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Hello. Good morning. Everybody. Thank you for being here.

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or they're online or on Zoom. My name is Julia Coffee. And I need to figure out how I can change the slides.

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Okay, can I hear?

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Yes, yeah, cool. Okay.

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yeah. So today I'm presenting on a research project I'm doing with my my colleagues. Amy Dobson, a Karnak and I rods and Ros Gill. So our project is exploring young people's selfie editing practices.

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So

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the background to the project is that we're approaching the practices and selfies themselves as a social phenomena that's often usually pathologized

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for young people. Young people are usually positioned as being certainly not within the sociological literature, but in broader society, and I guess dominant discourse

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is dismissed, sort of as frivolous as representing young people being self-absorbed and often couched in quite pathologizing terms, associated with eating disorders, body, dysmorphia, depression, low self-esteem, and anxiety. So

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our framing of the project is to position young people themselves as the ones who can obviously tell us about their practices rather than assuming anything from the outset, and to listen to their their perspectives and experiences of how they navigate the the practice of interacting with

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an image of the self, but also editing it and specifically working on it.

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So the landscape also.

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the literature very

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very strongly tells us that this landscape is associated with gendered and racialized ideals which often come built into the technology. So the filters decide often what There's a make me pretty button, for example. So it applies

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beauty to one's face in quite a straightforward way. There's also racialised aspects built into the technology. So we're interested in hearing what young people think about these these technologies and how they understand and navigate those ideals.

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And we're also approaching it from.

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Yeah, a visual literacy's perspective, where we're interested in how young people learn to read images, how they figure out the visual economies and navigate those in their peer networks. And as a practice of youth sociality.

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our research questions just briefly, around, yeah, just very, basically how young people understand. And you, selfie editing apps. So specifically, the editing we're really looking at. But of course, the the broader landscape of selfies, self presentation, social media is very connected.

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We're specifically looking at

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the implications for embodied self hood.

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and gendered, racialized, embodied self-wood.

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And yeah, obviously looking at the practices of evaluation, judgment, and image reading that young people are using or developing. So that's how it really connects, I think, to the digital skills aspect of this, this panel and the citizenship.

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So

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we have. We conducted 33 interviews with photo elicitation last year, where young people showed us their edited selfies and talked just through them. And we're doing participatory workshops at the moment we've actually done haven't updated this slides have done so many workshops in the last week. We've done 10 workshops now. I did one yesterday.

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with my colleague Amy.

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and we ask young people to

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work in pairs to show each other and us how they edit

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their selfies in real time. And they screen record and send us those recordings. So we've got a wonderful amount of visual interactive like video data that we are working with as well. So

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we're really excited. So we're finding. Obviously, I mean, I'm right in the middle of data collection still. So I don't have final findings. But this is some preliminary analysis based on the interview data primarily from last year.

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So

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the feelings I should have said as well the theoretical framework I'm using very much. Aside from the

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literature I sort of sketched out a little bit earlier the theoretical framework, and how We are understanding the significance of images in relation to gender is based on feminist theories of embodiment, and affect primarily where bodies and selves that we, I think, are positioning

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as being in relation to each other rather than images imposing on young people's subjectivity. We're looking at the

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entanglement of those things, drawing on theorists like Dillers and Brad and other feminist theorizations of those complex relations. So

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I'm always drawn to focus on the feelings because of the affective dimension

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of the theory, and they are quite, I think, important for understanding the significance and understandings and and broader embodied meanings of the practice. So

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for, and also highly contentious right these are completely. It really is diverse, depending on a range of personal positionings that young people bring to the practice.

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So often people described the power of an image or an edited image to radiate

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a good feeling. So Jenna talked here about taking this Selfie.

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This is Jenna, obviously a pseudonym and she had her hair done shook the selfie, and she felt so good, and the feelings of that positive experience and congruent selfhood, or really

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I don't know positive feelings of the self she felt like. They followed her around during the next few weeks, and she just kept getting like a little bump of pleasure or joy from from Yeah, that image.

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So

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there are also many kind of contradictory and ambivalent aspects of these good feelings. So this was from a workshop

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where these 2 participant sisters from international students from Brunei were talking to each other. This was their

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prepared, recorded conversation that

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we're analyzing. So they talk about how it feels good and feels bad in, you know, the same moment. Really.

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so it feels good but really bad changing my face.

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and he says, I don't want people to see my floors. Sammy says I use filters like surgery instead of doing actual surgery.

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So I fake it. I feel good but really bad changing my face. If I did that online and someone in real life would see me. It'd be different to change. They talk about like this is all just the same conversation. This isn't bits and pieces that it loops continually through the different apps. They use the practices, the tools, the meanings.

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and and why they would. Yeah, I guess the beauty aspects. the beauty standards that they discuss.

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And

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I just I love this part, listening back to the recording. When Andy says, You know, I think initially it feels good, and some it's like it does. It feels good like this is like I get like the affect when I hear that But then in the same, you know, in the same breath, really saying, but this is, but it's sad, because I feel like I don't appreciate my looks enough.

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And that's it's promoting that kind of way relating to your body, which is sad. So these are, I guess, really contradictory, effective states that are being navigated in in the moment

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through the ephemeral selfie.

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So

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there's also participants spent a lot of time in energy

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navigating the boundaries of editing and what what they feel is acceptable and what is too far, not only in terms of how they are being read. whether they images, edited images will be read as being not authentic, which is something that carries a great deal of shame to be seen or known to edit your selfies. because you're the same as something deceptive about it.

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but and yet it's such a normalized practice that it's expected that people will edit their selfies, particularly young women.

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but they have to be really good at it, so people can't tell.

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But there are some people who they were involved in the workshops, and they would do very, very, very minor edits, so they would call photo editing things like cropping their images or

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changing the light, not doing the kinds of dramatic structural changes to the the face shape

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as others, and they said they would really

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wouldn't want to start going down that pathway, because they often use this same sort of

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metaphor of a spiral like that. I would spiral into self-hate. I would never stop editing my photos if I started.

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and that that real so much effort, and

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is required to hold the tenuous position of feeling good

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and being happy with oneself, how, how they are, and it can seem quite an impossible

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position to maintain.

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And yeah, they recreate boundaries for editing, and the self. So Jenna, who you saw earlier, who was talking about the good feelings radiating

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through

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She talked about one time editing

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the structure of her shoulders and the structure of her jaw line, and she posted those and immediately felt guilty. She felt really uncomfortable about it for a couple of days and then

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deleted both of them since.

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So you know these practices, and and you know efforts, I guess

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a meaningful to young people, because they carry a lot of meaning of the self and experience of the self that is not just

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forgotten about when they're not using the apps. It's being thought about all the time through the daily lives, when they're taking photos with friends of themselves, of what's going on as a way of being present. They say it's a way of saying I'm here. I exist when they post so

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to have this, I guess intensive relation. Where

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there are so many I don't know. Potential pitfalls of negative effect that can follow. You.

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you know, quotes like it can be taken too far. If you're not too careful. It's it's not healthy to heavily edit.

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I don't want to create false realities. And they certainly don't want to be seen to be not the same person

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as they are in real life. But this, this mediated self of of the image of the edited image is, yeah, a really contentious part of life for many of these young people

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so

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like. bringing it back to digital citizenship. So those sorts of programs that relate to any of these practices in New South Wales, which is where I'm from.

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They focus attention on making young people responsible for their online practices.

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The language is all around responsibilities, avoiding negative harm. And you being, if you can't avoid the things that make you feel bad, then it's your fault, basically is is the discourse

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and the conditions of this online landscape. This is what we're really trying to look at in the studies, the practices, and the conditions which you know, frame and inform.

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 how young people are able to engage with these technologies.

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and can certainly intensify inequalities related to gendered and racialized body norms.

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and we hope, think that the

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by paying attention to these embodied sensations into the is a way of really getting at those broader socio-cultural meanings, as well related to the practices, and and paying really close attention to the gendered neoliberal forces that of course, intersect and can intensify inequalities.

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The young people are, I guess, required to develop strategies.

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This technology is part of their lives. They are born into a time where they exist.

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and they.

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you know, this is just the conditions of existence. For being a young person is is to have to navigate it in some way, even if navigating, it means completely opting out. Still navigating this technology, right?

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So while many do enjoy  the process of editing the self and posting images, and and the effects that flow from that.

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It is a really contentious practice that carries so many ambivalences and paradoxes that I guess, are indicative of so many other conditions of post-feminist

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social life

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on the post-feminist conditions of this social media or image intensified image to beauty culture.

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So

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I guess, yeah, the way that we're continuing to approach the analysis is to try to look for, I guess queer potentials.

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for where other spaces and other practices may be, may become possible through the relations and and the communities that do particularly queer non-binary communities is one, the group we were talking to yesterday. They talked about creating a different space and

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trying to create their own standards or

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 possibilities for for living and presenting the self in a way that was outside of or different from.

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the hegemonic mail guys.

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So anyway, we're going to continue to look at these aspects and and try to really pay attention to how they intersect with inequalities.

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So that's me. Thank you.

