More documents from Parsons, Sarah
More documents from Social Inclusion

Export to your Reference Manger

Please Copy & Paste



Bookmark and Share

The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research

[journal article]

Parsons, Sarah

fulltextDownloadDownload full text

(external source)

Citation Suggestion

Please use the following Persistent Identifier (PID) to cite this document:

Further Details
Abstract How children and young people understand and exercise their autonomy, engagement and decision-making is fundamental to learning how to become active and engaged citizens, and to be socially included. Digital technologies are increasingly an integral part of children’s everyday lives and, therefore, valuable tools for supporting social inclusion. This paper discusses how digital technologies might positively support autonomy, engagement and decision-making through the lens of informed consent practices within social research. Current research practices are dominated by paper-based methods for obtaining informed consent which could be exclusionary for children and young people generally, and children with additional learning and support needs in particular. Digital technologies (laptops, PCs, tablet devices, smartphones) offer the potential to support accessibility and understanding of ideas and activities, as well as engagement with and autonomy in decision-making and participation. This paper explores this potential as well as the challenges that researchers may face in this context. (author's abstract)
Keywords online media; information technology; communication technology; digital media; social integration; involvement; social participation; personality development; decision making process; decision making; adolescent; child
Classification Research Design; Sociology of Science, Sociology of Technology, Research on Science and Technology
Document language English
Publication Year 2015
Page/Pages p. 56-68
Journal Social Inclusion, 3 (2015) 6
Issue topic Inclusive Technologies and Learning
ISSN 2183-2803
Status Published Version; peer reviewed
Licence Creative Commons - Attribution