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In some cases they will use blocks and filters but these are never fully effective and they know that they need to find other ways of guiding children to safe use.

Censorship does not work in cyberspace (or works in only partial and transitory ways) and what is generally agreed is needed is education in ‘responsible use.’ This includes developing educational strategies that take account of the appeal and attraction of the Internet and supports young people in reflecting on their own practice as Internet users and the consequences of their Internet interactions on others. Generally speaking we found that the fears that young people had about the safety of the Internet differed from those of adults.

For many of us the Internet has become an indispensable part of everyday life.

It frequently provides our first point of access to information.

And there is dark side of illicit information, criminal activity, dangerous knowledge and harmful content.

Teachers, parents, librarians and other adults want to encourage children and young people to make maximum use of the positive and creative possibilities of the internet, but they also feel, to varying degrees, responsible for steering them away from the dark side.

Some of the practices adopted by these young people are surprising and counter to the conventional advice given by official authorities.

The Internet — both a public good and a danger to children Experiments with identity Advancing the argument through case study Katerina’s story Rania’s story Stefanos’ story Dimitra’s story Fivos’ story Mary’s (Dafni’s mother) story Discussion The Internet and the young Drugs and technology Harm minimisation and Internet safety?

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In the last few years there has been a growing public concern about the dangers of socialising with strangers in chatrooms, but what do the users themselves think about the risks involved, and what strategies have they adopted to manage these risks?

In the public imagination, there are two sides to the Internet coin.

There is a shiny side, celebrated in numerous government policies and programs, which holds out the promise of a new economy based on access to unlimited information, new and exciting curricula and schooling that will engage children and young people in purposeful and useful activity.

In this paper we describe a particular set of Internet–based interactions that have great appeal to young people but create most anxiety among parents and other adults. In the main they were concerned about security rather than pornography, which they saw as amusing rather than harmful.

We use it to check train times, the price of plane tickets, the weather forecast, the availability of books, as a place to leave messages for our children, to make contact with people, to announce family news, to exchange photos and music, to apply for jobs, to chat with friends and with strangers, to research, to learn and to teach.

The Internet has become, for many of us, not only our primary source of information, but has extended and changed the scale of our social networks and the pace and intensity with which we interact with people: it has changed our identities (Mitchell, 2003).