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I switch to the

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okay. We have a few minutes for discussion. Now please ask your questions, and I'll check also on Zoom if there is a question.

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Yes, we have some Hold on. There is a question in the room.

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Thanks.

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How would you please come up because you thought here they can do your zoom.

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I

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and Eric from I I can see very clearly from a presentation. There are benefits and also potential kind of struggles or stress from this practice. So I'm just wondering

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from your observation suite.

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what kind of participants are become less likely to be drawn into that spiral.

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and

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you into that practice? I mean, you cannot really

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categories, and who are kind of

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more kind of capable of, you know.

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having this at time you

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 thank you, Eric.

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the practices and I guess the

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image economies going on here are very much more relevant to or affecting for sees heterosexual young women.

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So it's it really is a very it it does fall into I guess those power relations that Butler talked about still relevant very much, because mainly because the few youngsters heterosexual men that we've had in the study.

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a. Really

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unable to engage with the meanings and practices in anywhere near the same way related to affect or significance.

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and that that is because of the requirements of yeah.

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of heterosexual gendered correlations and

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sexuality norms, really. And you know, that's not to say that queer non-binary people are outside those

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norms completely, either. but they

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at the moment. Anyway, this is very preliminary, but we are seeing certainly they say different things

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they are. They are able to extend beyond and have a community to

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relate to, that is outside of those very strict

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heterosexual.

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yeah. Requirements of self-presentation.

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Thanks.

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Let me check. If there is a question on so dude. By the way, do you hear?

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people at home, do you hear? If some yeah, I know you hear me. But do you hear? the those who it's not so good, and I tell you it's not so good from people in the room, so it might be good if you

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Howard Williamson: repeat the question or or come up to the front. Yeah, yeah, thank you.

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let's check check.

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And

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where does it press the chat. Oh, okay, sorry.

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hey? Hi, Julie! A great paper I'm keen on hearing. If you've started to explore how the young people talked about their ideas of the self that is being edited. Maybe this will be coming up more when you bring in more intersectional comparisons.

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Yeah, the self that is being edited. The picture really does sort of stand in for the whole self often, but is able to be edited and presented in particular ways, really fine-tuned, nuanced ways that carry a lot of significance for communicating to others

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who they are. And

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there was a participant yesterday who was queer, non-binary, and they were talking about

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the way they were imaging themselves and editing themselves during the time they were in. The process of coming out was really important for claiming a space and and for being recognised by others, particularly when they started to

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present in more recognizably non-binary or more recognizably queer ways for the community that they were I guess, becoming involved with, and

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that was really a really significant in in their in their lives. And now they were saying, I don't really don't really take and edit selfies any more. That much because I've sort of done that work. And it helped me to get to to where they were.

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So yeah, that was really interesting. Example. Thanks, Lena, for the question.

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Okay, we have another question, what do you please come up and ask this question here because of this

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or their office, is there?

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Hello! I'm Mattha Hoschovic from the University of Eastern Finland, and I got really interested in your method of collecting the data. So could you reflect a bit about the methodology and how it's actually impacted on your on your research data. Because if I can, I can imagine that through that method, they actually, they talk to themselves, not to their researchers.

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Yeah, thank you. Thank you very much for the question.

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yeah, I

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I really think that they

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introduction of the possibility to talk to a pier or another young person. It's often someone that they don't know as well.

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That is yeah, the kind of

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the things that happen in the room are really, really interesting. And you can. The conversations they have are different.

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They're they're able to really relate and to connect. And I hadn't really realized. We we approached this project, thinking, it's obviously a youth, social practice, selfie, editing and image sharing, it seemed for me. Someone of a quite a different generation now that to be a social practice, but

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it isn't so much in terms of the ways that young people relate to each other about it. They've said many times, it's it's something you do by yourself alone, and you don't talk about it because there is a lot of shame associated with it. They talked about that yesterday, a lot in the workshop.

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so it's quite unfamiliar, uncommon to come together in the shared space of

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knowing that you're all there, because you all have some kind of

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experience with this practice. And it's like, okay to talk about it. I hadn't anticipated that being the thing. So, being able to have have those connections

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between the participants, I think, is really important. And it's very lively. It's really lively data. And it's yeah, I'm really excited about the method. Thank you.

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Hey?

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Thank you so much, Julia, we switch now to the second presentation, which will be online. We are having offline online offline online

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online today.

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Okay.

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where do it? No, yeah, I know.

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Yeah, here we go.

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No, no. I see

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so share.

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I don't know. It worked easily last time. A chair.

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ITO Kenichi (Gunma Uni, Japan): Oh, excuse me, may I share my slides?

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Oh, yeah, please, please do. I have to

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oops

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ITO Kenichi (Gunma Uni, Japan): because I made some a little bit version up. So

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are you not allowed to share it?

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ITO Kenichi (Gunma Uni, Japan): What can I see?

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Yes, perfectly.

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ITO Kenichi (Gunma Uni, Japan): Yeah. Should I start?

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 please

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ITO Kenichi (Gunma Uni, Japan): the mon, everyone my name is. Still, I'm Gomer University, Japan. My title is for predicted for this State health problems associated with.

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ITO Kenichi (Gunma Uni, Japan): And this is today's contents.

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ITO Kenichi (Gunma Uni, Japan): The first, that's questions of this paper.

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ITO Kenichi (Gunma Uni, Japan): the Internet views among students in Japan, in the match, in many schools well as a remedy to COVID-19 and the children, the students suddenly spent more time at home.

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ITO Kenichi (Gunma Uni, Japan): Schools were expected to open online instructions, but only a few schools did it by present, according to a sub. 8 in April, the twentieth 20. So Giga School program by the Japanese Government to distribute school children. Pcs and tablets promoted in the week of this epidemic is setting in the for the increase in the Internet to use among young people.

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ITO Kenichi (Gunma Uni, Japan): I just being pointed out that children's prolonged use of the Internet may have many negative effects, including a tendency towards so called intended addiction, or gave me this order

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ITO Kenichi (Gunma Uni, Japan): in order to host the this this season. If children and the students need to run not only the correct way to disseminate this, the information, but also how their voice is a problematic Internet to use.

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ITO Kenichi (Gunma Uni, Japan): We conducted a large scale survey, or with children, the students from December 2021 to generally 22

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ITO Kenichi (Gunma Uni, Japan): Denver of varied responses. 27,632 amount of time prefectures in Japan.

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ITO Kenichi (Gunma Uni, Japan): This paper is based on 16 and 16,947 responses of Junior and the senior High School students.

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ITO Kenichi (Gunma Uni, Japan): what we would like to confirm here. firstly, where the students are really spending what time on the Internet? Secondly, in what way the long use of the intent affects students or students? Awareness. So 3. where does the long use of the Internet affects Internet addiction in particular.

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ITO Kenichi (Gunma Uni, Japan): And firstly, where there is a PE the prolonged use of the Internet for study really doesn't.

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ITO Kenichi (Gunma Uni, Japan): And second, the

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ITO Kenichi (Gunma Uni, Japan): oh.

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ITO Kenichi (Gunma Uni, Japan): this could out shows the time spent online by junior high school students.

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ITO Kenichi (Gunma Uni, Japan): They're not not percentage. But we are numbers. We ask the students simplely on a weekday and on the holiday. And the so we're using the Internet for study was the purposes as an study.

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ITO Kenichi (Gunma Uni, Japan): It's a blue buzz

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ITO Kenichi (Gunma Uni, Japan): include indicate we're studying. And the red part is indicated for the purposes of doesn't study. As you can see, many students tend to spend less time online for study and longer time for other than study, maybe online games or video sharing sites like Youtube or social networking.

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ITO Kenichi (Gunma Uni, Japan): And this is a global high school students, more students on that. They spent a lot of time online than junior high school students, since we had to prepare

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ITO Kenichi (Gunma Uni, Japan): longer time options more than 8 h

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ITO Kenichi (Gunma Uni, Japan): on average. Do not high school students spend 1.2 5 h on the Internet for study? Why, it's 3.5 6 of us will there as a study on the whole day. Similarly, high school students spend 0 point 9 c. 96 h online for study. Why, 4.4 9 h will other than study on the holiday. Therefore, we must focus on the use of the Internet for purposes, as is instead.

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ITO Kenichi (Gunma Uni, Japan): we ask students about the health status in the last mass on the 19 seventies, 90 survey items. The quotation marks in the title mean, we ask them exactly like this.

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ITO Kenichi (Gunma Uni, Japan): this glass shows the responses of our

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ITO Kenichi (Gunma Uni, Japan): Junior High School students. number 7

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ITO Kenichi (Gunma Uni, Japan): appears to be 2 clocks. Means that the one group appears to be 2 clocks indicating a serious

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ITO Kenichi (Gunma Uni, Japan): These are trouble.

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ITO Kenichi (Gunma Uni, Japan): this is the second half of the globe. number 17 means often stump is stable or bump into people. Or obviously, if you mean some trouble in their eyesight.

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ITO Kenichi (Gunma Uni, Japan): I think it's time spent online, for as a Zen study on the holiday we exact, it's not about 30% from the shorter users as light users, and that by 30% was the longer users as the heavy users.

