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The Problem

Children under 14 tend to display more sensitive information, have less concern for their own privacy, and are less concerned at the prospect of information being used against them.

Developmentally, adolescents are more vulnerable to poor decision making and more likely to take risks.

Boys are more likely than girls to disclose information and show the least privacy protective behaviour, particularly if the information is in exchange for a gift or incentive.

Ethics

The consent of the child is essential.

I will also gain additional consent from other parties, including the child's parents or guardians, the principal, the Boards of Trustees and the classroom teachers (Alton-Lee, 2001)

Confidentiality

The data collected, including the child's comments during the focus group, will be secure.

The use of code names in the published results increases the confidentiality.

Withdrawal

The child may feel that withdrawing from the research may disappoint the adult researcher, because of the power relationship, and so may be reluctant to do so.

Parents can withdraw their child, or the child themselves can withdraw from the project at any time without repercussions.

As a full-time classroom teacher, I will undertake this research part-time over two years to complete a 120 point thesis for my Master of Education degree.

Year One

1. Proposal draft + discussions with supervisor

2. Finalise proposal

3. Conduct literature review

4. Prepare survey instrument

5. Seek and receive ethical approval

6. Apply for funding

7. Conduct a pilot survey to check for ambiguity and comprehension; make revisions.

8. Approach school principals/boards re participation/permission to conduct research (before ethical approval)

Year Two

1. Issue information sheets and consent forms; collect consent forms.

2. Conduct survey

3. Analyse survey data

4. Conduct a focus group to seek the participants' response to preliminary findings

5. Analyse/categorise focus group responses

6. Write up results/discussion/conclusions

7. Submit research/thesis

Resources

Due to large sample size, funding will be very important.

Collaboration/partnership with bodies such as Netsafe and the Office of the Privacy Commissioner may also be possible.

Craig McDonald

TMI? An exploration of young adolescents' information privacy practices and attitudes

Format adapted from Maria Anderson, How can we measure teaching and learning in mathematics?

"What is the extent and nature of personal information disclosure on the social networking website Facebook by Year 7 and 8 students in New Zealand, and how do their attitudes towards privacy and risk affect this?"

The Guiding Question:

It remains an under-researched field of inquiry, making it difficult for parents, educators and policy-makers to make informed decisions about how best to impart the skills needed for children to become good digital citizens, with a high level of awareness of their rights and responsibilities towards themselves and others.

There is very little current New Zealand-based research on this issue, especially for the 11-13 age group. The New Zealand research that does exist (Duddy, Harre, ISG, 2002) is out of date.

We can only speculate as to the practices of New Zealand adolescents, based on overseas studies.

Are we flying blind?

Steeves and Webster (2008); Youn (2005)

Berson and Berson (2006); Stanaland, Leong and Lwin (2009)

Cause for Concern?

(De Souza & Dick, 2008; Williams & Merton, 2008; Hinduja & Patchin, 2008)

The disclosure of personal information on social networking sites by children in New Zealand is an issue of high public interest.

A significant minority

Most young people are using social networking sites responsibly, but because of the huge number of users, the statistically small 'at-risk' group is numerically large.

The proposed study may well reveal characteristics of an 'at-risk demographic' in a New Zealand context.

The Research Shows...

De Souza and Dick, 2008

Ofcom, 2008

The Privacy Commissioner's 2010 report identified the information children put on the internet about themselves as the issue that caused most concern among respondents, as it also did in 2008.

41% of children aged 8-17 whose social networking profile was visible, set it to be visible to everyone.

Methodology

number of community college math instructors

Critical Realism calls upon a mix of methods to be used.

Any quantitative data collection will need to go beyond mere empirical analysis of the observable, and must be supported by qualitative methods, seeking to uncover underlying structures and interpret them in light of the quantitative data and the existing literature.

Rather than rely solely on words and narrative, or solely on numerical data, each data type can use the other to create a more accurate description of the subject of research, with words adding meaning to numbers, and numbers adding precision to words. (Johnson and Onwuegbuzie, 2004)

78% of the PT and 98% of the FT have graduate degrees

1,930 of them are members of AMATYC

Data from AMATYC and 2005 CBMS Statistical Report

Research Design

Focus Groups

Sample

Survey Instrument

  • three intermediate schools
  • sample size about 1500
  • decile rating 4-5
  • Year Seven and Eight students
  • males and females

paper-based cross-sectional design survey

Content and focus will depend upon the results of the survey data results.

Participants will be:

  • invited to share any elaboration upon the survey questions that was not possible within the survey itself.
  • asked for comment on the survey results

The conversation will focus on the participants' general experiences, both positive and negative, in using Facebook.

Responses here can be categorised according to three measures:

  • privacy attitudes
  • privacy behaviours
  • disclosure practices

(Stutzman et al., Under Review)

The survey will be broadly organised around the following areas:

1. Demographics

2. Internet Use: including frequency/duration/purpose of use

3. Information disclosure

4. Internet risk behaviours

5. Facebook use

6. Privacy protection attitudes and behaviours

7. Internet safety knowledge

8. Parental Involvement

Data Analysis

Procedure

Sources: SAFT (Safety, Awareness, Facts and Tools) Project survey (Liau, Khoo and Ang, 2005); Net Generation Survey (Duddy, Harre, ISG, 2002); Youn, 2005, 2009; Wirth, Rifon, LaRose, Lewis, 2009; Govani and Pashley, 2007; Stutzman, Capra and Thompson, Under Review; Livingstone and Helsper, 2010.

Informed Consent

Privacy

The schools and the children will not be identified in the research, either directly or indirectly in such a way that a third party could guess who they are.

