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Nunes da Encarnação Marques Dias Soares, Fátima Patrícia
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- A vida digital das crianças em tempos de Covid-19: práticas digitais, segurança e bem-estar de crianças entre os 6 e os 18 anosPublication . Dias, Patrícia; Brito, RitaEste relatório apresenta os resultados nacionais do estudo “A Vida Digital das Crianças em Tempos de Covid-19: Práticas digitais, segurança e bem-estar de crianças e jovens entre os 6 e os 18 anos”, coordenado pelo Joint Research Centre da Comissão Europeia, e realizado em 15 países europeus. O estudo teve como objetivo mapear as práticas digitais de famílias com crianças durante o período de confinamento obrigatório devido à pandemia Covid-19, bem como compreender o impacto deste período em mudanças de práticas e de perceções, quer dos pais, quer das crianças. A metodologia usada é mista, incluindo um inquérito a uma amostra representativa de 509 famílias portuguesas com crianças e adolescentes entre os 10 e os 18 anos, e entrevistas em profundidade a 10 famílias diversificadas, com crianças entre os 6 e os 12 anos. Ambas as técnicas de recolha de dados se focaram em vários temas, entre os quais se destacam as práticas digitais das crianças durante o período de confinamento, a mediação parental, as perceções de crianças e pais relativamente a oportunidades e riscos associados à utilização de tecnologias digitais, a aquisição ou desenvolvimento de competências digitais durante este período, a experiência de ensino a distância, e o bem-estar das crianças e jovens. Por fim, inquirimos ainda as famílias sobre o impacto futuro que previam para este período de confinamento. Entre os principais resultados destacam-se a intensificação das práticas digitais das crianças, quer para estudo, quer para entretenimento, e ainda para manter os seus laços familiares e sociais fora do lar. Esta intensificação das práticas digitais foi uma oportunidade para o desenvolvimento de novas competências, muitas das quais impulsionadas pelas plataformas e recursos escolhidos pelas escolas para o Ensino a Distância. Algumas crianças reportaram a exposição a alguns riscos online como tendo sido mais acentuada do que era anteriormente, bem como dificuldade em gerir uma utilização excessiva, aspetos estes que são fonte de preocupação para os pais. Tanto os pais como as crianças estão igualmente preocupados com as repercussões do Ensino a Distância na aprendizagem, temem que as crianças não tenham apreendido as temáticas abordadas durante o período de confinamento. As crianças apresentam bons níveis de bem-estar, e algumas até apreciaram passar mais tempo com a família, mas também sentem falta da interação face a face com outros familiares, amigos e professores. Possíveis aprendizagens ou mudanças de práticas para o futuro são toldadas, no momento da recolha de dados, pela valorização das limitações e perdas inerentes ao período de confinamento. As tecnologias digitais são reconhecidas como um instrumento vital para a manutenção de muitas atividades, e da “normalidade possível”, no entanto são consideradas uma solução aquém da experiência anterior, e tanto pais e filhos desejam retomar a forma como viviam a vida pré-pandemia.
- Media representation of children’s privacy in the context of the use of “smart” toys and commercial data collectionPublication . Milosevic, Tijana; Dias, Patricia; Mifsud, Charles; Trueltzsch-Wijnen, Christine W.The growing use of “smart” toys has made it increasingly important to understand the various privacy implications of their use by children and families. The article is a case study of how the risks to young children’s privacy, posed by the commercial data collection of producers of “smart” toys, were represented in the media. Relying on a content analysis of media coverage in twelve European countries and Australia collected during the Christmas season of 2016/2017, and reporting on a follow-up study in selected countries during the Christmas season of 2017/2018, our article illustrates how the issue of children’s privacy risks was dealt with in a superficial manner, leaving relevant stakeholders without substantive information about the issue; and with minimum representation of children’s voices in the coverage itself.
- Digital technologies, learning and school: practices and perceptions of young children (under 8) and their parentsPublication . Brito, Rita; Dias, PatríciaThis article explores the practices and perceptions of young children (under 8 years old) and their families about the use of digital technologies at school and their potential for learning, as well as the articulation between formal learning at school and informal learning at home. Data was collected through activities with children and their families, and then we used qualitative content analysis to explore them. The results show that the use of digital technologies at school is more common in Primary, being rare in Preschool. However, the pedagogical potential of devices like computers and tablets is underexplored both in schools and at home. Parents consider that children under 8 are too young for using digital tools in school work and believe they are not prepared to do so yet (although children are actually tech-savvy)
- Beyond advertising narratives: Josefinas and their storytelling productsPublication . Dias, Liliana; Dias, PatríciaIn the last few years, advertising narratives have become increasingly important. Facing an environment of fierce competition and communication overload, brands needed to reinvent their communication strategies, and stories became protagonists, particularly in the digital environment. This article addresses a new way of applying storytelling in marketing, which is using it to extend products. In our theoretical framework, we review the general importance of storytelling as a communication tool and strategy, departing from the notion of storytelling as the essence of human communication (Fisher, 1987). As empirical work, we present the case study of Josefinas, a Portuguese luxury handmade shoe brand. For each new product, the brand presents a story that not only explains the inspiration for the product, but also communicates values, a lifestyle, emotions, and inspires. We studied a sample of communication pieces and applied a thematic matrix (Kuckartz, 2014), with coding categories inspired by storytelling models and also by brand equity (Aaker, 1991) and product extension (Kotler and Keller, 2012) models. In our findings, we stress the originality of the brand in going beyond advertising in its use of narratives, applying it to add layers of meaning to their products, which are reflected in the brand image, and even in its equity. Thus, we conclude by suggesting the concept of ‘product narratives’.
