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patterns, and needs of the young people they supervise. This research includes information on children's cognitive, social, emotional, and moral development; research on what we know (and do not know) about the impact of the media on young people; and recent empirical studies of children's media use. Chapter 4 presents a wide variety of nontechnical strategies, describing these approaches and how communities might make use of them. Chapter 5 summarizes workshop participants' ideas for how to improve and connect future research, policy, and practice. The final chapter summarizes key points and areas emphasized by workshop participants.

This report reflects some of the key issues in the workshop and offers a first step in creating resources that will help communities develop comprehensive and carefully chosen nontechnical approaches to protecting children on the Internet. It is not, however, intended as a comprehensive review of the literature in any of the fields represented, nor do the examples of nontechnical strategies offer a complete or exhaustive list of available options. In addition, not all of the strategies discussed would necessarily be effective across all settings (e.g., home use versus access in an Internet café) or with all age groups. The strategies presented, however, were effective for the particular communities in which the speakers worked and thus offer a useful point of departure for communities and individuals seeking to develop their own approaches. Both the Board on Children, Youth, and Families and the Computer Science and Telecommunications Board hope that the workshop and this report will serve as a stimulus and resource for those who are charged with facilitating young people's Internet experience.



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