Children’s understanding of personal data and privacy online – a systematic evidence mapping

ABSTRACT

Privacy is both a protective and an enabling right. This article identifies the available research on how children understand, value and negotiate their personal data and privacy online. The results are interpreted according to a framework that distinguishes different privacy contexts (interpersonal, institutional and commercial) and data types (given, traces and inferred). Our systematic evidence mapping of research published by multiple disciplines in the English language from 2007 to 2019 reveals substantial gaps in current knowledge. First, even though children now use the internet from infancy onwards, very few studies include younger children, impeding regulatory or educational policy and practice tailored to socio-developmental differences among children. Second, the majority of research concerns privacy in interpersonal contexts, with less attention paid to commercial or institutional contexts. Relatedly, most research conceives of data that is deliberately and knowingly provided, with fewer studies recognising that data traces and inferred (or metadata) also matter for children’s privacy. Finally, most empirical studies concern children’s behaviours and practices but much less common are studies of children’s media literacy, especially relating to their capacity to consent to data protection practices. Notwithstanding rising concern over the datafication of childhood, few researchers have investigated the possible harms associated with infringements of children’s privacy online, or the value of any social support children receive. We conclude by calling for a more comprehensive and policy-relevant approach to researching children’s practices and understanding of their online data and the privacy implications of engaging in today’s increasingly commercial digital environment.

KEYWORDS:

• Privacy online
• personal data
• media literacy
• children
• systematic evidence mapping

Acknowledgements

We thank the Information Commissioner’s Office for funding the research on which this article is based. We also acknowledge the valuable guidance of our expert advisory group and university subject librarians. This article draws on material that originally appeared in Livingstone et al. (2019).

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 The national curriculum sets subject standards for primary and secondary schools. All except academies and private or independent schools must follow it.

2 The national curriculum is organised into key stages (KS): early years – nursery and reception (age 3–5); KS1: years 1 and 2 (age 5–7); KS2: years 3–6 (age 7–11); KS3: years 7–9 (age 11–14); KS4: years 10 and 11 (age 14–16).

Additional information

Funding

This work was funded by the Information Commissioner’s Office.

Notes on contributors

Mariya Stoilova

Mariya Stoilova holds a post-doctoral research position at the London School of Economics and Political Science (LSE). With a strong focus on multi-method evidence generation and cross-national comparative analyses, her work focuses on the intersection of child rights and digital technology use, well-being and family support, and intimate life, citizenship and social inequalities. Some of the research projects she has been recently involved in include: Disrupting Harm: Online child sexual exploitation and abuse (UNICEF, 2019), Children's data and privacy online (ICO, 2018–19), Outcomes and Effectiveness of Children's Helplines (NSPCC, 2018); Maximising Children's Online Opportunities and Minimising risks (LSE, 2016–17); Global Kids Online (UNICEF, 2015–16).

Rishita Nandagiri

Rishita Nandagiri is an LSE Fellow at the Department of International Development, having submitted her PhD at the Department of Social Policy. Her research interests include young peoples– leadership and activism, feminist organising, and sexual and reproductive rights.

Sonia Livingstone

Sonia Livingstone DPhil (Oxon), FBA, FBPS, FAcSS, FRSA, OBE is a professor in the Department of Media and Communications at the London School of Economics and Political Science. She has published 20 books including “The Class: Living and Learning in the Digital Age.” She directs the projects “Children's Data and Privacy Online,” “Global Kids Online” (with UNICEF) and “Parenting for a Digital Future”, and she is Deputy Director of the UKRI-funded “Nurture Network.” Since founding the 33 country EU Kids Online network, Sonia has advised the UK government, European Commission, European Parliament, Council of Europe, OECD and UNICEF. See www.sonialivingstone.net.