A look at how digital technologies designed for young people are often addictive, unhealthy or unsafe — and what we should be doing about it.

看看为年轻人设计的数字技术通常会令人上瘾，不健康或不安全-以及我们应该如何做。

by Stephanie Hankey and Daisy Kidd

斯蒂芬妮·汉基和黛西·基德

The destruction of the natural environment has sparked anger and frustration among young people¹, who have taken to the streets to demand change, and yet threats to their digital environment are less widely discussed. Young people around the world are disillusioned that their futures are being drastically impacted by the actions and decisions of older generations, who they feel have not done enough to act responsibly and sustainably. The threats to our natural environment run parallel to the systemic challenges and threats to democracy that come from digital technologies; they demand the same attention from younger generations. Young people care about the digital environment they inhabit and will inherit and we need to listen to them and involve them in the conversation about their digital future.

自然环境的破坏引发了年轻人的愤怒和挫败感¹，他们走上街头要求改变，但对数字环境的威胁却鲜为讨论。 世界各地的年轻人对前辈的行动和决策受到巨大影响而感到失望，他们认为前者的行动和决策能力不足以负责任和可持续地行动。 对我们自然环境的威胁与数字技术带来的系统性挑战和对民主的威胁平行； 他们需要年轻一代的同样关注。 年轻人关心他们居住并将继承的数字环境，我们需要倾听他们的意见，并让他们参与有关他们数字未来的对话。

In late 2017, the former vice-president of user growth at Facebook, Chamath Palihapitiya, publicly stated that platforms such as Facebook were “destroying the social fabric of society” and that he did not allow his children to use digital technologies at home. Shortly afterwards, shareholders holding over 2 billion dollars of stock in Apple wrote an open letter to the company urging them to act on the addictive nature of iPhones and iPads on children. This was quickly followed by initial responses from a handful of tech companies reflecting on the potentially addictive nature of their tools and services and introducing the topic of ‘digital well-being’. However, over two years after industry leaders and influencers publicly acknowledged their own concerns about the impact of technology on children and young people, very little has been done. As we edge towards a state of further technological dependency, from emergency home schooling to social interaction, we find ourselves as families and as societies more reliant on these technologies than ever, yet still not prepared to curb or solve the problems they create.

2017年底，前Facebook用户增长副总裁Chamath Palihapitiya公开表示，Facebook之类的平台正在“摧毁社会的社会结构”，他不允许他的孩子在家中使用数字技术。 此后不久，持有超过20亿美元苹果股票的股东就给苹果公司写了一封公开信，敦促他们对iPhone和iPad对儿童的成瘾性采取行动。 紧随其后的是少数技术公司的初步React，反映了其工具和服务的潜在成瘾性，并介绍了“数字福祉”主题。 但是，在行业领导者和影响者公开承认自己对技术对儿童和年轻人的影响的担忧后的两年多，几乎没有做任何事情。 从紧急家庭教育到社会互动，我们逐渐处于对技术的依赖状态，我们发现自己作为家庭和社会比以往任何时候都更加依赖这些技术，但仍未准备好遏制或解决它们造成的问题。

Two years after industry leaders and influencers publicly acknowledged their own concerns about the impact of technology on young people, very little has been done.

在行业领导者和影响者公开承认自己对技术对年轻人的影响的担忧两年后，几乎没有做任何事情。

Today, by the age of 11, 90% of children in Europe and the US have a smartphone and in many contexts, 50% of children as young as seven have a personal device. They live in a connected world, from smart classrooms to smart cities to smart homes. This makes it an important time to start working with young people on questions of digital literacy and agency, but also on what artist and technologist James Bridle calls “systemic literacy”². He defines this term as “the thinking that deals with a world that is not computable, while acknowledging that it is irrevocably shaped and informed by computation.” It is no longer enough to think about the internet, or data, or smart devices as independent things — we must start thinking of them as part of a wider system that includes the climate, economics, politics and power.