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ITO Kenichi (Gunma Uni, Japan): the definitions and the percentage of light and heavy users are shown and stable. As for Jenna has good student white users students who has met lesson

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ITO Kenichi (Gunma Uni, Japan): 2 h online on a holiday while he uses 20 more than 5 h. The 4 high school students, each of the time is slightly longer.

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ITO Kenichi (Gunma Uni, Japan): Yeah, only the question items with the highest number of often responses are shown here, as you can see, heavy users responded at the higher weight in all of the items. All of these, significant at the one person to level as a result of the high school test.

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ITO Kenichi (Gunma Uni, Japan): Now this class shows responses from high school students. The compared with Junior High school students. More respondents reported, I, 40 distributed sleep reasons and

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ITO Kenichi (Gunma Uni, Japan): mental health programs.

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ITO Kenichi (Gunma Uni, Japan): This is a second part

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ITO Kenichi (Gunma Uni, Japan): this is a comparison of light users and heavy users of high school students. Here again, all of these, significant at the one pass into Webe as a result of the Chi-square test.

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ITO Kenichi (Gunma Uni, Japan): a result of a case. Get test.

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ITO Kenichi (Gunma Uni, Japan): This is a result of a case. Get test developed in Korea to test for risks of in that direction, as you can see, is a percentage of high risk is a slightly higher for high school students.

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ITO Kenichi (Gunma Uni, Japan): as the expected, heavy users are significantly more likely to be in the high risk group

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ITO Kenichi (Gunma Uni, Japan): outward discussions case here assumes only. So he creating the creation of internal use, such as for online video games and the social networking. But in recent years students have tended to use the Internet for a long time to study

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ITO Kenichi (Gunma Uni, Japan): our previous research.

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ITO Kenichi (Gunma Uni, Japan): since it will be completed to show all 19. As we created new indicators for health program. By combining similar items we got 4 indicators physical pain, ice rain, disturbing to sleep, reason, mental and the physical party.

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ITO Kenichi (Gunma Uni, Japan): We examine the impact of time spent online by purpose, on week. on week days and holidays, or these 4 indicators.

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ITO Kenichi (Gunma Uni, Japan): Well, Gina has good students. So statistically significant effect on for health status indicators was only time spent online, or as it's in study.

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ITO Kenichi (Gunma Uni, Japan): I know it was time. Smith online for study was not significant.

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ITO Kenichi (Gunma Uni, Japan): As for high school students, however, the time spent online for study on the holiday was statistically significant for City of 4 indicators like this.

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ITO Kenichi (Gunma Uni, Japan): the conclusion, as as in other studies, our survey detects that the students were using the Internet for longer time on to the COVID-19 epidemic.

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ITO Kenichi (Gunma Uni, Japan): But there is a coordination between the prolonged Internet to use and the health status subjective symptoms

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ITO Kenichi (Gunma Uni, Japan): the percentage of a high risk group for the Internet. Addiction is a single country higher among heavy users, and then a micro white users

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ITO Kenichi (Gunma Uni, Japan): also. It has not received much attention, prolong the use of the Internet for study may also be affecting students health programs.

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ITO Kenichi (Gunma Uni, Japan): Oh, this is your sorry. Only the Japanese researchers.

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ITO Kenichi (Gunma Uni, Japan): Thanks for your attention.

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Thank you.

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Thank you very much. This was very interesting. Is there any questions in the yes, there is a question in the room. Would you please come up here.

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can you?

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Hello, Kenichi? Thank you so much. for your presentation. It was very interesting. I I had a few studies along the line of your work, and I have 2 questions. The first question is, did you attempt to put any demographic control variables in your models and the number 2? I was wondering what your R. Squared is, or the variance explained for the junior and the

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high school students, so that we would know how much of the outcome are explained. Probably give us a range of your R squared. So we just know how the extent of the variance explain for the 2 models or for the models that you made. Thank you.

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ITO Kenichi (Gunma Uni, Japan): Oh, thanks for your questioning. But the question about your point, are you asking about the oursquare or the semiconductor. So what?

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The regressions, the last regressions that you you did

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ITO Kenichi (Gunma Uni, Japan): the last slide you were I

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ITO Kenichi (Gunma Uni, Japan): I I show you.

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Yes. with the with the one with the regression table.

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ITO Kenichi (Gunma Uni, Japan): All right.

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ITO Kenichi (Gunma Uni, Japan): maybe this one.

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Yes. Do you have information on the R. Squared?

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ITO Kenichi (Gunma Uni, Japan): Oh.

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ITO Kenichi (Gunma Uni, Japan): I can prepare. But

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and okay.

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I I I'm sorry I I can't I?

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It's fine. Thank you. Yeah. Maybe you can say if you ever also have looked a gender. For example, if you found a difference.

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demographic or other demographic variables.

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ITO Kenichi (Gunma Uni, Japan): It means agendas, or Oh, I see.

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age.

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Age is what he showed us, like the comparing junior and and and senior high school students.

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ITO Kenichi (Gunma Uni, Japan): Oh.

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ITO Kenichi (Gunma Uni, Japan): of course we

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ITO Kenichi (Gunma Uni, Japan): let's just they analyze the the the and agendas. So

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ITO Kenichi (Gunma Uni, Japan): what you see the

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ITO Kenichi (Gunma Uni, Japan): so is that it's as as we expected. So they were there.

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ITO Kenichi (Gunma Uni, Japan): They're all they're they're, they're, ag, they hosted the Sake so times they spent the online longer

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 and

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ITO Kenichi (Gunma Uni, Japan): that's gorgeous more

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ITO Kenichi (Gunma Uni, Japan): as a percentage. The highest groups are a little bit higher than that voice.

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ITO Kenichi (Gunma Uni, Japan): and to see

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ITO Kenichi (Gunma Uni, Japan): so that of agendas and the ages not so. What you say is surprising it about the you know. It's very

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ITO Kenichi (Gunma Uni, Japan): as well as the

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ITO Kenichi (Gunma Uni, Japan): that people think about it.

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So there was. The the most obvious difference was between Junior and senior high school students. That's why you showed this is this correct?

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Yeah, that that's the. That's what? I said. okay, thank you very much.

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I don't see any more question in the room, and since we are running a bit late, I take the chance and start with my presentation. Thank you very much, Kennedy.

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ITO Kenichi (Gunma Uni, Japan): Thank you.

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If I manage to switch here to the

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main slide again

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I asked for help. But here this morning we don't have no technical assistance in this room.

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and

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Here we go. Found it.

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Podium found a program running that conflicts with this presentation. Aha!

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So! And this is too small for me to read.

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Yes, but first I need to set up the presentation, because it's great here on screen, but not on the computer where I have to

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be able to see what I'm

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a

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someone good at this.

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I need like a full screen

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here

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just by saying it.

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Yes, okay, thanks. Perfect. Oh, no, it doesn't work here.

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Yes.

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sorry for that.

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I need both. Full screen here and there, please.

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 no, but it was the right presentation. It's just

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okay.

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So now it's loading again. It was the correct presentation, but it was too small.

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I can't see it here. This is too small because it's going to be really small. I need the full screen here also, please.

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No, we're not sure. And it.

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Okay. You know what? Just leave it as it is, and I try to read it from here. Okay.

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this one. Yes. But then I need to

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like this. I don't know.

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Okay. Hi, everyone.

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sorry. This took a little. My presentation connects very well to Kinich is one. And because we've been looking on digital skills of young people.

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and we are looking at social disadvantages, gender and ses. And how this continues online.

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if you look at these pictures. Here you see the Obama and the German Chancellor and Galomia Format, a German Chancellor, Angela Merkel, having fun on the beach together, and at first tight. This looks like regular pictures. And then we're like, really, are these really were these

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things really happening? And if you take a closer look, you might realize. Okay, there's some minor things that are not really right, and like the foot of Angela Merkel, and so on. And

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so it's probably not the case it. I show you this just to realize we really need digital skills today. And things are also changing. We were used to that pictures and videos that we see online, that they reflect reality. And now we realize, no! they do not necessarily. It might be

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artificial in child produced by artificial intelligence. Here are some more pictures of them having fun on the beach.

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so There is no doubt that for participation in society and also personal well-being. Digital digital media, literacy and education have become become increasingly relevant. And there are 2 main questions that are related

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to this topic where we have little answers so far is what influences digital liturgy and which impact has digital literacy and the influencing factors that in this presentation I will be looking at is gender and ses and as outcome, I don't have much time, so I'll be sure on. This is a well-being.

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How do digital skills affect well? young people's well-being

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regarding gender engendered. gender and technology. There is a whole lot of research. But like specifically.

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gender is but predictor of digital literacy. yeah, literacy, very mixed empirical results so far. And this is because it was conceptualized heterogeneously and quite vaguely what digital skills are. So we put a lot of effort into developing concepts of digital skills. And the research question here is, how does gender influence

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young people's digital skills

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regarding ses, it has. There's also quite some literature showing that inequalities in digital skills and digital engagement.

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has in the meantime, also being called the third level of digital divide.

