values in their everyday lives that are full of digital technologies.
  • Children’s rights online: challenges, dilemmas and emerging directions
    This book chapter by Sonia Livingstone and Brian O’Neill explored the current state of children’s right on the Internet and called for a new framework to ensure child protection, provision and participation online.
  • What (and where) Is the ‘learning’ when we talk about learning in the home?
    This article by Julian Sefton-Green addressed the notion of learning transfer to make sense of how we learn across social contexts and what learning might mean in more informal domestic circumstances.
  • Learning at not-school
    This report by Julian Sefton-Green investigated the phenomenon how we think about and organize learning places that are like schools but not schools.
  • Connected learning: an agenda for research and design
    This report by the Connected Learning Research Network (which has funded both The Class and Preparing for a Digital Future) proposes an approach to education called ‘connected learning’ which is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

Media

Contact

For more information, please contact: s.livingstone@lse.ac.uk and a.blum-ross@lse.ac.uk

Twitter

@Livingstone_S

@aliciablumross

#P4DF

 

 

Header image 'Boy, girl, twins and toddler' by Jelleke Vanooteghem, retrieved from https://unsplash.com. 

Twitter

Sonia Livingstone Livingstone_S

RT @LSEdatasociety: The opening #IPP2018 Keynote is by Phil Howard @oiioxford, discussing his recent research & findings on elections & the…

45 minutes ago

Reply Retweet Favorite

Sonia Livingstone Livingstone_S

RT @NickAnstead: This is a very good summation of the case against TV election debates from @redhistorian. I would however submit three op…

46 minutes ago

Reply Retweet Favorite