EU Kids online 2012 & Production

Relevant sections. The report is entirely framed around risk and e-inclusion.

Creative refs:

I found this in the Policy Recommendations for E-inclusion page 26 of 52:

It is proposed that each child climbs a ‘ladder of online opportunities’,
beginning with information-seeking (of any kind), progressing through
games and communication, taking on more interactive forms of
communication and culminating in creative and civic activities. One
implication is that communication and games playing may not be
‘time-wasting’ but, instead, can provide a motivational step on the
way to ‘approved’ activities. Another is that online resources should
be designed so as to encourage children to progress from simpler to
more complex and diverse activities. The evidence is that while many
children communicate, search and play online, not so very many are,
in practice, creative, productive, critical or civically engaged. Ensuring
that all children get the opportunity to advance from simple to more
complex activities needs encouragement, resources and support.

This in Education and the role of schools (p.27):

Schools are best placed to teach children the digital and critical
literacy skills required to maximise opportunities and minimise risks.
Schools are also best placed to reach all children, irrespective of
socioeconomic status and other forms of inequality. For both these
reasons, schools have a key role to play in encouraging and supporting
creative, critical and safe uses of the internet, crucially throughout
the curriculum but also at home or elsewhere.

Media literacy (p.29)

On the one hand, research charts many ways in which children
(and adults) are gaining knowledge, confidence and sophistication
in their navigation of and contribution to the online environment.
On the other hand, many appear to use the internet narrowly,
lacking confidence or knowledge, unsure what the possibilities are,
anxious about the risks.46 For example, the interactive and creative
online opportunities on offer can support learning, participation,
communication, self-expression and fun. Yet some of these – for
example, blogging or creating webpages – are only practised by a
minority of young internet users across European countries, leaving
the full potential of media education for enhancing pupils’ creative
digital skills far from being realised. Thus, media education should
turn more attention to fostering children’s creative participation in
online environments.


In terms of media literacy programmes and initiatives, it is now
vital to conduct thorough evaluations of the diverse media
literacy initiatives being developed. It is not yet known, crucially,
whether media literacy brings real benefits in terms of protection
against harm, take up for communication rights, enhancing active
citizenship or creative and cultural expression and learning. Nor is it
known which strategies work best for which groups or under which


It does seem, for instance, that peers have a substantial influence on
how children take up the opportunity for creative online activities;
also, young people discover new things to do with the internet mostly
through their friends (Kalmus, 2007).48 This suggests the value of
peer-to-peer teaching, and this could be more effectively resourced
and integrated as part of media education in schools.

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