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And but also we see here mixed empirical results. And again, the results also depend on the measurements, and we see I'm not going into detail here.

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but it made us prepare a right. A child-friendly scale for estimating is Es. I'll show that later. And the research question is, how does ses influence young people's digital skills?

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And finally, a well-being? There's fewer studies on the outcomes of any outcome of digital literacy.

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 and it was more. So far, research is more focused on online risks and opportunities. But there is not really much research on offline. well, being

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and

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this is why we look into it. And the research question is, how does digital literacy inflate young people's well-being?

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Research questions again.

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this is the the data that we have collected this happening in a longitudinal research design and 3 waves. And this is the results I present here is mainly from the first wave. We are still in the middle of the third wave.

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Was data was collected in 6 countries, Estonia, Finland, Germany, Italy, Poland, and where to go? it's not. It's it's a large, it's a large scale study. It's a large sample. We have in total

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1,000 students in each country. So 6,000 per wave. But it's not representative.

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but diverse. Regarding ses. We have different regions and surveyed in different types of schools.

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Okay, I switch

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to the measurement.

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This is our child-friendly measurement of the financial situation of the family or people who they live.

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and it starts with, we live very well. We can purchase lecture items and still have money left over and goes to. We struggle to get by. We sometimes do not have enough money to afford basic needs, such as food and clothes.

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The concept. As I said, we put a lot of effort into conceptor conceptualizing digital skills.

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And we have, mostly, we have a 40 40 tested and internationally validated, 24 items scale

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on digital skills that are self-reported. So the examples are in 4 dimensions. And here are the examples

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I know which images and information of meat is is okay to share online. And they were a to answer it on a scale from not at all true of me, too. Very true of me

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and the other they mentioned. So this is information.

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The the no, no, this is not information. This is a communication. Then I know how to turn off the location settings on mobile devices. That would be like technical operation skills. Then I know how to edit existing digital images, music and video.

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This is an example for content creation skills. And I know how to check. If the information I find online is true, this is an example for information skills.

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And we also measure digital knowledge. this is where they had to say, if this is right or wrong, if they're sure about definitely, not true, definitely true, or I'm not sure.

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And the examples here are, everyone gets the same information when they search for things online.

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And the other example is the first search result is always the best information source.

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So here are the results. first of all, just give you an to give you an idea. And here are the Germans here. Here, here are the German results. But this is true for all of The countries we have the same very similar distribution, and we see they they they are good in communication and interaction. but

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information and navigation skills is, for example, for example, to

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Yeah, the show you again, the examples. You know what I'm talking about? I know how to check if the information I find online is true, like questions like these. they were not good at that.

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In a longitudinal perspective, we see a little increase, but not very much from one year to the other year. Or did I say that we serve it 12 to 70 year old.

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Students in different schools! And here is the and the results from comparing the means.

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Between the Chandos boys, we may distinguish between boys, girls, and non-binary. There is no differences between boys and non-binary youth, but there is a significant different

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between boys and girls or girls and other young people, they have significantly less information and informational skills, and or reported to have less informational skills. And they have significantly reported to have less operational skills than boys have.

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this is an overview. We we developed digital skills, profiles.

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you have to think of it that each person has as belongs to a certain profile, or has a certain profile, and we found 5 of them high. All means that they have. They are good in all 4 dimensions, information oriented, obviously very good, and information not so. Not so. So also in technological and communication skills.

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Content creators are not not good. I'm only focusing on information now to make it easier to follow. So this is here highlighted in in red.

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so high all information oriented a ranked tie in our information skills, content creators, communication low or and and communication oriented and low, all those who don't have like higher and average skills in any dimension.

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obviously, they don't have

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higher information skills, more information skills. So that's like the basic picture. And if we now look between Gender differences.

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I only looked here between differences between boys and girls. We see that the boys are more likely to be in the high all group, and the information, or to have a high, all profile or information oriented profile, whereas the girls are more likely than the boys to be content creators

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which who typically lack of in information skills or in the and they're also more likely to belong to have a communication oriented profile. Also here no information. So our latent profile analyzes, confirms that the girls have significantly reported to have less information skills than the boys have

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regarding ses

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We found that it. Specifically interesting was the low, all group, those who are not killed in any dimension. And we found that the low ses respondents are significantly less likely to belong to the high, all to the information oriented to the content creators.

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And there is no difference regarding communication. So they are okay with that.

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But yeah, the

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the. So I go to the next slide. Don't explain this in detail. And

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and regarding gender again, where we do not only look at the self-reported.

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but also the actual knowledge. They have, the digital knowledge that we measured with the correct and wrong answers.

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We found that there is only a weak correlation with gender. So boys still have more knowledge than girls we found, and diverse students have most knowledge. So there is a greater gender gap in the reported skills than it actual knowledge. But it's kind of the same trend

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quickly about well-being. We see that the blue again is the boys.

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pink ish again! Is the girls to make it easier to understand?

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And here again we see that. those not again! Here we see that those who have a high, high, all or information oriented profile, which means those who are good in have good information above average information skills.

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They are more likely to have more well-being to report, more well-being.

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which we measured with self-reported health, physical activity, and mental well-being.

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also self-reported. and those who are the content creators and the communication oriented.

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they report average or less well-being.

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So this means, it's not digital skills. It's quite abstract or yeah, boys seem to have a little more information skills and more than girls. But here we see that it also does make

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a difference in real life, so to say, and information skills seem to have a positive influence on well-being, and girls do not benefit from this relation because they don't have that information skills and same for lower ses youth. They also do not benefit from this relationship.

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So the conclusions are

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The young people in general seem to have good communication into technical skills. But in general deficits, in information skills and in particular girls and lower ses youth.

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And we also see that in particular information skills they might influence someone's well-being.

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And since

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and girls, it looks like that, girls would particularly benefit from gender-sensible education on information skills.

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on the one hand, increasing the skills. But on the other end also their self confidence. Because we see the the gender gap. Isn't that big? There is more like, it seems to be more like also in self-confidence.

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that because when they report less skills than they actually seem to have.

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and vulnerable news regarding S. Tos also seem to need specific support on all kinds of digital skills.

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Thank you very much. Here's some upcoming applications.

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Thank you.

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Okay, I switch back to the

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zoom.

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please. Now, I can ask for questions myself.

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any questions in the room, any questions online.

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I hope I weren't going through the slides to go

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see me?

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Yeah, please.

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Yes, please come up, because

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then everyone can hear

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also online. And Hello! I'm Martha Hiroshavic. here I see it between your presentation and between youria's presentation, some link. And I was wondering, is it should we here also problematize this abstract definition of digital skills also as a definition that it's maybe more related or perceived as a male-based skills. And this is why, like women and young, especially young women, they report

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mit Ctl, and of having like less of them so. And here what I see, if I remember while you you mentioned that some of the practices that they use for for Everything selfish that they don't see it as a as a skill or as a yeah. Know that you were talking, comparing the the mayors that they are not so like, good in them. 250.

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Yeah, yeah. And this editing like, yeah, not so advanced. I mean at the level. And I was thinking, this one thinking this, that selfie anything, especially as it was here that you are expected to add it, but still that it's not so visible detectable that it's edited. So it is a skill as well. And if it's not kind of seen as a part of digital skills, so then, of course, I mean one. Yeah.

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yeah, thank you very much for this comment. This is an important, I think this is really important to reflect on this. regarding the first question, I would argue that it's really about self-confidence

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that girls lack in. So they don't have. There's not that much of a gap, really. So that's why I said, we also have our education should work on that media education.

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 well, we

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that that that we would like not to put put too much. It's like that. It's a male perspective that we have here, or like an not gender, sensible perspective.

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 I'm not sure, because information skills and is something that I think that all the 4 dimension everyone today needs to have.

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and we might underestimate the girls skills. I agree on that. But I think there's no doubt that we need the information skills you have to. It's important to find information online. It's important to to be able to tell which is more relevant information for for my calls, and so on. So that's very, very basic needs that we have. And yeah. And I think there are vulnerable groups. would need more support in this

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education.

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And oh, there's another question. Okay, thank you. Frank. Right here, please.

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Frank Reichert: hi, thank you for the presentation very interesting. I was sort of also interested in this gender difference, because when I

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Frank Reichert: think of other studies such as icls, but also, I think in metanella specific that indicates that actual digital skills.

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Frank Reichert: I usually hire among female students.

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Frank Reichert: I'm I'm wondering how you sit like your findings within this larger body that, on the one hand.

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Frank Reichert: usually suggests or shows that male students  report higher scales.

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Frank Reichert: But when we then test this, using more objective assessments. Female students usually outperform their meal counterparts. So I'm wondering. do you? You didn't find this in your study. I'm wondering. Is there a per something that you think? What do you think about your your knowledge measure, which you only had 2 items? Do you think this is?

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Frank Reichert: Oh, okay? So yeah, so so I'm wondering about the measure and how you would situate your findings within a large company of research.

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Yeah, I mean, I would say it's the same. It's the same trend regarding that there is. Girls are doing better in actual knowledge or actually doing better than they report.

