Andra Siibak

Mapping the Terrain of “Generation C”: Places and Practices of Online Content Creation Among Estonian Teenagers

This article focuses on practices of online content creation among young Internet users in Estonia. The data are derived from a questionnaire survey carried out in schools in 3 cities in autumn 2007 (N = 713) among 11- to 18-year-old students. Our findings suggest that content creation practices in more structured online environments such as social networking sites, forums and news portals are much more widespread than practices in less structured technical interfaces such as blogs and homepages. Cluster analysis brought out 6 types of young content creators. We conclude that active and versatile content creation in less structured online environments contributes more to advancing media literacies than participation in more structured technological interfaces does.

Performing for one’s imagined audience: Social steganography and other privacy strategies of Estonian teens on networked publics

The aim of the paper is to analyse the perceptions Estonian 13-16-year-olds have about privacy and imagined audience on SNS, blogs and Instant Messenger. Semi-structured interviews (N = 15) were carried out to explore the various privacy strategies teens implement in order to manage their extended audience. The findings indicate that the majority of the teens in the sample had misperceptions about the size of their online audience. Furthermore, many of them seldom thoroughly thought about possible privacy issues when communicating on mediated publics. Although several of our interviewees confessed that they only kept the members of the “ideal audience”, i.e. close friends and schoolmates, in mind while publishing posts, others claimed to be “performing” somewhat differently in front of extended audience. Our results therefore challenge widespread assumptions that youth do not care about privacy and are not engaged in navigating privacy, as three main privacy strategies – strategic information sharing, self-censorship and social steganography – were implemented by the young interviewees.

The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices

Abstract In this manuscript, we analyse the attitudes and practices of Estonian parents (N = 198) who allowed their 0–3-year olds to use smart devices. We aimed to discover if there was an interaction between parental use of smart technologies, parents’ attitudes and the child’s age that would predict young children’s usage of smart devices. We also wanted to find out what kinds of devices are made available for 0–3-year olds, how frequently parents allow the child to use them, the activities children are engaged in on smart devices and which apps they use during their digital play. Parental mediation practices were also analysed. Our results provide evidence that parent screen time, parent attitudes and the child’s age are all associated with touch screen use among infants and toddlers. Parents give three main reasons when rationalising their child’s touch screen use, related to education, entertainment and behaviour regulation. Although parental mediation strategies are dependent on the age and gender of the child, the majority of parents combine different mediation strategies in order to fulfil their role as mediators of young children’s digital play.

Relationships between teachers` pedagogical beliefs, subject cultures, and mediation practices of students' use of digital technology

Drawing on the data from 26 interviews with different subject teachers in two countries, Estonia and Latvia, this study aimed to reveal how pedagogical beliefs and subject cultures shape the ways primary and secondary school teachers mediate students` use of digital technology. Teachers are acknowledged to be important socializing agents, affecting young people`s experiences with digital technology, but it is still unclear how the mediation practices of teachers are related to such intrinsic factors as teachers` beliefs about the nature of learning, nature of technology, self-efficacy beliefs, and subject cultures. Our study indicates that teachers mainly act as guides or coaches to help students make sense of the various opportunities that digital technology provide. Teachers also use a variety of restrictions related to technology use according to their dominant pedagogical beliefs and subject domains. These two roles are not mutually exclusive, combining according to what teachers believe will best support learning. A small group of teachers in our sample also strive to broaden students` understanding and adopt new skills for using technology in innovative ways. Implications for teacher training and peer-to-peer learning are discussed based on our findings.

Employing Creative Research Methods with Tweens in Estonia and Sweden: Reflections on a Case Study of Identity Construction on Social Networking Sites

In this article we discuss our experiences from setting up workshops, inspired by creative research methods (Gauntlett, 2005, 2007), on the theme of construction of online identities by young people (aged 13–14 years) in Estonia and in Sweden. Our primary focus is on the opportunities and possible challenges involved when using creative research methods to study the identity construction process of young people by engaging them in participatory, creative activities. Our experiences indicate that such an approach can be especially beneficial when working with young people, as it enabled us to observe the actual construction and usage of gender codes and norms, both in the offline peer group context and in an online setting.

Exploring the 'Nothing to Hide' Paradox: Estonian Teens’ Experiences and Perceptions About Privacy Online

The aim of the current study was to explore the reasons why Estonian teenagers tend to over-share their private and intimate information on social media, especially on Facebook. Two focus-group interviews were carried out with 16-20 year old high school students (N=15), in June 2010, in order to study their experiences and opinions about the perceived audience of their Facebook postings. Adolescents’ perceptions about the reasons for sharing private information in an online setting were also pondered about. The findings of the study indicate that there are three main reasons why young people tend to share private information through social media – lack of skills and knowledge; sharing private things in the hopes of gaining additional popularity and gratification; and carelessness caused by the illusion of online anonymity. Furthermore, the majority of the young involved in the study, had misperceptions about the size of the audience. The findings suggest that while posting one’s messages and photos on Facebook, the imagined audience of the respondents were precisely the couple of people in the friends list who are supposed to understand the message. The young involved in the study confessed having had problems in the past because of miscalculating the actual size and heterogeneity of their audience, from these experiences they have developed a sense of jeopardy. The main groups that are perceived as a danger to teenager’s privacy are mostly those who are positioned as having some power over the young – the police, teachers and parents.

Writing Identity: Gendered Values and User Content Creation in SNS Interaction among Estonian and Swedish Tweens

Tweens (10–14-year-olds) in Estonia and Sweden were interviewed about their experience and understanding of gender construction on social networking sites (SNS). The interviews indicate that peer culture is the most important dimension and a source of inspiration for the young when writing their identity online. Gendered norms and values are prominent in these activities, especially in the manipulated images being produced by the tweens. The latter practice is most explicit among the girls, especially when it comes to Photoshopping. The findings suggest that both girls and boys are well aware of what images are acceptable to publish as well as how to act and pose in front of the camera.

Relationships between in-service teacher achievement motivation and use of educational technology : case study with Latvian and Estonian teachers

Abstract This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed.

From Stripping Off to Holding Your Guns: Lessons Learned So Far

This short essay will try to capture some of the lessons social media users have come to learn during the existence of social media era. I will highlight the need to take responsibility of the posts one makes and shares on social media and thus emphasize the importance of one’s critical thinking and digital literacy skills.