今天，到11岁时，欧洲和美国90％的儿童拥有智能手机，在许多情况下，只有7岁的50％的儿童拥有个人设备。 他们生活在一个互联的世界中，从智能教室到智能城市再到智能家居。 因此，这是开始与年轻人合作​​解决数字素养和代理问题以及艺术家和技术专家詹姆斯·布里德尔(James Bridle)所谓的“系统性素养”²的重要​​时机。 他将这个术语定义为“处理不可计算世界的思想，同时承认它是不可逆转地塑造并通过计算获得信息的。” 将互联网，数据或智能设备视为独立的事物已经不再足够了，我们必须开始将它们视为包括气候，经济，政治和权力在内的更广泛系统的一部分。

Parents, educators and regulators have struggled with protecting children on the internet for some time. However, the widespread introduction of the smartphone, combined with the use of machine learning and data-driven business models, has changed the nature of the problem. Unlimited and unfettered access to ‘free’ services has lowered the barrier to entry and enhanced potential for learning, exploration and self-expression, which has brought many benefits, especially for those who traditionally have had less access. Yet it has also expanded exposure to online harms and introduced a lack of agency in decision making. Young people use private devices to access public spaces where they have to navigate an incredibly complex, challenging and rapidly shifting environment at a time in their lives when they are developing as individuals and learning to independently explore the world outside of the home.

父母，教育者和管理者在保护儿童上网方面一直存在困难。 但是，智能手机的广泛引入，结合使用机器学习和数据驱动的商业模型，已经改变了问题的性质。 无限和不受限制地获得“免费”服务，降低了进入门槛，增强了学习，探索和自我表达的潜力，这带来了很多好处，尤其是对于那些传统上访问较少的人。 但是，它也扩大了在线危害的暴露范围，并导致决策机构缺乏代理。 年轻人使用私人设备进入公共空间，在那里，他们在成长为一个个体并学会独立探索家外世界时，必须在生活中的某个时刻浏览一个令人难以置信的复杂，富挑战性和快速变化的环境。

Young people use private devices to access public spaces at a time in their lives when they are developing as individuals and learning to independently explore the world outside of the home.

年轻人在成长为个体并学会独立探索家外世界时，会在生活中每次使用私人设备访问公共场所。

As many children use their phones and tablets not only for entertainment and communication, but also as safety, coordination and support devices, new dependencies form. Studies show that devices have moved to an ‘always on’ mode, with a majority of young people reporting that they sleep with their smartphones next to their bed and feel nervous if their phone is losing power. Adults are constantly trying to adapt to parenting in a digital age. An Australian study found that 62% of parents reported that they have arguments with their children about ‘screen time’, whilst parents themselves reportedly spend an average of 3.5 hours per day on their phones. Amidst the COVID-19 crisis, everyday activities such as schooling have moved online, further complexifying this relationship. Increased dependency has not only laid bare the inadequacies and failings of digital technologies but has also opened the door for greater control for the big tech companies, as Naomi Klein has described in detail.

由于许多孩子不仅将手机和平板电脑用于娱乐和通讯，还将其用作安全，协调和支持设备，因此形成了新的依附关系。 研究表明，设备已进入“始终在线”模式，大多数年轻人报告说，他们躺在床旁的智能手机睡觉，如果手机断电，则会感到紧张。 在数字时代，成年人不断地尝试适应育儿。 一项澳大利亚的研究发现，有62％的父母报告说他们与孩子有关“屏幕时间”的争论，而据报道，父母本人平均每天在手机上花费3.5个小时。 在COVID-19危机中，学校教育等日常活动已转移到网上，进一步使这种关系更加复杂。 如Naomi Klein所详细描述的那样，依赖性的增加不仅暴露了数字技术的不足和失败，而且还为大型科技公司的更大控制权打开了大门。

Parents not only struggle with integrating digital boundary-setting in their parenting. They are also often responsible for bringing the latest data-driven devices into the home. Smart parenting can include everything from tracking technologies to data-driven home, play and entertainment devices, such as smart speakers or ‘Internet of Things’ toys — yet parents rarely know what data is being collected, transferred and utilised. If they wanted to find out by reading the privacy policies or terms of service, they would not only need to read the lengthy first party document, but also navigate an endless spiderweb of third-party policies.

