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Based on data collected through the Net Children Go Mobile survey of approximately 3500 respondents aged 9–16 years in seven European countries (Belgium, Denmark, Ireland, Italy, Portugal, Romania and the United Kingdom), this article examines the diffusion of smartphones among children and contributes to existing research on mobile digital divides by investigating what influences the adoption of smartphones among children and whether going online from a smartphone is associated with specific usage patterns, thus bridging or widening usage gaps. The findings suggest the resilience of digital inequalities among children, showing how social inequalities intersect with divides in access and result in disparities in online activities, with children who benefit from a greater autonomy of use and a longer online experience also reaching the top of the ladder of opportunities.

Children have the right to play (UN Convention on the Rights of the Child, 1989), yet their opportunities to play on their own terms (free play) are under pressure, including online. Drawing on an analysis of the qualities of children's free play across time and cultures, a nationally representative survey of UK 6- to 17-year olds compared their experiences of play across digital and non-digital contexts to identify design features that enhance or undermine children's digital play and propose evidence-based recommendations for digital products and services likely to be used by children. Children viewed digital play more critically than non-digital play although both were judged poorly on key qualities of 'intrinsically motivated', 'voluntary', 'risk-taking' and 'safety'. Logistical regression analysis shows that rights-respecting design features contribute to children's enjoyment of digital play more than premium or freemium designs do, thus supporting Playful by Design recommendations that can benefit children.

This article uses data from the 25,142-child study EU Kids Online to investigate the impact of sibling status on a child's experience of online risk and opportunities. In general, the effects associated with having a sibling appear to be comparatively small. The presence of older siblings slightly increases use and skills, while younger siblings are associated with slight reductions. These dynamics are particularly visible in the use of social networking sites. Older siblings have the effect of increasing the range and number of online activities pursued by their younger siblings. Patterns around concerning exposure to risk and possible harm are not straightforward but younger children with an older sibling are not at an increased risk. Where younger aged children have even younger siblings, this is associated with a slight reduction in risk, whereas older-aged children with a younger sibling, and only children, appear to experience slight increases in risk.

This study investigated the relationship between adolescents' excessive Internet use (EIU) and parental mediation. A random stratified sample of 11‐ to 16‐year olds (N = 18 709) and their parents from 25 European countries (EU Kids Online II project) was analysed to explore to what extent different types of parental mediation and other factors predict EIU. Active parental involvement in the child's Internet use (when the child had experienced online harm) and restrictive mediation were associated with lower EIU. Harmful online experiences, time spent online, scope of online activities and adolescents' age predicted higher EIU.

This report presents initial findings for Ireland from the pan-European EU Kids Online survey – a large 25 country survey conducted by EU Kids Online and funded by the EC's Safer Internet Programme. The questionnaire was designed by the EU Kids Online network, coordinated by the London School of Economics and Political Science. Fieldwork was conducted by Ipsos MORI. In what follows, Irish findings are compared with those from other countries, as reported in Livingstone, S., Haddon, L., Görzig, A., and Ólafsson, K. (2010). Risks and safety on the internet: The perspective of European children. Initial findings. LSE, London: EU Kids Online. See www.eukidsonline.net.

Post-print (lokaútgáfa höfunda) ; The adolescent production of blogs has created an adolescent public sphere that transcends both intimate circles of friends and the adolescent communities of specific schools or neighborhoods. Almost all 15-16 year old adolescents in Iceland regularly read blogs and many read blogs on a daily basis. Blogs by best friends and adolescents in the concrete adolescent community are most popular but a third of the population follows blogs that originate in the more abstract adolescent society. About three out of four girls and one out of three boys maintain their own blogpages and read blogs by other adolescents on a regular basis. Adolescents that write blogs are more involved in various activities associated with higher status in adolescent communities but lower status in the adult-controlled school community. The adolescent blogosphere may constitute an emergent digital adolescent society where inequalities in adolescent communities are reproduced. ; Peer Reviewed

