Editors:
Combines opportunities, risks and empowering initiatives with regard to social network sites of children and adolescents in one volume
Presents information on how young people use social network sites to express and explore their developing identity
The multidisciplinary approach perspective reveals different relevant questions, several relevant theoretical contributions and a variety of practical solutions
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Table of contents (13 chapters)
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Front Matter
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Identity: Online Identity Construction and Expression
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Front Matter
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Privacy: Balancing Self-disclosure & Privacy Concerns
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Front Matter
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Risks & Empowerment: Supporting & Empowering Youth
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Front Matter
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Back Matter
About this book
Keywords
- Angry Reaction Following (Cyber)Bullying Victimization
- Balancing Self-Disclosure and Privacy Concerns
- Developing Identity
- Off/Online Identities of Adolescents Using a Social Networks
- Open Source’ Network Identity
- Paradoxes of Online Privacy
- Self-(re)presentation and Identity
- Social Network and Children and Adolescents
- Social Networking Sites Among Adolescents in Belgium
- Youth Risks of Social Media
- Youth Use Social Media to Communicate Signs and Symptoms
- iDisclose and Privacy Management Theory to Children
Editors and Affiliations
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University of Antwerp, Antwerp, Belgium
Michel Walrave, Koen Ponnet
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Department of Edu Studies & iMinds-MICT, Ghent University, Gent, Belgium
Ellen Vanderhoven
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KU Leuven, Leuven, Belgium
Jacques Haers
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University Centre Saint-Ignatius Antwerp, Antwerp, Belgium
Barbara Segaert
About the editors
Koen Ponnet is an assistant professor and researcher at the University of Antwerp and the Higher Institute for Family Sciences (Odisee). His main research interests are the determinants of risk and problem behaviour of adolescents and adults, both off-line and on-line. In his research he pays attention to the situation of vulnerable groups, like those who are at risk of Poverty.
Ellen Vanderhoven obtained a PhD in Educational Sciences at Ghent University and currently works as a senior researcher at iMinds-MICT, a research group at the Department of Communication Studies at Ghent University. She specialises in research concerning both education about technology (media literacy) and technology for education (educational technology). In both domains, her expertise lies in the design of educational materials, including evaluation studies in authentic classroom settings.
Jacques Haers SJ studied mathematics (Catholic University of Leuven), philosophy (Catholic University of Leuven; Hochschule für Philosophie, München) and theology (Catholic University of Leuven; Oxford University). He is a professor of systematic theology and liberation theologies at the Faculty of Theology and Religious Studies (Catholic University of Leuven), where he also chairs the Centre for Liberation Theologies. He also heads the University Parish at the Catholic University of Leuven.
Barbara Segaert holds a master diploma in Oriental Studies, Islamic Studies and Arab Philology (Catholic University of Leuven), Belgium and a master in the Social Sciences (Open University), UK. Since 2002 she is scientific coordinator at the University Centre Saint Ignatius Antwerp where she develops academic programmes on various topics of relevance to contemporary society.
Bibliographic Information
Book Title: Youth 2.0: Social Media and Adolescence
Book Subtitle: Connecting, Sharing and Empowering
Editors: Michel Walrave, Koen Ponnet, Ellen Vanderhoven, Jacques Haers, Barbara Segaert
DOI: https://doi.org/10.1007/978-3-319-27893-3
Publisher: Springer Cham
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: Springer International Publishing Switzerland 2016
Hardcover ISBN: 978-3-319-27891-9Published: 09 May 2016
Softcover ISBN: 978-3-319-80235-0Published: 26 May 2018
eBook ISBN: 978-3-319-27893-3Published: 28 April 2016
Edition Number: 1
Number of Pages: XXI, 255
Number of Illustrations: 21 b/w illustrations
Topics: Media Sociology, Educational Policy and Politics, Developmental Psychology, Communication Studies, Educational Psychology