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So. But we we found and we had more. This was just examples we had how many we had! definitely more than 2. We had a whole list of knowledge items also, and and 24, and for each. So what which I showed were just examples we had for each

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dimension. 6

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items

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and And we have tested them. In And developed them based on the literature and tested them. Piloted, did a pilot study, and so it? yeah, that's so. And as I said, it's different measurements come to

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a bit different results, and I don't have no definite answer to it to no quick answer how it relates to other studies.

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but I would say it's a bit the same trend, and I wouldn't know another study who would have worked with these 4 dimensions. It's usually some items that they used. So I I would.

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I would argue that this is the state of the art. It's yeah. even even slightly contradicting.

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Frank Reichert: Okay, thank you.

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thank you.

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 yeah, please come up through

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riga, technical university, looks, nice.

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could you please explain a little bit more how you measured on looking

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 And did you control for other variables when you.

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while seeking for the association between on the digital skills. And

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yeah, thank you. Yes, yes, we did. And the the well-being. It was

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not the focus. in our study. And so Kenichi's presentation, they had a more sophisticated elaborated! Measurement of of well-being! And for us we had 3. We had one question on general, how on health, self-reported. It was all self-reported questions.

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and we had, and a scale on mental

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 mental health, also self-reported. And we had a question of physical activities.

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and these all have the same, the same results that information skills seem to. of course, self-reported information skills seem to have an impact on the self-reported health. But I definitely think that there is more research necessary to look into it into more detail than we did in our study.

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Okay.

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thank you very much for your questions.

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I hope we are not running too late. We have the next presentation now

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from where? Where?

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Robin, here you are.

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Can you? Can you please share your screen.

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Paweł Zalewski: I'm trying.

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Oh, yeah, I have to get out of the zoom.

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Paweł Zalewski: And you see it.

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Yeah, perfectly. Okay. No, we can't. Sorry. No, we can't. No, it's the final sorry

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we we can align paddle, but in the room.

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Paweł Zalewski: Okay.

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Paweł Zalewski: I'll wait for you, though.

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Sorry for that.

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Hmm

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remote.

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There you go.

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Oh. manage the presentation files.

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It's not a good idea. Jumping from online to offline presentations.

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You could.

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I don't know my present.

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I don't know how to get rid of my presentation. Oh, I get technical help.

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01:06:00.780 --> 01:06:01.900
Hi.

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well, I would like to see this

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on this issue trying to get

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yeah, we want to see this. But we see this.

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This is the old presentation.

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someone sharing this thing. Yes, that's perfect. That's what we want to see. Or

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just here. It's.

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oh, okay.

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yeah.

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So close to check

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to

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How can we make it? A full screen now?

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No, no. How can we? Is someone sharing that. Yes.

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okay.

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but we leave it like that. Thank you.

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Okay. We managed. Thank you, sir, for that.

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please.

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Paweł Zalewski: It's fine, right? I thought the suspect would kill me. So.

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Paweł Zalewski:  yeah, thank you very much. I'm I'm I'm a Phd. Candidate and the University of Warsaw, and if you're in Melbourne I hope you slept well. for me, it's 1, 45 so I hope all I'm saying will make sense to you. because yeah.

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Paweł Zalewski:  yeah, I'm really sleepy. So I I'll try to make this quick but informative for you. I'm going to talk about my preliminary results. of my Phd research project, which? In which I tackle the phenomenon of digital capital. And here you'll see just

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Paweł Zalewski: part of this research in which I focus on digital capsule accumulation. And and I try to find the answer to the question, how social background dictates digital socialization of young adults. especially in Poland, and of course I will be showing a few cases from Polish and adults. I had the pleasure to speak to, and the presentation plan is to go

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Paweł Zalewski: go through the conceptualization. So digital capital And then in the second part, I will go through my my methodology and the results I got at the moment.

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Paweł Zalewski:  well, third level of digital divide is my research problem. But I will not go deep into the description of of this problem because it was already mentioned here. But but basically why the Third Level digital divide? Because most literature on the digital capital nowadays focus on this particular problem. and

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Paweł Zalewski: I think the third level of digital divide focuses, especially on outcomes and on

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Paweł Zalewski: and an unequal distribution of benefits that come from using digital technology. and so

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Paweł Zalewski: that's why the notion of capital comes into mind. Because Bernia said, the capital is accumulated labor in its materialized form, or it's incorporated or embodied form. and he says a few things here that might actually describe. really? Well, the his framework, because he conceptualizes capital essentially as a source of societal power.

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Paweł Zalewski: and he usually says, as you all probably know, that's he established free classic capital types of capital which are economic, cultural and social capital. and Gordia says here that capital is accumulated labor, and it's ha g gotta have a materialized forum and incorporate form

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Paweł Zalewski: So

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Paweł Zalewski: I want to be embedded in board this framework. So I try to come up with the definition of digital capital that is, associated with Bordea. So I'm I tried to to define digital capital as is I think digital capital encompasses material access to digital technology and skills needed to use it effectively in private, public and

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Paweł Zalewski: workplace context to accumulate wealth and social standing. So here I try to actually kind of add something new to the a discussion on digital capital, because usually it is conceptualized as well, first, at access to digital technology and second skills that are needed to use the this technology effect

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Paweł Zalewski: effectively. But I want to stress that digital capital is also about the context of how we're using skills and where we're using it. So I think that using digital capital effectively means we use it in a specific context. And that's what I want to stress here in this definition.

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Paweł Zalewski: where there is a consensus in the literature that digital capital is bridging capital. And it essentially means that digital capital is a link between sometimes, access to technology, digital confidence and social context. And on the other hand, like offline activities outcomes results. And other classic boarding

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Paweł Zalewski: capitals, online or offline but essentially, I I also try to somehow link my definition to this concept of bridging digital capital.

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Paweł Zalewski:  and of course, as I want to focus on young adults, there are a lot of studies on digital skills and young adults, but not a lot of studies about digital capital and young adults. So I borrowed the knowledge from the studies on digital divides and young adults? and you probably know most of those studies. So I'm I don't want to go very much into all of them. But

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Paweł Zalewski: for me, from those studies it seems that

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Paweł Zalewski: most of those analyze technologically savvy and adults. and there is much less focus on the class differences between them. and

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Paweł Zalewski: that's what I want to focus on as well. I I argue that to understand the effects of a digital capital that has on the lives of young adults. We need to research an overview of technologically domesticated people that use technology again, in a specific context, especially including people that are like usually less visible in the studies.

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Paweł Zalewski:  So here I come to the methodology I use in my research.

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Paweł Zalewski: because to cover this goal of studying a broad group of young adults and try to see what are the differences, especially class differences. I conducted so far 15 in depth interviews with younger, those that are age at 23 to 29. And it, you might think, well.

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Paweł Zalewski: why is that particular age group here. Why not? 1927? So my

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Paweł Zalewski: my thinking was that young adults, age 23 to 29 will have first they will

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Paweł Zalewski: They will still remember very where very well their socialization process. Second, they will have some primer or secondary working experience. And this is what I need to have in in this research, because I want to see the outcomes of using digital capital of utilizing digital capital so I need them to have some successes or benefits.

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Paweł Zalewski: that's why this group is 23 to 29. I used to biographic narrative interpretive methods.

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Paweł Zalewski: because I wanted to focus on this digital capital accumulation. And I'm pretty sure that digital capital accumulation is like emerges in the live course. So I wanted to use biographic method. That would be well.

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Paweł Zalewski: that will have some kind of structure and be an I am, actually, makes the structure possible. and I I use the purpose of something, of course, and my 2 main criterion for for something where socioeconomic status, which I understand as educational attainment and net income combined, and employment sector of of my respondents.

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Paweł Zalewski: and coming to the results. I have, the first one which says that respondents with higher socioeconomic status. have more critical approach. and our

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Paweł Zalewski: kind of more conscious of using the Internet, whereas the lower people with lower socioeconomic status have much less opportunities and their narratives. And what you can see here in this table is a comparison between a person who, I think, has lower socioeconomic status and higher associated with our economic status.

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Paweł Zalewski: So let's delve into this

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Paweł Zalewski: this area of having much less opportunities. When you compare those to to these 2 people, you can see that the mail which is which has which is 26 at the time of the research and works in G. Astronomy has mid-level education. He in his narrative he talked a lot about using social media, and, as you can see, he used a lot of it I mean Instagram, Facebook, Tik, tok, Twitter, and etc., etc.

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Paweł Zalewski: But here, in in his whole daily routine, he essentially said that he uses those only to to the person purpose of recreation. so essentially he when he wanted to. you know, let this team off after the work he used Instagram or ticket, or wherever

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Paweł Zalewski: whereas in when you see the table of the 24 year old, female has higher education and works in it. she also used tumblr, Facebook or whatever. But she also uses apps and

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Paweł Zalewski: or digital technology in general, there is a not only associated with recreation, but also with some kind of a learning process. So for example podcasts so for example using memories and and dual lingo, which are language learning applications that she reads a lot on her favorite ebook reader, and apparently losing herself into Wikipedia, is also kind of a learning

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Paweł Zalewski: process, according to her at least.

