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This paper challenges the argument that data protection legislation may harm research by unduly restricting the flow of personal health information. I unpack the assumption that privacy is an individual right that must give way to research as a social good, and explore how data protection laws facilitate the flow of information for research purposes. I conclude that researchers should embrace data protection laws because they help construct trust in research practices, mitigate the commercial imperatives that flow from the fact that research is a public–private enterprise and protect the accuracy of data. Good research design should recognize that privacy is a social value and an essential element of psychological health and social relationships. And since research databases do not exist in isolation, researchers must respect the fact that the non-consensual flow of information poses risks of harm, including the secondary use of health research databases for social control, that must be managed.

How can we leverage digitization to improve access to justice, without compromising the fundamental principles of our legal system? eAccess to Justice describes the many challenges that come with the integration of information and communication technologies into our courtrooms, and explores lessons learned from digitization projects from around the world.

Edited by Jane Bailey and Valerie Steeves. Contributions by Trevor Scott Milford; Akane Kanai; Assumpta Ndengeyingoma; Jacquelyn Burkell; Madelaine Saginur; Priscilla M. Regan; Diana L. Sweet; Jessica Ringrose; Laura Harvey; Jordan Fairbairn; Andrea Slane; Shaheen Shariff; Ashley DeMartini; Gillian Angrove; Matthew Johnson; Sarah Heath; Betsy Rosenblatt; Rebecca Tushnet; and Leslie Regan Shade.

Keywords: Privacy, identity, equality, online environment, women, cyberfeminism, policy

eGirls, eCitizens is a landmark work that explores the many forces that shape girls' and young women's experiences of privacy, identity, and equality in our digitally networked society. Drawing on the multi-disciplinary expertise of a remarkable team of leading Canadian and international scholars, as well as Canada's foremost digital literacy organization, MediaSmarts, this collection presents the complex realities of digitized communications for girls and young women as revealed through the findings of The eGirls Project (www.egirlsproject.ca) and other important research initiatives. Aimed at moving dialogues on scholarship and policy around girls and technology away from established binaries of good vs bad, or risk vs opportunity, these seminal contributions explore the interplay of factors that shape online environments characterized by a gendered gaze and too often punctuated by sexualized violence.

Perhaps most importantly, this collection offers first-hand perspectives collected from girls and young women themselves, providing a unique window on what it is to be a girl in today's digitized society.

Empirical data from a large sample of Canadian youth aged 13 to 17 years suggest that, although the current privacy policy framework is having a positive effect on the extent to which young people are complying with the types of behavior promoted by adults as privacy protective, its primary focus on parental supervision is inadequate to fully protect children's online privacy. Respondents with high levels of either social interaction or identity play are more likely than those with lower levels to divulge personal identifiers and display privacy-risky behavior, independent of their level of parental supervision. High levels of parental supervision, therefore, do not eliminate but merely reduce privacy-risky behaviors associated with social uses of the Internet. As such, parental supervision cannot adequately protect children who have integrated the Net most fully into their social lives, especially given the high premium that children place on the use of the Net to talk to friends and explore social roles.

"EGirls, eCitizens is a landmark work that explores the many and varied forces shaping girls' and young women's experiences of privacy, identity, and equality in our digitally networked society. Drawing on the multi-disciplinary expertise of a remarkable team of leading Canadian and international scholars, as well as Canada's leading digital literacy organization, MediaSmarts, this edited collection definitively presents the complex realities of digitized communications for girls and young women, as revealed through the findings of the The eGirls Project (www.egirlsproject.ca) and other important research initiatives."--

This article uses the results of a 2016 survey of Canadian teachers to provide a snapshot of the extent to which the survey participants have been able to successfully incorporate digital literacy into their daily teaching. The data suggests that governments continue to prioritize technical access elements over more participatory elements of digital literacy, making it difficult to go beyond basic literacy requirements. In addition, there are a number of barriers that make it more difficult for teachers to cultivate digital citizenship. These barriers include: the dissolving boundary between in-school and out-of-school contexts; the commercial nature of the digital world; and the continuing difficulty of evaluating online information. This article concludes by arguing that the concept of digital literacy should be broadened beyond the skills-based approach and instead should be solidly organized with the goal of promoting and preparing students for democratic citizenship.

The goal of this project is to identify guidelines for privacy policies that children and teens can accurately interpret with relative ease. A three-pronged strategy was used to achieve this goal. First, an analysis of the relevant literature on reading was undertaken to identify the document features that affect comprehension. Second, focus groups were conducted to examine their experience and practices in the interpretation of privacy policies found on sites that have been identified as favorite kids' sites. Based on the results of the literature review and focus groups, a set of potential guidelines were identified. Finally, the efficacy of these guidelines was tested in the final phase of the research project. The result of this work is a set of 14 guidelines for the drafting of privacy policies that make a difference, by improving the comprehensibility of privacy policies encountered by Canadian children and teens as they surf the Net.

In 2017 and 2018 [Name of research project] organized two transnational youth resistance art workshops. These workshops addressed online social justice issues and placed emphasis on pushing back against technology-facilitated violence and surveillance in networked spaces. Our engagement with these workshops raised three dilemmas associated with these sorts of resistive social justice art projects. This article explores these dilemmas, which include how to enable the production of digital art in a manner that is attentive to intersectional issues of digital literacy and access; artistic appropriations of sexually explicit, discriminatory or hateful speech and their relation to cultural appropriation; and defamation, privacy, copyright and trademark considerations relating to artistic appropriations. In addressing these dilemmas, examples of regulatory frameworks shaping resistance opportunities and social justice initiatives are highlighted, along with suggestions for addressing these dilemmas for those who may wish to facilitate or engage in youth resistance art workshops in future.