Post-print (lokagerð höfundar) ; Rural communities in Iceland have been profoundly affected by natural resource management policies. As part of a regional development strategy, a large aluminum smelter and 650-megawatt hydroelectric plant were built in the sparsely populated Eastfjords region. This project was aimed at revitalizing the region and creating employment, enabling youth to stay in their home communities. Using surveys from 1992 through 2007, changes in migration expectations are compared among Eastfjords, equally rural Westfjords far from the project, and the urban capital region. The majority of rural youth want to out-migrate and the project had no discernable effect on such intentions. Regardless of employment opportunities, rural youth increasingly want to move to urban areas or abroad. Gender differences disappeared over time as "female flight" became "youth flight." Findings suggest large-scale natural resource projects alone are not sufficient, and more comprehensive rural development policies are needed to stem the tide of rural youth out-migration. ; Received 30 May 2008; accepted 5 March 2009. C. L. Seyfrit received a Fulbright Scholar award funded by the U.S. Department of State with contributions from the government of Iceland and hosted by the University of Akureyri (January–June 2008). Address correspondence to Carole L. Seyfrit, Department of Sociology, Radford University, PO Box 6948, Radford, VA 24142, USA. E-mail: clseyfrit@radford.edu ; Peer Reviewed

This briefing on what bothers Australian kids online builds upon a short report from the EU Kids Online network: In their own words: What bothers children online? Based upon research across 25 European nations, with 25,142 children (aged 9-16) and the parent or caregiver most involved in supporting the child's internet use, the In their own words report addresses children's answers to the question: 'What things on the internet would bother people about your age?' Children had not been asked about troubling content at this stage in the research, so their open-ended answers to this question represent the issues and subjects ofconcern that first came to mind when they thought about the kinds of online experiences that would trouble a child of about their age.The EU Kids Online short report In their own words: What bothers children online? can be accessed athttp://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Reports/Intheirownwords020213.pdf The report's authors are: Sonia Livingstone, London School of Economics and Political Science, UK; Lucyna Kirwil, Warsaw School of Social Sciences and Humanities, Poland; Cristina Ponte, Lisbonne University, Portugal; and Elisabeth Staksrud, University of Oslo, Norway, together with members of the EU Kids Online network. The Australian report is based on this prior work by Livingstone et al (2013), and acknowledges that all intellectual property and rights in this research belong to the EU Kids Online network, which is funded by the EC (DG Information Society) Safer Internet plus Programme (project code SIP-KEP-321803) (2006-2014); see www.eukidsonline.net. The full report of the EU Kids Online project examines risks and opportunities associated with children's internet use in 25 European nations. It details the methodology used for the random selection of participants and is available from:http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20(2009-11)/EUKidsOnlineIIReports/D4FullFindings.pdf

Despite public discourses highlighting the negative consequences of time spent online (TSO) for children's well-being, Norwegian children (aged 9–16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS). To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship. Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for. By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children. It also provides a critique of the often simplistic arguments found in public discourses around children's digital media use.

Despite being worried that children may compromise their privacy by disclosing too much personal data online, many parents paradoxically share pictures and information about their children themselves, a practice called sharenting. In this article we utilise data from the EU Kids Online survey to investigate this paradox. We examine both how individual characteristics such as demographics and digital skills, and relational factors, including parental mediation styles, concerns about children's privacy, and communication between parents and children influence sharenting practices. Counter-intuitively, our findings show that parents with higher levels of digital skills are more likely to engage in sharenting. Furthermore, parents who actively mediate their children's use of the internet and are more concerned about the privacy of their children, are also more likely to engage in sharenting. At the same time, and further emphasising the complexities of this relational practice, many parents do not ask for their children's consent in advance of sharing information about them. Overall, parents seem to consider the social benefits of sharenting to outweigh the potential risks both for themselves and for their children. Given the paradoxical complexities of sharenting practices, we propose further research is required to distinguish between different kinds of sharenting and their potential implications for children and young people's right to privacy.