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Paweł Zalewski: So, comparing those 2 people, we can generally see that the people with a higher socioeconomic status might have

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Paweł Zalewski: a lot more critical approach and have much more opportunities to to use digital technology to do something else than recreation. And and we, if we compare the the working part of this table, we can also see that my mail works. It works in the G astronomy. That's only physical work. And in work he he doesn't have any opportunity to use digital

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Paweł Zalewski: technology. And of course, a person who works in the it uses a lot of digital technology. So we can see those more and less opportunities in those to people.

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Paweł Zalewski: another thing that comes from from my research is that young people with higher education are usually more conscious about their digital skills and how those schools translate into their employment and forgive me for the wall of the text. I just wanted to to include the whole citation from this female. Here she was 20 for the time of their research has higher education and works in business analytics.

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Paweł Zalewski: And so she actually says a lot about strategies that included writing a Cv with specific field of work in mind, accessing specialized sites with job offers and using Linkedin Linkedin to boost her visibility in the relevant field of work. I can see that. Thank you.

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Paweł Zalewski: And then. when we compare that to another

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Paweł Zalewski: citation from same mail who work in the astronomy we can see that he's Strategies are much more general because he he employs the those general strategies that he would submit a comprehensive Cv to multiple employers or respond to job offers on widely accessible websites. So the websites that there for everyone to put up their

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Paweł Zalewski: their notifications or offers for employment. and if we compare those 2 people again, we can see that a person who doesn't have higher education doesn't really seem to doesn't really see the connection between how his digital skills might translate to his employment. Whereas a person who has a higher education actually

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Paweł Zalewski: see this connection. And this is I think this is something important.

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Paweł Zalewski: so trying to sam it up a little bit and trying to answer the question of this presentation. So again, how social background dictates digital socialization of young adults? Well.

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Paweł Zalewski: I don't yet have any conclusive answer. But I noticed in my response narratives that we can distinguish between 2 types of digital capital. that's usually come up summer within digital socialization process. And these are appropriated digital capital and inherited digital capital and appropriated capital, of course, refers to digital.

515
01:21:04.740 --> 01:21:29.729
Paweł Zalewski: The capital accumulated without the involvement of the family system which is often associated with learning processes. So, for example, here would be learning to use. I don't know work program or learning coding or whatever just the learning process learning digital skills usually and on the other side there is inherited digital capital usually linked to

516
01:21:29.730 --> 01:21:36.979
Paweł Zalewski: the family system and the resources provided by the family. So, for example, confidence in using technology

517
01:21:37.000 --> 01:21:54.809
Paweł Zalewski: in general, younger generations have confidence of using technology in grains. but this confidence is also, somehow translated from the family system to to the to the in person.

518
01:21:54.810 --> 01:22:02.850
Paweł Zalewski: and I think it's important to to to state that the accumulation of digital capital takes on different forms depending on the social class.

519
01:22:02.850 --> 01:22:27.349
Paweł Zalewski: And there is here. There is no single pattern of our accumulation. So this is where I'll I I will be going in the future with my research. So I'll try to to think about how digital capital accumulation actually works in a relation to the to the classes. but again, there is no single pattern like accumulation. So there is. This is like a lot of work.

520
01:22:27.810 --> 01:22:28.710
Paweł Zalewski: so

521
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Paweł Zalewski: concluding preliminary results suggest that digital capital accumulation process is related to educational and work trajectories. which comprise tensions between structural factors and individual capacities.

522
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Paweł Zalewski:  and I think my time is up, so I'll just leave you with that. Thank you very much, and I will look forward to any questions.

523
01:22:52.550 --> 01:22:54.330
Thank you very much for it.

524
01:23:00.280 --> 01:23:03.190
So are there any questions in the room?

525
01:23:05.100 --> 01:23:08.729
Not yet. Let's see. Online?

526
01:23:12.310 --> 01:23:14.539
Yes. please come up.

527
01:23:20.380 --> 01:23:21.910
hello!

528
01:23:21.970 --> 01:23:41.309
thank you very much for your presentation, Pablo, I was wondering, are you accounting in your definition of capital appropriation, and also the role of educational schools in leveling, especially in leveling up the the playing ground for people from different classes. Thank you.

529
01:23:42.300 --> 01:23:57.449
Paweł Zalewski: Yes, yes, thank you for this question definitely. There wasn't enough time to to include everything. But yeah, when I when I talk with with my respondents, I usually ask them about their well, they're

530
01:23:57.450 --> 01:24:22.489
Paweł Zalewski: their idea of education, because they have like it classes in in schools. And and they usually come with a lot of surprising emotions. usually 2 or 3 types of the motion. So people who have a lot of resources. So probably people with higher

531
01:24:22.490 --> 01:24:45.049
Paweł Zalewski: from higher classes usually say that the those it license were unimportant Then they weren't like really doing anything for them. And then people from from lower classes usually say that's or Those classes were boring, but they taught them something new about.

532
01:24:45.050 --> 01:24:54.870
Paweł Zalewski: for example, how to go for the through the Internet and actually look up something rather than just play a game.

533
01:24:54.870 --> 01:24:59.380
Paweł Zalewski: So yeah, they the I, I involved this

534
01:24:59.430 --> 01:25:18.939
Paweł Zalewski: I I about education, and and that's project. But I'm it. It's that's a pre preliminary results. And I'm still working on on another interview. So I still try to come up with. how to include an education fully in the process.

535
01:25:20.180 --> 01:25:21.680
Hmm, thank you.

536
01:25:22.730 --> 01:25:34.710
Okay. Since we are running late a little. thank you very much, Pavel, for a presentation, and we are coming to the final one. Alexandra, please, can you? Oh, now I'm happy that we don't have

537
01:25:34.900 --> 01:25:36.030
to switch

538
01:25:36.340 --> 01:25:41.350
to another mode again. Can you please share your presentation, Alexandra?

539
01:25:42.040 --> 01:25:45.400
Alexandra.James@latrobe.edu.au: Okay. that should be working.

540
01:25:46.870 --> 01:25:53.480
It's not very big. Maybe you can try full screen on your

541
01:25:54.030 --> 01:25:57.739
Alexandra.James@latrobe.edu.au: right. Does that work better? Yes, better.

542
01:25:57.800 --> 01:26:16.019
Alexandra.James@latrobe.edu.au: Great. We'll go with that. So I won't hold up with any tech issues slides on. Super interesting, anyway. sorry. Thank you, everyone. This has been a very enjoyable discussion so far this morning. I'm Alexander James. I'm from the Australian Research Center and sex health and society at the Trove University.

543
01:26:16.200 --> 01:26:33.050
Alexandra.James@latrobe.edu.au: and it'll come as no surprise when I say to everyone in this room that young people, much like many adults spend a lot of their time online. in fact, online spaces in many ways. The first point of call for all of us. And we have a question, or when we're uncertain about something.

544
01:26:33.080 --> 01:26:34.199
Alexandra.James@latrobe.edu.au: we Google it.

545
01:26:34.410 --> 01:26:40.629
Alexandra.James@latrobe.edu.au: And if you have something that's personal, embarrassing, or sensitive, you're even more likely to head straight to Google.

546
01:26:41.140 --> 01:26:55.179
Alexandra.James@latrobe.edu.au: And so there's been a lot of discussion in the media, also in academic literature, about young people's online engagement, even more so when we consider the possibility of young people searching for information about sex and relationships online.

547
01:26:55.840 --> 01:27:04.400
Alexandra.James@latrobe.edu.au: Much of these conversations have been framed by a concern of what young people might be exposed to. particularly around misinformation and exposure to porn.

548
01:27:04.890 --> 01:27:17.239
Alexandra.James@latrobe.edu.au: And in this presentation today, however, what I'll be doing is trying to reframe the conversation slightly through considering exactly how young people navigate online spaces when they're searching for information about sex and relationships.

549
01:27:17.280 --> 01:27:23.149
Alexandra.James@latrobe.edu.au: and how we can understand their online engagement in a different, perhaps slightly less panicked way.

550
01:27:25.800 --> 01:27:29.619
Alexandra.James@latrobe.edu.au: So before I get into this, I just like to acknowledge a few people

551
01:27:29.980 --> 01:27:49.680
Alexandra.James@latrobe.edu.au: in particular, the young people and the other participants that generously gave up their time and insights as part of this project. Without them this conversation would not even be possible. and what I'll be presenting today is one portion of a much broader study funded by the Department of Health and aged care that sought to explore effective approaches to digital sexual health promotion with young people.

552
01:27:49.780 --> 01:28:00.420
Alexandra.James@latrobe.edu.au: It was led by Jennifer Power, Andrea Welling and myself. And in this overarching study we looked at exactly how young people engage in online environments around topics of sex sexuality and relationships

553
01:28:00.490 --> 01:28:15.889
Alexandra.James@latrobe.edu.au: as well as trying to identify innovative approaches to online sexual literacy and health promotion. So to do this we interviewed young people and a range of stakeholders who were working in the fields of sexual health, promotion, education, research and digital content production.