父母不仅要努力将数字边界设置集成到他们的父母中，还要努力。 他们通常还负责将最新的数据驱动设备带入家庭。 智能育儿可以包括从跟踪技术到数据驱动的家庭，娱乐和娱乐设备(例如智能扬声器或“物联网”玩具)的所有内容，但父母很少知道正在收集，传输和利用哪些数据。 如果他们想通过阅读隐私政策或服务条款来查找信息，他们不仅需要阅读冗长的第一方文档，而且还需要浏览无止尽的第三方政策蜘蛛网。

Schools equally rely on data-driven technologies, with the G Suite for Education (Google for Education) products being the most widely used tool for administering, documenting and organising school life. This reduces costs for schools, yet further expands the data and brand reach of centralised technology monoliths, and can lead to tracking beyond the classroom. Approaches to data-driven technologies in schools vary by country. In France, for example, phones in schools are banned, whereas in the US apps for behavioral scoring of children and young people in schools and facial recognition for classroom entry are being introduced. In this context, the idea of ‘online’ or ‘cyber’ safety for children has become a thing of the past. At home, at school, alone or with friends, the digital (data) environment has become an ever-present part of a young person’s daily life. This dependency on technology has only grown in the context of a worldwide pandemic that restricts movement and requires enforced large-scale long-term social distancing.

学校同样依赖数据驱动的技术，G Suite for Education(Google for Education)产品是管理，记录和组织学校生活的最广泛使用的工具。 这减少了学校的成本，但进一步扩展了集中式技术整体的数据和品牌范围，并可能导致超出教室的跟踪。 学校中采用数据驱动技术的方法因国家/地区而异。 例如，在法国，学校的电话被禁止，而在美国，学校中的儿童和年轻人的行为评分应用程序以及进入教室的面部识别应用程序被引入。 在这种情况下，为儿童提供“在线”或“网络”安全性的想法已成为过去。 在家里，学校，独自一人或与朋友一起，数字(数据)环境已经成为年轻人日常生活中不可或缺的一部分。 这种对技术的依赖性仅在限制行动并要求进行大规模长期社会隔离的全球大流行的背景下增长。

It is important to acknowledge that digital technology is an inevitable, and often positive, element of young people’s lives. However, we are not ready and have not done enough to fix the environment in which they operate. Data-driven technologies bring great benefits to society and to the planet, yet they are also currently failing us and especially failing young people who will inherit a digital environment that is out of their hands.

重要的是要认识到数字技术是年轻人生活中不可避免的，往往是积极的要素。 但是，我们还没有准备好并且还没有做足够的工作来修复它们所运行的环境。 数据驱动技术为社会和整个地球带来了巨大利益，但它们目前也使我们失望，尤其是让年轻人无法继承的年轻人，他们将继承他们无法控制的数字环境。

“Young people may be ‘thumb fast’, but that does not make them data-savvy.” — Beeban Kidron, 5 Rights

