Abstract
COVID-19 school closures necessitated shifts in how students engaged in learning and connected socially. For pre-adolescents and their families, these closures added urgency to an already identified challenge for parents trying to navigate their children’s engagement with digital platforms. Researchers utilized interviews to explore parent and child experiences related to online learning and behavior. Online workshops provided parents with critical media literacy (CML) knowledge and skills for navigating media texts and platforms. This paper employed emergent design-based research methodology and interpretive qualitative case-study methods. Data from interviews, recordings, and field notes were analyzed thematically. The analyses identified that parents noted increased time spent online by their children due to COVID-19 lockdowns. They also highlighted concerns for child safety, issues connected to CML, acknowledgment of the benefit of a support community amongst parents, and parent-child conversations about online actions. This study affirmed the need for parent support regarding CML and digital tools in educational and social online environments and provided suggestions for ways to promote this type of support.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