554
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Alexandra.James@latrobe.edu.au: And if you'd like to read more about this, some broader study. I have a a report in the citations up here. but today, really, I'll just be the focusing on the portion of interviews that we did with young people.

555
01:28:30.930 --> 01:28:47.210
Alexandra.James@latrobe.edu.au: So in terms of background, as I've already indicated, there's been a lot of discussion around young people's engage. Online engagement and activities often framed within this the discourse of risk and concern, particularly around young people's exposure or consumption of porn.

556
01:28:47.620 --> 01:28:55.039
Alexandra.James@latrobe.edu.au: Also the sharing of sexualized images and just a generalized discussion around risk around misinformation, especially by social media.

557
01:28:55.790 --> 01:29:17.409
Alexandra.James@latrobe.edu.au: Despite this sorry, we know that young people do tend to online spaces to access information about sex and relationships, especially those topics that are covered in school based relationships and sexuality education. So some of these topics include sexual pleasure, navigating really like the complexities of relationships, and also to do with body images.

558
01:29:17.970 --> 01:29:22.229
Alexandra.James@latrobe.edu.au: We know that school based education has gaps and what it covers.

559
01:29:22.270 --> 01:29:33.980
Alexandra.James@latrobe.edu.au: but I think also, as we go through today, one question we can also be asking is, what can we reasonably expect? Or I see to cover what topics aren't suitable for classroom settings.

560
01:29:35.280 --> 01:29:45.899
Alexandra.James@latrobe.edu.au: And so, while traditionally, research has framed online spaces and young people searching as information, seeking, looking to understand exactly where young people find information.

561
01:29:46.180 --> 01:29:55.000
Alexandra.James@latrobe.edu.au: This really doesn't capture young people's interactions online, which are far more relational. They're often indirectly accessed and shared by appeared networks

562
01:29:55.630 --> 01:30:04.350
Alexandra.James@latrobe.edu.au: and ease of access, privacy and a diversity of sources have all been identified as these important factors that make online spaces attractive to young people.

563
01:30:04.360 --> 01:30:20.230
Alexandra.James@latrobe.edu.au: and they access a variety of sources here both official sources from health departments, but also those produced by influences on social media, and these all form an important part of young people sort of digital life and what they're consuming.

564
01:30:21.270 --> 01:30:36.309
Alexandra.James@latrobe.edu.au: And so, as I've mentioned, concerns are often raised in relation to this lot of sources of of influences and social media, particularly in relation to sexual health, promotion they viewed as a source of misinformation, or almost viewed as an impediment to health promotion.

565
01:30:36.980 --> 01:30:48.889
Alexandra.James@latrobe.edu.au: But increasingly, what we're seeing is that these sources are actually really important to sit alongside traditional sources of you know, health departments, information about sex and relationships.

566
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Alexandra.James@latrobe.edu.au: and because they are often produced by young people and engage with them in really important ways. You know, they work with these sources to form friendship that assist in learning.

567
01:30:58.930 --> 01:31:09.499
Alexandra.James@latrobe.edu.au: So our work today really builds on these ideas and looks at how online spaces can fill some of the gaps that exist in sort of formal relationships and sexuality education strategies.

568
01:31:09.580 --> 01:31:15.889
Alexandra.James@latrobe.edu.au: And it's still very much in its preliminary stages. So I'd really value thoughts and feedback of the presentation as well.

569
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Alexandra.James@latrobe.edu.au: Just in terms of methods and participant characteristics. So we recruited young people, aged 18 to 25, in Australia by Facebook over 2 month period in 2,021.

570
01:31:29.140 --> 01:31:46.560
Alexandra.James@latrobe.edu.au: And we actually had an overwhelming response. Turns out, young people are really, really keen to talk about topics to do with sex. Ed, we contacted and selected a range of potential participants based on demographics to try and make sure we captured a diverse range of experiences and opinions.

571
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Alexandra.James@latrobe.edu.au: And you can see from this slide we we generally successful in capturing diversity in genders and sexualities, as well as a wide range of ages.

572
01:31:56.540 --> 01:32:03.779
Alexandra.James@latrobe.edu.au: that the percentages in gender and sexualities are not up to 100, as we did allow young people to select multiple preferences.

573
01:32:03.990 --> 01:32:14.499
Alexandra.James@latrobe.edu.au: And although we try to ensure representation from across Australia, we didn't have anyone from the Northern Territory participate. And a majority. Still, we're from Melbourne and Sydney

574
01:32:14.780 --> 01:32:37.119
Alexandra.James@latrobe.edu.au: So we interviewed young people primarily over Zoom. Also the phone, and it occasionally also via text with the zoom function as well which led to different sets of data. In some ways it was a much harder sort of way to engage with young people. You got shorter responses, but they still picked up on the general themes that we've been finding interviews as well.

575
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Alexandra.James@latrobe.edu.au: So, turning to online spaces was really described as routine for young people, it's not particularly surprising.

576
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Alexandra.James@latrobe.edu.au: But this was often when they were expecting life, event or experiencing life events which caused them to seek advice. They wanted reassurance, or, as we'll see also a sense of community and identity.

577
01:32:58.590 --> 01:33:04.670
Alexandra.James@latrobe.edu.au: And so what's also important to note here is that while a life event might prompt turning to online spaces

578
01:33:04.720 --> 01:33:18.929
Alexandra.James@latrobe.edu.au: such as they might be experiencing a break up, it also didn't need to be quite as significant as this. Young people were prompted to search online on the basis of a thought or using about a question, or just a matter of their on routine content engagement.

579
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Alexandra.James@latrobe.edu.au: But when they were looking for something specifically, rarely finding information was a sort of straightforward process. Rather, there was a really complex searching process that was often described, whereby they traverse different platforms and websites. They gathered information, continue to refine their search through the through an iterative process. And you can see from the quote from Caleb on this slide, some of these these things coming through, and he later described as going down rabbit holes.

580
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Alexandra.James@latrobe.edu.au: But what's important to note here is that rather than it being sort of an owner as task, this process was actually really important in helping young people to build a better understanding of a topic. Information was often way gathered and wait against each other, and it provided them with a range of use that they were able to evaluate for themselves. So you can see this again. It's not about just information. It's a skills building process that they were going through.

581
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Alexandra.James@latrobe.edu.au: And often this evaluation wasn't just done on the basis of the source of information or comparing different sorts of information. But it was based on gut feels of what feels right, of what they could really relate to.

582
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Alexandra.James@latrobe.edu.au: And you can already start to see through some of these ideas and the comments on this particular slide, which I won't read out for the timing. But It's not just a simple process of finding information.

583
01:34:35.570 --> 01:34:42.300
Alexandra.James@latrobe.edu.au: really what they were doing. They were building a picture of a topic based on a range of sources and ideas.

584
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Alexandra.James@latrobe.edu.au: And so actually, when young people spoke about how they selected and engage with online sources, they often preference sources that not only help them to understand themselves rather than provide some sort of fact or medical information, but also sources that reflected their experiences and beliefs.

585
01:35:02.200 --> 01:35:07.780
Alexandra.James@latrobe.edu.au: Young people spoke about being really in tune to what feels right or what resonates with them.

586
01:35:08.200 --> 01:35:18.180
Alexandra.James@latrobe.edu.au: Often this was related to a sense of authenticity on behalf of the source. With young people really varying input from their community and people they could relate to or identify with.

587
01:35:18.650 --> 01:35:42.100
Alexandra.James@latrobe.edu.au: This isn't just say there that factual sources, such as government websites or educational websites, when also well regarded by young people, they really were and young people described them as credit. Well, they understood what a credible source was and what wasn't but it didn't tend to to capture what they were looking for. These sites tended to fall into what we can understand is information or content.

588
01:35:42.100 --> 01:35:48.869
Alexandra.James@latrobe.edu.au: And when they did need information, this tended to be a quick source, we easier to find information.

589
01:35:48.990 --> 01:36:01.150
Alexandra.James@latrobe.edu.au: But what really, what young people were describing as what they were looking for and throughout interviews was a process of developing their identity, or a sense of who they were, understanding themselves better. What they were experiencing a little bit more.

590
01:36:01.230 --> 01:36:12.409
Alexandra.James@latrobe.edu.au: They often also wanted to understand and and sort of just be reassured. Other people were experiencing the same thing. They were normal. And you can see some of this coming through Diana's.

591
01:36:12.990 --> 01:36:23.129
Alexandra.James@latrobe.edu.au: And in talking about what makes an online source useful, another participant said, I think a lot of people who are trying to figure themselves out could really benefit from having a discussion

592
01:36:23.500 --> 01:36:26.820
Alexandra.James@latrobe.edu.au: with a person from the community. Thanks. I've got that.

593
01:36:27.129 --> 01:36:36.130
Alexandra.James@latrobe.edu.au: A discussion with the person from a community that part of to verbalize your concerns and questions and stuff, and have another person be able to confirm

594
01:36:36.150 --> 01:36:38.279
Alexandra.James@latrobe.edu.au: and like validate your struggles.

595
01:36:41.680 --> 01:36:49.409
Alexandra.James@latrobe.edu.au: Some young people describe turning to digital spaces because they, since the formal education, they've been provided about 6, and their bodies was incomplete.