“年轻人可能会“快速思考”，但这并不能使他们精通数据。” — Beeban Kidron，5权利

The data-driven and machine learning nature of these technologies creates a dynamic that is hard to escape and even harder to understand from the outside. The ‘true cost’ of these free and low-cost services is rarely understood; and the ways in which the majority of services, platforms and apps operate is opaque to young users. Young people may be ‘thumb fast’, as Baroness Beeban Kidron states, but that does not make them data-savvy. Recommendation algorithms drag young people down negative algorithmic ‘rabbit warrens’ of content on YouTube and TikTok. Free computer games use online gambling technologies to keep children and young people coming back for more. Technologies proven to be harmful, such as anonymous rating apps implicated in bullying and attempted suicide cases, are shut down by parents, only to reemerge as popular features on Snapchat. Teenagers create and spread disinformation because social media is the perfect breeding ground, and there is a market for it. Furthermore, new tools come on the market every day, hoping to be the ‘next big thing’, yet trusted app stores do not vet them, incorrectly classifying hundreds of inappropriate and data-leaky apps as suitable for children. The tech industry tests tools designed for an ‘ideal’ world, not a ‘real’ world, on young people — in no other industry would this be possible. The UK Children’s Commissioner succinctly framed the problem as such: “When it comes to staying safe online, children and their parents have been left with all of the responsibility, but none of the control.”

这些技术的数据驱动和机器学习特性创造了一种动态，很难逃脱，甚至很难从外部理解。 这些免费和低成本服务的“真实成本”鲜为人知； 而且大多数服务，平台和应用程序的操作方式对年轻用户来说是不透明的。 就像男爵夫人Beeban Kidron所说的那样，年轻人可能会“快速思考”，但这并不能使他们精通数据。 推荐算法将年轻人吸引到YouTube和TikTok上的负面算法“兔子战争”中。 免费的电脑游戏使用在线赌博技术来保持儿童和年轻人的回头客更多。 被证明有害的技术，例如涉及欺凌和自杀未遂的匿名评级应用，被父母关闭，只是重新成为Snapchat上的流行功能。 青少年创建并传播虚假信息，因为社交媒体是理想的滋生地，并且有市场。 此外，每天都有新工具出现在市场上，希望成为“下一件大事”，但值得信赖的应用商店并未对其进行审核，从而错误地将数百种不适当且数据泄露的应用分类为适合儿童。 科技行业会在年轻人身上测试为“理想”世界而不是“真实”世界设计的工具-在其他任何行业都不可能。 英国儿童事务专员简明扼要地阐述了这个问题： “在保持安全上网方面，孩子及其父母负有全部责任，但没有任何控制权。”

“When it comes to staying safe online, children and their parents have been left with all of the responsibility, but none of the control.” — UK Children’s Commissioner

“在保持安全上网方面，孩子及其父母负有全部责任，但没有任何控制权。” —英国儿童事务专员

Disrupted Childhood, a report by the UK children’s rights and technology advocacy group 5 Rights, looks at how this data business model is enabled through persuasive design. Techniques promoted and popularised through big tech platforms include dopamine rushes, popularity contests, ‘pings’ and emotional highs, all used as strategies to “capture and hold users’ attention and imprint habitual behaviours.” This leads to a fundamental question: Can we blame young people for not being able to put down phones that are intentionally designed to habituate them by some of the wealthiest companies in the world? 5 Rights reports that these mechanisms, combined with machine learning–driven services and content, impact children significantly, contributing to “personal anxiety, social aggression, denuded relationships, sleep deprivation” with an impact on “education, health and wellbeing.”

英国儿童权利和技术倡导组织5 Rights的一份报告《 Disrupted Childhood》研究了如何通过有说服力的设计来启用这种数据业务模型。 通过大型技术平台推广和普及的技术包括：多巴胺冲动，人气竞赛，“乒乓”和情绪高涨，这些技术都被用作“捕获并保持用户的注意力并留下习惯性行为的策略”。 这就引出了一个根本性的问题：我们能责怪年轻人不能放下世界上一些最富有的公司故意让他们习惯的手机吗？ 5 Rights报告说，这些机制与机器学习驱动的服务和内容相结合，对儿童产生了重大影响，导致“个人焦虑，社交攻击，关系剥夺，睡眠剥夺”，并影响“教育，健康和福祉”。

Can we blame young people for not being able to put down phones that are intentionally designed to habituate them by some of the wealthiest companies in the world?

