Privacidad en redes socialesanálisis de los riesgos de auto-representación digital de adolescentes españoles

  1. Hernandez-Serrano, María José 1
  2. Renés-Arellano, Paula 2
  3. Campos Ortuño, Rosalynn 1
  4. González-Larrea, Belén 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  2. 2 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Revista:
Revista Latina de Comunicación Social

ISSN: 1138-5820

Ano de publicación: 2021

Número: 79

Tipo: Artigo

DOI: 10.4185/RLCS-2021-1528 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista Latina de Comunicación Social

Resumo

Introduction: Digital competencies are a reference for the training of adolescents in the face of new digitalization processes, especially the use of social networks where they consume and produce personal information through different digital self-representation practices. These practices and the risks they pose to the privacy of minors are described in this paper based on a review of recent studies on the subject and data from a sample of Spanish adolescents (n=2066) aged between 12 and 18 years. Methodology: The methodology was quantitative, using a Likert-type scale questionnaire that complies with expert validation criteria and reliability, answered anonymously by the minors. Results: Among the results, similar practices stand out in three of the social networks most used by adolescents (WhatsApp, Instagram and Spotify), associated with the use of photos, name and real location, as well as the non-filtering of contacts, with minors being aware that sharing personal information poses risks to their privacy and having received training in this regard. Discussion and Conclusion: Finally, it is concluded that training in protective behaviors should be integrated into basic digital skills, so that minors learn to interact safely on social networks, with responsibility and taking care of their privacy and digital self-representation.