- Happy kids: aplicações seguras e benéficas para crianças felizes. Conteúdos positivos - opiniões de stakeholdersPublication . Brito, Rita; Dias, Patrícia
- The tablet is my BFF: practices and perceptions of children under 8 years old and their familiesPublication . Brito, Rita; Dias, PatríciaThis article explores the practices of children under 8 years old with a tablet, focusing particularly on the home setting and on learning activities. Previous research has shown that children are being born in digital homes and coming into contact with digital media at increasingly younger ages. Also, the tablet is young children’s favourite device. Our approach is qualitative, using interviews with families, articulated with activities suitable for children of this age range, and also participant observation. Our results show that the tablet is the children’s favourite, due to the variety of activities it facilitates and also its portability, and children frequently have their own personal device. Their preferred activities are games, usually related to cartoon characters or toys that they already like, and these are significantly gendered. Children reveal developed digital skills, about which parents are frequently unaware. Both for parents and children, the 1 britoarita@gmail.com tablet is regarded as a “toy”, and thus its pedagogical potential is under-explored. However, children learn other types of skills, such as problem solving, and independence. Most parents believe that children are not yet, at such a young age, exposed to many online dangers, mostly because they do not interact in social networks. Hence, parents monitor time of use, but not content. Yet children are actually exposed to risks, mostly on YouTube.
- Reading and company: embodiment and social space in silent reading practicesPublication . Kuzmičová, Anežka; Dias, Patrícia; Čepič, Ana Vogrinčič; Albrechtslund, Anne Mette Bech; Casado, André; Topić, Marina Kotrla; López, Xavier Mínguez; Nilsson, Skans Kersti; Teixeira-Botelho, InêsReading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being ‘wired’ in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from six European countries, it identifies an underexplored factor in reading behaviour and experience. This factor is the sheer physical presence, and concurrent activity, of other people in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments. Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential implications for research and practice.
- Multi-needs for multi-screening: practices, motivations, and attention distributionPublication . Dias, Patrícia; Serrano-Puche, JavierMulti-screening is an emergent but fast-growing and fast-changing practice, evolving along with the technologies that mediate it. This article presents a study on multi-screening, i.e., simultaneously or sequentially engaging with more than one screened-media. Based on the uses and gratifications theory, our study focused on the most common multi-screening scenario—engaging with the smartphone while watching TV—in order to explore triggers, motivations, gratifications, and attention distribution. The methodology is qualitative in nature, including ethnographic journals and follow-up interviews to a sample of 30 young adults, and the data was collected in Portugal and Spain. The activities performed on each device are usually disconnected and motivated by the need to enhance the entertainment afforded by the TV or to obtain a sense of efficiency. The attention is distributed in alternated periods, and the smartphone has a greater ability of demanding attention and retaining the engagement.
- The participation of young children (under 8) in qualitative researchPublication . Brito, Rita; Dias, PatríciaIn the last decades, the role of children in qualitative research has changed, from unknown and incapable subjects, to attentive subjects and active participants. But for your participation to be appropriate and ethical, it is convenient to adopt some methods. Thus, it is intended with this article to make a critical review regarding the participation of children, up to 8 years, in qualitative investigations. Some techniques of data collection used by the authors will be presented in qualitative investigations, with the intention that the children be participative and active subjects. It is also intended to contribute to the methodological discussion and ethical issues in qualitative research with children.
- Crianças até 8 anos e tecnologias digitais no lar: os pais como modelos, protetores, supervisores e companheirosPublication . Brito, Rita; Dias, PatríciaPretende-se com este artigo dar a conhecer as práticas digitais de crianças (com menos de 8 anos de idade) no seu ambiente familiar, mais especificamente em casa. Os pais são os principais mediadores relativamente ao contacto de crianças destas idades com meios digitais, tendo também um papel relevante ao influenciar as suas práticas, perceções e atitudes. Apresentamos assim alguns resultados relativos a um projeto Europeu, baseado numa metodologia qualitativa, nomeadamente na grounded theory, onde recorremos a entrevistas a pais e crianças como método de recolha de dados. Os resultados revelam que os pais desempenham diferentes papéis -são vistos como modelos, protetores, companheiros e supervisores. Estes diferentes papéis relacionam-se diretamente com assuas práticas pessoais e, principalmente, com as suas perceções e atitudes em relação às tecnologias.