  • approach the Boards of Trustees and principals of these schools, gain permission
  • obtain parental consent for all participating students
  • conduct a pilot survey
  • survey completion (supervised by the classroom teacher)
  • return to each school to conduct focus groups

Key relationships:

  • between information disclosure and attitudes to privacy and risk.
  • between gender, age and ethnicity and information disclosure
  • the frequency and duration of internet use and how this correlates to risky use of personal information or privacy protection strategies.

Because there is no current data about older adolescents' information disclosure behaviour in New Zealand, any comparison of young adolescents with this age group will need to be against overseas data.

References

Cohen and Crabtree, 2006; Trochim, 2006; Yu, 2003

Theoretical Perspective

This approach acknowledges an objective reality, but concedes our imperfect ability to know this reality:

Whereas the empirical positivist examines only the observable world, the critical realist also acknowledges underlying structures and mechanisms as being real.

In critical realism it is through dialogue that truth is sought, with objectivity being ultimately unattainable, but aimed for nevertheless.

Critical Realism

Alton-Lee, A. (2001). 'Research ethics, classroom research and educational ethics', in M. Tolich, (Ed.). Research Ethics in Aotearoa New Zealand. Auckland:Longman

Berson, I. R., & Berson, M. (2006). Children and their digital dossiers: Lessons in privacy rights in the digital age. Enhancing Democracy with Technology in the Social Studies [Special Issue]. International Journal of Social Education, 21(1), 135-147.

Cohen D., & Crabtree, B. (2006). "Qualitative Research Guidelines Project." Retrieved from http://www.qualres.org/HomeCrit-3517.html on 29 August 2010.

De Souza, Z. & Dick, G.N. (2008). Information disclosure on MySpace - the what, the why and the implications. Pastoral Care in Education, 26(3), 143-157. doi: 10.1080/02643940802246427

Duddy, M., Harré, N., & Internet Safety Group. (2002). The Net Generation: Internet safety issues for young New Zealanders. Retrieved from http://hectorsworld.netsafe.org.nz/teachers/research/ on 18 May 2010.

Govani, T. and Pashley, H. (2010). Student awareness of the privacy implications when using Facebook. Unpublished manuscript, retrieved on September 4, 2010 from http://lorrie.cranor.org/courses/fa05/tubzhlp.pdf.

Hinduja, S. & Patchin, J. (2008). Personal Information of Adolescents on the Internet: A Quantitative Content Analysis of MySpace. Journal of Adolescence, 31(1), 125-146. DOI:10.1016/j.adolescence.2007.05.004.

Johnson, R.B. & Onwuegbuzie, A.J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14-26

Liau, A. K., Khoo, A., & Ang, P. H. (2005). Factors influencing adolescents engagement in risky internet behavior. CyberPsychology & Behaviour, 8(2), 513-520

Livingstone, S., & Helsper, E. (2010). Balancing opportunities and risks in teenagers’ use of the internet: The role of online skills and internet selfefficacy. New Media & Society, 12(2), 309329. DOI: 10.1177/1461444809342697

Ofcom. (2008). Social Networking: A Quantitative and Qualitative Research Report into Attitudes, Behaviours and Use. Office of Communications: London. Retrieved from http://www.ofcom.org.uk/advice/media_literacy/medlitpub/medlitpubrss/socialnetworking/ on May 23 2010.

Privacy Commissioner. (2010). Individual Privacy and Personal Information: UMR Omnibus Results. Wellington: UMR Research.

Stanaland, A., & Lwin, M., Leong, S. (2009). Providing Parents with Online Privacy Information: Approaches in the US and the UK. The Journal of Consumer Affairs. 43(3), 474-495.

Steeves, V. & Webster, C. (2008). Closing the Barn Door: The effect of parental supervision on Canadian children’s online privacy. Technology & Society, 28(1), 4-19.

Stutzman, F., Capra, R. and Thompson, J. (Under Review). Factors Mediating Disclosure in Social Network Sites. Retrieved on 2 October 2010 from http://fstutzman.com/research/

Trochim, W. (2006). Research Methods Knowledge Base. Retrieved on 21 August from http://www.socialresearchmethods.net/kb/positvsm.php.

Williams, A., & Merten, M.J. (2008). A Review of Online Social Networking Profiles by Adolescents: Implications for Future Research and Intervention. Adolescence: an international quarterly devoted to the physiological, psychological, psychiatric, sociological, and educational aspects of the second decade of human life, 43(170), 253-275.

Wirth, C.B., Rifon, N.J., LaRose, R., & Lewis, M. (2009). Promoting Teenage Online Safety with an i-Safety Intervention: Enhancing Self-efficacy and Protective Behaviours. http://www.msu.edu/~wirthch1/childsafety07.pdf (Accessed May 20, 2010).

Youn, S. (2009). Determinants of Online Privacy Concern and Its Influence on Privacy Protection Behaviors Among Young Adolescents

The Journal of Consumer Affairs. 43(3), 389-429.

Youn, S. (2005). Teenagers' Perceptions of Online Privacy and Coping Behaviors: A Risk-Benefit Appraisal Approach. Journal of Broadcasting & Electronic Media, 49(1), 86-110.

Yu, C. H. (2003). Misconceived relationships between logical positivism and quantitative research. Research Methods Forum [On-line]. Retrieved September 2, 2010 from http://www.aom.pace.edu/rmd/ 2002forum.html.

68% of two-year college faculty reported at least some stress from teaching underprepared students

(Lindholm et al., 2005)

- Prosser & Trigwell, 1997

NOTE: For a K-12 version, look at the Learning Process Questionnaire (LPQ)

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