Referencias bibliográficas

  • Adorjan, M. y Ricciardelli, R. (2020). Cyber-Risk and Youth: Digital Citizenship, Privacy and Surveillance [Libro electrónico]. Routledge. https://www.routledge.com/Cyber-risk-and-Youth-Digital-Citizenship-Privacy-and-Surveillance/Adorjan-Ricciardelli/p/book/9780367663209
  • Agenda 2030. (2020). Objetivos de desarrollo sostenibles (ODS). https://bit.ly/3aWPRzY
  • Aguaded, J. (2007). Observatics. La implementación del software libre en centros TIC andaluces. Proyecto de investigación. Universidad de Huelva, Grupo Ágora.
  • Ahn, J., Subramaniam, M., Fleischmann, K., Waugh, A., Walsh, G. y Druin, A. (2012). Youth identities as remixers in an online community of storytellers: Attitudes, strategies, and values. Proceedings of the American Society for Information Science and Technology, 49(1), 1-10. https://doi.org/10.1002/meet.14504901089
  • Aldrin, E. (2019). Naming, Identity, and Social Positioning in Teenagers’ Everyday Mobile Phone Interaction. Names, 67(1), 30-39. https://doi.org/10.1080/00277738.2017.1415523
  • Atchoarena, D., Selwyn, N., Chakroun, B., Miaho, F., West, M. y Coligny, C. de (2017). Working Group on Education: Digital skills for life and work. UNESCO. https://broadbandcommission.org/publication/digital-skills-for-life-and-work/
  • Barth, S. y De Jong, M. D. (2017). The privacy paradox–Investigating discrepancies between expressed privacy concerns and actual online behavior–A systematic literature review. Telematics and informatics, 34(7), 1038-1058. https://doi.org/10.1016/j.tele.2017.04.013
  • Baym, N. K. y Boyd, D. (2012). Socially Mediated Publicness: An Introduction. Journal of Broadcasting and Electronic Media, 56(3), 320–329. https://doi.org/10.1080/08838151.2012.705200
  • Bell, B. T. (2019). You take fifty photos, delete forty-nine and use one: A qualitative study of adolescent image-sharing practices on social media. International Journal of Child-Computer Interaction, 20, 64-71. https://doi.org/10.1016/j.ijcci.2019.03.002
  • Cabero, J., Martínez, S., Valencia, R., Leiva, J., Orellana, M. y Harvey, I. (2020). La adicción de los estudiantes a las redes sociales on-line: un estudio en el contexto latinoamericano. Revista Complutense De Educación, 31(1), 1-12. https://doi.org/10.5209/rced.61722
  • Casillas-Martín, S., Cabezas-González, M. y García-Valcárcel, A. (2020). Análisis psicométrico de una prueba para evaluar la competencia digital de estudiantes de Educación Obligatoria. RELIEVE, 26(2), http://doi.org/10.7203/relieve.26.2.17611
  • Cipolletta, S., Malighetti, C., Cenedese, C. y Spoto, A. (2020). How Can Adolescents Benefit from the Use of Social Networks? The iGeneration on Instagram. International Journal of Environmental Research and Public Health, 17(19), 6952. https://doi.org/10.3390/ijerph17196952
  • Crescenzi, L., Araüna, N. y Tortajada, I. (2013). Privacy, self-disclosure and self-image of Spanish teenagers on social networking sites. The case of Fotolog. Revista Comunicación y Sociedad, 26(2), 65-78. https://revistas.unav.edu/index.php/communication-and-society/article/view/36123
  • Davis, K. (2013). Young people’s digital lives: The impact of interpersonal relationships and digital media use on adolescents’ sense of identity. Computers in Human Behavior, 29(6), 2281-2293. https://doi.org/10.1016/j.chb.2013.05.022
  • De la Villa Moral-Jiménez, M. y Fernández-Domínguez, S. (2019). Uso problemático de Internet en adolescentes españoles y su relación con autoestima e impulsividad. Avances en Psicología Latinoamericana, 37(1), 103-119. https://dx.doi.org/10.12804/revistas.urosario.edu.co/apl/a.5029
  • DeCew, J. W. (1997). In pursuit of privacy. Law, Ethics, and the Rise of Technology. Cornell University Press.
  • Ditchfield, H. (2020). Behind the screen of Facebook: Identity construction in the rehearsal stage of online interaction. New Media & Society, 22(6), 927-943. https://doi.org/10.1177/1461444819873644
  • Doster, L. (2013). Millennial teens design and redesign themselves in online social networks. Journal of Consumer Behaviour, 12(4), 267-279. https://doi.org/10.1002/cb.1407
  • Duffy, B. E. y Chan, N. K. (2019). You never really know who’s looking: Imagined surveillance across social media platforms. New Media & Society, 21(1), 119-138. https://doi.org/10.1177/1461444818791318
  • Eek-Karlsson, L. (2021). The Importance of Belonging: A Study About Positioning Processes in Youths’ Online Communication. SAGE Open, 11(1). https://doi.org/10.1177/2158244020988860
