Book collector ethics how to#
Recent paper estimates one in three global internet users is a child, yet there has been little rigorous debate or understanding of how to adapt traditional, offline ethical standards for research involving data collection from children, to a big data, online environment (Livingstone et al., 2015). In an era of increasing dependence on data science and big data, the voices of one set of major stakeholders – the world’s children and those who advocate on their behalf – have been largely absent. It is supplemented by practical tools to support reflection on the ethical use of social media platforms and social media data. This paper examines the benefits, risks and ethical considerations when undertaking evidence generation: (a) using social media platforms and (b) using third-party data collected and analysed by social media services.
When engaging with social media and indeed most technology, thoughtfulness, reflection and ongoing interrogation is required. When using social media to directly engage children and their communities, or when establishing partnerships with these organizations for data collection and analysis, adoption of these technologies and their resultant data should not be exclusively driven by short-term necessity but also by the long-term needs of our younger partners. The potential benefits and opportunities need to be understood in conjunction with the potential risks and challenges. There are significant ethical implications in the adoption of technologies and the production and use of the resulting data for evidence generation. Methodological briefs on evidence synthesis.Social protection in humanitarian settings.Gender-responsive & age-sensitive social protection.Child labour and social protection in Africa.
Child labour and education in India and Bangladesh.
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