我们能责怪年轻人不能放下世界上一些最富有的公司故意让他们习惯的电话吗？

Within this context, very little is said about the business model behind these data-driven technologies, and how young people are part of a vast industry designed not only to keep their attention but to modify their behaviour and collect data inequitably. In her book ‘The Age of Surveillance Capitalism’³, Shoshana Zuboff states: “They accumulate vast domains of new knowledge from us, but not for us. They predict our futures for the sake of others’ gain, not ours.” As we enter further into what Zuboff calls “behavioral future markets”, where surveillance capitalists gather “ever more predictive sources of behavioral surplus”, young people will end up at the forefront of this intrusion. If we are going to start addressing surveillance capitalism for meaningful and positive change then we need to start with young people. This is true not only of the big tech companies but also less explored aspects of industries that utilise data from young people en masse, such as actors in the gaming industry.

在这种背景下，关于这些数据驱动技术背后的商业模式以及年轻人如何成为庞大行业的一部分，人们几乎没有谈论什么，这些行业不仅旨在吸引他们的注意力，还可以改变他们的行为并公平地收集数据。 Shoshana Zuboff在她的《监视资本主义时代》³一书中说：“他们积累了我们的大量新知识，但对我们而言却不是。 他们为他人的利益而不是我们的利益来预测我们的未来。” 当我们进一步进入祖博夫所说的“行为未来市场”时，监督资本家聚集了“行为剩余的更多预测性来源”，年轻人将最终成为这一入侵的最前沿。 如果我们要针对有意义的积极变化着手解决监督资本主义问题，那么我们就必须从年轻人开始。 这不仅适用于大型科技公司，而且对于利用年轻人数据的行业(例如游戏行业的参与者)的探索也较少。

We are learning more and more about how digital environments designed for and used by children can exacerbate and intensify challenges related to economic differences, as well as their wellbeing and mental health. The American non-profit Common Sense Media have shown that mobile phone exposure is different for young people within minorities and across income and class. This difference has been accentuated by emergency schooling and dependency on infrastructure in the home, with many children left out of the loop and with little to no access to education. Young people from low income and minority communities in the US are more heavily impacted at an earlier age. Furthermore, Sonia Livingstone’s project at the London School of Economics has explored the complexity of such a digital environment for children at risk and residing in care, finding that it can both offer them a lifeline and important space for escape, yet also exacerbate vulnerabilities which expose them and their carers to risk. The same is true of children with learning challenges and disabilities where there are a high number of benefits with an increasing amount of dependency, yet the current environment presents serious challenges, such as avenues for abuse and modification of behaviors. This is a largely under explored area of risk that is not yet balanced against the significant benefits.

我们正在越来越多地了解为儿童设计和使用的数字环境如何加剧和加剧与经济差异以及他们的健康和心理健康有关的挑战。 美国非营利组织“常识媒体”(Common Sense Media)表明，对于少数族裔，不同收入和阶层的年轻人来说，手机的暴露情况有所不同。 紧急教育和对家庭基础设施的依赖加剧了这种差异，许多孩子被遗忘了，几乎没有或根本没有受教育的机会。 来自美国低收入和少数族裔的年轻人在更早的时候受到的影响更大。 此外，伦敦经济学院的Sonia Livingstone的项目探索了这样一种数字化环境的复杂性，该环境适用于处于风险中并居住在儿童中的儿童，发现它既可以为他们提供生命线和重要的逃生空间，又可以加剧暴露出的脆弱性他们和他们的照顾者要冒险。 具有学习挑战和残疾的儿童也是如此，在这些儿童中，受益越来越多，依赖性越来越大，但当前的环境却面临着严峻的挑战，例如滥用和改变行为的途径。 这是一个尚在探索中的风险领域，尚未与重大收益保持平衡。