596
01:36:49.809 --> 01:36:59.169
Alexandra.James@latrobe.edu.au: In these instances. Digital spaces. We really use it in an explorative way without clear direction with it of you to uncover what was viewed as missing information

597
01:36:59.530 --> 01:37:09.919
Alexandra.James@latrobe.edu.au: for others, however engaging with digital content, was in in an In, in direct and informal way, was described to be a continual process to build on their already established knowledge.

598
01:37:10.870 --> 01:37:23.230
Alexandra.James@latrobe.edu.au: Others describe directing a 10 ongoing attention to topics of sex sexuality and relationships as a part. There's a way of keeping up with evolving parents and ideas enhancing their knowledge and understanding.

599
01:37:23.740 --> 01:37:29.739
Alexandra.James@latrobe.edu.au: One person said, I don't want to sort of rest on the knowledge I already have, because new information comes out.

600
01:37:30.959 --> 01:37:41.799
Alexandra.James@latrobe.edu.au: This casual, frequent, and often meandering engagement with digital content about sex and relationships was also for spoken about it, forming a part of young people's general media consumption

601
01:37:41.850 --> 01:37:46.599
Alexandra.James@latrobe.edu.au: engaged with. It's just a matter of interest, as you can see from a few of these chords.

602
01:37:48.379 --> 01:37:58.580
Alexandra.James@latrobe.edu.au: And while we know that one of the appeals of digital sort of sexual and relationships, information is that content can be accessed and instant instantaneously and anonymously.

603
01:37:58.629 --> 01:38:26.140
Alexandra.James@latrobe.edu.au: Our findings really build on this, demonstrating that young people value this instantaneous response as a way to explore questions that are not necessarily considered significant enough to be pursued by other means which involve a time delay like asking a teacher in class. Rather, these questions are more. What I'd call wanderings of mind and digital space is provide an opportunity to easily explore while there's sort of an immediate interest in doing so, while the thoughts still there. While you're still prompted to do so.

604
01:38:28.520 --> 01:38:41.610
Alexandra.James@latrobe.edu.au: In this way you can see that while digital spaces we use to find answers to very specific questions. The ways that young people engage with online spaces and spend time online also results in what's a far less directed form of engagement.

605
01:38:41.620 --> 01:38:50.800
Alexandra.James@latrobe.edu.au: And it's less focused on learning or speaking, or seeking specific information, and much more attention to entertainment, exploration, and curiosity.

606
01:38:51.780 --> 01:39:02.409
Alexandra.James@latrobe.edu.au: This also involves a sense of building general knowledge alongside the knowledge about themselves, with the notion that this broader knowledge would be helpful and better understanding the world around them.

607
01:39:02.440 --> 01:39:07.470
Alexandra.James@latrobe.edu.au: their friends. And also it's kind of just stored in this knowledge bank that it's useful down the track.

608
01:39:08.710 --> 01:39:25.400
Alexandra.James@latrobe.edu.au: Young people's curiosity which spurs their online engagement points to the ways that building sexual literacy is a process of development. something returned to and continually developed. It's not something that's achieved virus, a single class or a single website.

609
01:39:25.500 --> 01:39:31.280
Alexandra.James@latrobe.edu.au: It's this ongoing prices of reflecting about themselves, their experiences, and the experiences of others.

610
01:39:32.550 --> 01:39:48.569
Alexandra.James@latrobe.edu.au: And through this they also build a range of skills. They connect with communities, and they go through process that aids in their own identity formation with so much of what they're engaging with and thinking about, driven especially in online context, driven by their own identities and all others identities as well.

611
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Alexandra.James@latrobe.edu.au: So these findings contribute to discussions on young people's digital use of digital spaces and build on works which examine the potential for digital spaces to contribute to young people's relationships and sexuality education.

612
01:40:00.570 --> 01:40:07.449
Alexandra.James@latrobe.edu.au: It also helps us question, what are we really trying to do with relationships and sexuality, education and sexual health promotion.

613
01:40:07.710 --> 01:40:27.100
Alexandra.James@latrobe.edu.au: And in this case, what I'd be arguing is that in light of these findings it's not to provide information in sort of a routine manner, but really to prompt thought and opportunity for development and exploration. And in this way online space is actually become a place that facilitates this exploration really perfectly by curiosity and learning. Thank you.

614
01:40:28.230 --> 01:40:29.310
Thank you.

615
01:40:34.310 --> 01:40:40.849
We're almost out of time. But we have time for at least one question. Please please come up.

616
01:40:41.050 --> 01:40:42.020
Julia.

617
01:40:46.340 --> 01:40:49.980
Hi, Alexandra! Thank you for a wonderful presentation.

618
01:40:50.140 --> 01:40:55.890
I was thinking lots of things during that, but I guess, firstly.

619
01:40:56.580 --> 01:41:06.019
I think the point you made around education and negotiated development of of skills and literacies is occurring outside of educational context is really important.

620
01:41:06.200 --> 01:41:13.040
links to Powell's talk. Obviously just previously around how digital capital is so

621
01:41:13.150 --> 01:41:15.060
obviously contextual.

622
01:41:15.120 --> 01:41:26.100
And I think your finding showed that so well. And I was also, you know, thinking obviously of Barry Shannon's work, and how

623
01:41:26.320 --> 01:41:39.620
sexual health knowledge does or is required to happen outside of the classroom, for for young people, particularly who are gender, diverse or clear. So I was. I guess I'm just interested in to see what you think about

624
01:41:40.560 --> 01:41:44.360
how we can theorize or understand.

625
01:41:44.710 --> 01:41:49.130
and how we can study the significance or broaden out. I guess

626
01:41:49.290 --> 01:41:53.649
education. And think of how we can study that, because.

627
01:41:53.670 --> 01:42:07.189
I mean, there are challenges, I think, between quantitative and qualitative approaches that I've really noticed through the panels. Because how we measure or study these things really impacts the kinds of stories we're able to tell. And the the data

628
01:42:07.330 --> 01:42:12.909
that we're using the points that we make. So I just would be really interested to hear

629
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what you think about that?

630
01:42:14.780 --> 01:42:19.899
Alexandra.James@latrobe.edu.au: Yeah, absolutely. Thank you so much. so I guess from my theoretical standpoint.

631
01:42:20.080 --> 01:42:40.479
Alexandra.James@latrobe.edu.au: what what we're starting to do, and especially who I'm working with Jen Power she's starting to do is develop more. This idea of sexual literacy rather than sexual knowledge or sexual skills. so and it didn't. It sort of looks at what lifelong aspects you need to be able to navigate situations without necessarily having the knowledge.

632
01:42:40.480 --> 01:42:55.360
Alexandra.James@latrobe.edu.au: because I think it also assumes that it's young people that are needing sexual skills or sexual knowledge. And it it ignores the fact that adults don't do a lot of the stuff. Well, adults, misinformation as well like, you know we didn't, you know, sort of arrive at the end fully equipped?

633
01:42:55.400 --> 01:43:14.439
Alexandra.James@latrobe.edu.au: so it's in that broader sense. How can we think about traversing these different spaces and these different environments with the skills needed to be able to do that positively and and comfortably over a life course. I don't know if that starts to answer your question.

634
01:43:15.350 --> 01:43:28.650
yeah, I think so. And really, I think positioning young people is not lacking or not in deficit of knowledge, and that maybe that the knowledge is contextual, that they are able to access based on a range of, you know.

635
01:43:29.420 --> 01:43:43.109
Alexandra.James@latrobe.edu.au: power license and significant practice in that as well, yeah, yeah, absolutely. And especially when you're talking online spaces as well. This assumption that young people are just constantly consuming misinformation. And they don't know.

636
01:43:43.310 --> 01:44:01.679
Alexandra.James@latrobe.edu.au: you know what a different source is so like the young people I spoke with, they were very well aware, and then I they go on Reddit Forums, and they like. Well, you know, like, I know, this is an incredible source. If I want a credible source out there. What I'm looking for here is something else. and I think it's that respecting that that's an important part of the process.

637
01:44:03.680 --> 01:44:04.380
Hmm.

638
01:44:06.750 --> 01:44:11.719
thank you. Thank you so much. I think this was a great session, and we could have had

639
01:44:14.340 --> 01:44:32.240
a lot a lot more discussion because the papers were really closely elected. And it connected. And it shows that it's a research field where that's just developing, and where a lot of exchange is necessary. And I hope that we can continue.

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And

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other than that, I want to make a quick announcement, together with Alina Alastair, who I was preparing this session with. We also prepare a special issue in the Journal of Applied Youth studies on digital skills and digital citizenship

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erez agmoni. And and we want to encourage you to send an abstract. We will send it out to you if you haven't received it or missed email. And to make a bit of it advertising, it's a very good trial, I think, and 101

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and indexed in Scopeos and SSI and abstracts are due mid of August. But we will we send it. Thank you so thank you so much for coming. Thank you so much for sharing to the presenters, for sharing your research. And thank you so. But so much for contributing to the discussion online. And here in the room. See you in a bit again, hopefully.