  • Emanuel, L. y Stanton Fraser, D. (2014). Exploring physical and digital identity with a teenage cohort. In Proceedings of the 2014 conference on interaction design and children (pp. 67-76). https://doi.org/10.1145/2593968.2593984
  • Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Sevilla: Joint Research Centre, Institute for Prospective Technological Studies. http://dx.doi.org/10.2788/52966
  • Ferrés, J. y Piscitelli, A. (2012). Media Competence. Articulated Proposal of Dimensions and Indicators. Comunicar, 19(38), 75-82. https://doi.org/10.3916/C38-2012-02-08
  • Gairín Sallán, J. y Mercader, C. (2017). Usos y abusos de las TIC en los adolescentes. Revista de Investigación Educativa, 36(1), 125-140. https://doi.org/10.6018/rie.36.1.284001
  • García, M.C., Seco, J.A. y Hoyo, M. (2013). La participación de los jóvenes en las redes sociales: finalidad, oportunidades y gratificaciones. Anàlisi Monogràfic, 48,95-110. https://doi.org/10.7238/a.v0iM.1968
  • Gardner, H. y Davis, K. (2013). Whither digital natives. American Scholar, 82(4), 14-18.
  • Gioia, F., McLean, S., Griffiths, M. D. y Boursier, V. (2021). Adolescents’ selfie-taking and selfie-editing: A revision of the photo manipulation scale and a moderated mediation model. Current Psychology, 1-17. https://doi.org/10.1007/s12144-021-01702-x
  • González Calatayud, V., Román García, M. y Prendes Espinosa, M. P. (2018). Formación en competencias digitales para estudiantes universitarios basada en el modelo DigComp. Edutec. Revista Electrónica De Tecnología Educativa, (65), 1-15 (391). https://doi.org/10.21556/edutec.2018.65.1119
  • Herring, S. C. y Kapidzic, S. (2015). Teens, gender, and self-presentation in social media. International encyclopedia of social and behavioral sciences, 2, 1-16. https://doi.org/10.1016/B978-0-08-097086-8.64108-9
  • Hong, S., Jahng, M. R., Lee, N. y Wise, K. R. (2020). Do you filter who you are? Excessive self-presentation, social cues, and user evaluations of Instagram selfies. Computers in Human Behavior, 104. https://doi.org/10.1016/j.chb.2019.106159
  • Jeong, Y. y Coyle, E. (2014). What are you worrying about on Facebook and Twitter? An empirical investigation of young social network site users’ privacy perceptions and behaviors. Journal of Interactive Advertising, 14(2), 51-59. https://doi.org/10.1080/15252019.2014.930678
  • Kemp, S. (27 enero de 2021). Digital 2021. Global Overview Report. DATAREPORTAL. https://datareportal.com/reports/digital-2021-global-overview-report
  • Leong, L. (2016). Mobile identities: managing self and stigma in iPhone app use. Observatorio (OBS*), 10(1). http://obs.obercom.pt/index.php/obs/article/view/897/780
  • Livingstone, S., Haddon, L., Görzig, A. y Ólfsson, K. (2010). Risks and safety on the Internet: The perspective of European children. Initial Findings. EU Kids On-line. http://eprints.lse.ac.uk/33731/1/Risks%20and%20safety%20on%20the%20internet%28lsero%29.pdf
  • Livingstone, S., Mascheroni G. y E. Staksrud (2015). Developing a framework for researching children’s online risks and opportunities in Europe. EU Kids Online. http://eprints.lse.ac.uk/64470/
  • Mascheroni, G., Vincent, J. y Jimenez, E. (2015). “Girls are addicted to likes so they post semi-naked selfies”: Peer mediation, normativity and the construction of identity online. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1), 5. https://doi.org/10.5817/CP2015-1-5
  • McDougall, J., Zezulkova, M., Van Driel, B. y Sternadel, D. (2018). Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education, NESET II report. Project Report. Publications Office of the European Union. https://nesetweb.eu/en/resources/library/teaching-media-literacy-in-europe-evidence-of-effective-school-practices-in-primary-and-secondary-education/
  • Montiel, I., Carbonell, E. y Pereda, N. (2016). Multiple online victimization of Spanish adolescents: Results from a community sample. Child Abuse & Neglect, 52, 123-134. https://doi.org/10.1016/j.chiabu.2015.12.005
  • Muñoz-Rodríguez, J. M., Torrijos Fincias, P., Serrate González, S., y Murciano Hueso, A. (2020). Entornos digitales, conectividad y educación. Percepción y gestión del tiempo en la construcción de la identidad digital de la juventud. Revista Española de Pedagogía, 78(277), 457-476. https://doi.org/10.22550/REP78-3-2020-07
  • Núñez-Rola, C. y Ruta-Canayong, N.J. (2019). Social media influences teenagers. International journal of research science & management, 6(6), 38–48. http://doi.org/10.5281/zenodo.3260717
  • Padilla, A. L.; Gámiz, V. M.ª y Romero, M.ª A. (2020). Evolución de la competencia digital docente del profesorado universitario: incidentes críticos a partir de relatos de vida. Educar, 56(1), 109-27. https://doi.org/10.5565/rev/educar.1088
