A systematic review of the tensions between the public and private in adolescents’ social networks: New education challenges

Q1 Social Sciences

E-Learning Pub Date : 2023-02-08 DOI:10.1177/20427530231156283

Ángela González-Villa, A. Gewerc

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引用次数: 0

Abstract

Social networks are colonised by a culture of confession that turns teenager privacy into a commodity to achieve recognition and social acceptance. This display accelerates the porosity of the boundaries between the public and the private and feeds surveillance capitalism. The aim of this systematic review is to examine the empirical evidence on the public-private interaction of teenagers’ contributions to social networks in the last 5 years in databases: Eric, Scopus and Web of Science. Based on the Prisma Statement, the initial search produced 1449 documents, of which 81 were included in the final analysis after the application of exclusion and inclusion criteria and the purging of duplicates. The results show a field of study developed with a decreasing trend in production in recent years, knowledge gaps and discordant findings. It is concluded the need to build solid knowledge and initiate new lines in the study of the issue in order to understand the exhibition of teenagers in social networks. It is points out the urgency of a training based on their own media practices and in digital literacy for a broad understanding of online privacy.

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对青少年社交网络中公共和私人之间紧张关系的系统审查：新的教育挑战

社交网络被一种忏悔文化所殖民，这种文化将青少年的隐私变成了一种商品，以获得认可和社会接受。这种展示加速了公共和私人之间界限的疏松，助长了监视资本主义。本系统综述的目的是在Eric、Scopus和Web of Science数据库中检验过去5年中青少年对社交网络贡献的公私互动的经验证据。根据Prisma声明，初步搜索产生了1449份文件，其中81份在应用排除和纳入标准并清除重复文件后被纳入最终分析。研究结果表明，近年来，研究领域的产量呈下降趋势，知识差距和研究结果不一致。结论是，为了理解青少年在社交网络中的表现，有必要在研究这一问题时建立坚实的知识并开辟新的思路。它指出，迫切需要根据他们自己的媒体实践和数字素养进行培训，以广泛了解网络隐私。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.