  • Peñalva, A., Napal, M. y Mendioroz, A.M. (2018). Competencia y alfabetización digitales de los adultos (profesorado y familias). International Journal of New Education, 1(1), 1-13. https://doi.org/10.24310/IJNE1.1.2018.4892
  • Pérez, A. y Delgado, A. (2012). From digital and audiovisual competence to media competence: Dimensions and indicators. [De la competencia digital y audiovisual a la competencia mediática: dimensiones e indicadores]. Comunicar, 39, 25-34. https://doi.org/10.3916/C39-2012-02-02
  • Pontes, H. M., Szabo, A. y Griffiths, M. D. (2015). The impact of Internet based specific activities on the perceptions of Internet addiction, quality of life, and excessive usage: A cross-sectional study. Addictive Behaviors Reports, 1, 19-25. https://doi.org/10.1016/j.abrep.2015.03.002
  • Quintas, N. y González, A. (2021). Evolución de la medición digital de la audiencia en el mercado español: estado de la cuestión y retos de futuro. Profesional De La Información, 30(1). https://doi.org/10.3145/epi.2021.ene.02
  • Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Joint Research Centre. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466
  • Reid, G. y Boyer, W. (2013). Social network sites and young adolescent identity development. Childhood Education, 89(4), 243-253. https://doi.org/10.1080/00094056.2013.815554
  • Reisenzein, R., Meyer, W. y Niepel, M. (2012). Self-disclosure. Encyclopedia of human behavior. Science-direct. https://www.sciencedirect.com/topics/biochemistry-genetics-and-molecular-biology/self-disclosure
  • Richardson, J. M. (2017). The promposal: youth expressions of identity and ‘love’in the digital age. Learning, Media and Technology, 42(1), 74-86. https://doi.org/10.1080/17439884.2016.1130055
  • Rodríguez, E., Pequeño, G. y Requies, I. R. (2017). Socialization of Interconnected Youth: Experiencing Identity in an Augmented Society. Profesorado revista de curriculum y formación de profesorado, 21(2), 171-190. https://core.ac.uk/display/161542137
  • Schwartz, R. y Halegoua, G. R. (2015). The spatial self: Location-based identity performance on social media. New media & society, 17(10), 1643-1660. https://doi.org/10.1177/1461444814531364
  • Scott, G. G. y Fullwood, C. (2020). Does recent research evidence support the hyperpersonal model of online impression management? Current Opinion in Psychology, 36, 106–111. https://doi.org/10.1016/j.copsyc.2020.05.005
  • Seo, H., Houston, J. B., Knight, L. A. T., Kennedy, E. J. y Inglish, A. B. (2014). Teens’ social media use and collective action. New Media & Society, 16(6), 883–902. https://doi.org/10.1177/1461444813495162
  • Siddiqui, S. y Singh, T. (2016). Social Media and its Impact with Positive and Negative Aspects. International Journal of Computer Applications Technology and Research, 5(2), 71-75. DOI: 10.7753/IJCATR0502.1006
  • Spiller, K. (2020). Putting Everything up There: Framing How We Navigate the Intricacies of Privacy and Security on Social Media. Humanity & Society, 45(1), 3-23. https://doi.org/10.1177/0160597620904502
  • Statista (2021). Porcentaje de niños de entre 4 y 15 años usuarios en redes sociales en España. https://es.statista.com/estadisticas/1127004/poblacion-infantil-porcentaje-de-usuarios-en-redes-sociales-en-espana/
  • Stuart, A., Bandara, A. K. y Levine, M. (2019). The psychology of privacy in the digital age. Social and Personality Psychology Compass, 13(11). https://doi.org/10.1111/spc3.12507
  • Tejada, J. y Pozos, K.V. (2018). Nuevos escenarios y competencias digitales docentes: Hacia la profesionalización docente con TIC. Profesorado: Revista de Currículum y Formación del Profesorado, 22(1), 41-67. https://recyt.fecyt.es/index.php/profesorado/article/view/63620/
  • Torrecillas, T., Vázquez, T., Suárez, R. y Fernández, L. M. (2020). El papel de los padres en el comportamiento online de menores hiperconectados. Revista Latina de Comunicación Social, 75, 121-148. https://www.doi.org/10.4185/RLCS-2020-1419
  • UNICEF (2020). Manifiesto de la infancia y adolescencia 2020. https://bit.ly/2NBwdRh
  • Wood, M. A., Bukowski, W. M. y Lis, E. (2016). The digital self: How social media serves as a setting that shapes youth’s emotional experiences. Adolescent Research Review, 1(2), 163-173. https://doi.org/10.1007/s40894-015-0014-8
  • Yang, C. C., Holden, S. M. y Carter, M. D. (2018). Social media social comparison of ability (but not opinion) predicts lower identity clarity: Identity processing style as a mediator. Journal of youth and adolescence, 47(10), 2114–2128. https://doi.org/10.1007/s10964-017-0801-6
Fonte de datos: Dialnet