Some progress has been made in reining in tech companies. Yet, despite essential GDPR and COPPA progress with young people’s data, the effects of these regulatory changes have to date mostly served to clear up the very worst parts of the industry. Many areas of practice have yet to be revised. The changes to even a key area such as consent are still at best partial and at worst meaningless. In most cases, young people simply circumvent the need to get parental consent, with 61% of under-13s having a social media account, despite those services being for over-13s. The same goes for dating apps, such as Tinder, despite over-18 policies. These examples are ever changing and serve to illustrate the depth and breadth of the problem and the inadequacy of working on a purely reactive basis. The one exception and essential development in the policy landscape is the UK Information Commissioner Office’s Age Appropriate Design Code, which sets an extremely high standard and has been designed with an up-to-date and comprehensive handle on the challenges, but would require an enormous shift in the industry.

在控制科技公司方面已经取得了一些进展。 然而，尽管GDPR和COPPA在年轻人的数据方面取得了实质性进展，但迄今为止，这些监管变革的影响在很大程度上已消除了该行业中最糟糕的部分。 许多实践领域尚未修订。 甚至对关键领域(如同意)的更改仍然只是部分内容，最坏的情况是没有意义的。 在大多数情况下，年轻人只是避开了获得父母同意的需要，尽管这些服务适用于13岁以上的人群，但61％的13岁以下的青少年拥有社交媒体帐户。 尽管政策超过18个，约会应用程序(例如Tinder)也是如此。 这些示例不断变化，并用于说明问题的深度和广度以及在纯粹的React基础上进行工作的不足。 政策领域的一个例外情况和必要的发展是英国信息专员办公室的《年龄适当的设计规范》 ，该规范设定了极高的标准，并针对最新的挑战进行了全面而全面的处理，但是这需要巨大的努力。行业转移。

Overall, the digital environment is an inequitable environment for young people. Young people want to have a say in the digital environment they inhabit and call for support in digital wellbeing and resilience. There is a growing lack of trust amongst young people that technology companies act responsibly, with three out of four teens believing that tech companies intentionally manipulate them and a reasonable concern that regulators have not taken and will not take the necessary measures. Parents and educators equally struggle to answer questions about how these technologies work and what the main concerns should be. And even for regulators and rights groups who do try to take action, this is a difficult terrain to navigate, with a need to balance out protection with infringement of rights.

总体而言，数字环境对于年轻人来说是不公平的环境。 年轻人希望在他们居住的数字环境中拥有发言权，并呼吁在数字健康和弹性方面提供支持。 年轻人之间越来越缺乏对科技公司负责任的信任，四分之三的青少年认为科技公司是故意操纵他们的行为，并且合理地担心监管机构没有采取也不会采取必要的措施。 父母和教育工作者同样难以回答有关这些技术如何工作以及应关注的主要问题的问题。 甚至对于确实要采取行动的监管者和权利组织来说，这也是一个艰难的境地，需要在保护与权利之间取得平衡。

The answer here is not to remove technology from children, nor to create walled gardens, but to enhance the agency and control of young users and to empower them and those who support them to affect the tools they use.

答案不是要从儿童身上移除技术，也不是要建造围墙花园，而是要增强对年轻用户的管理和控制，并赋予他们和支持他们的人们以影响他们使用的工具的能力。

Children and young people play, learn and socialise in a ‘datafied’ commercial environment, one where tracking, personalising, profiling, scoring, targeting, and nudging are monetised and surveillance is normalised. Dr. Victoria Nash of The Oxford Internet Institute describes this as a significant shift: from concerns of “children using the internet”, to “the internet using children”. The answer here is not to remove technology from children, nor to create walled gardens, but to enhance the agency and control of young users and to empower them and those who support them to affect the tools they use.

儿童和年轻人在“数据化”的商业环境中玩耍，学习和社交，在这种商业环境中，跟踪，个性化，配置文件，计分，瞄准和轻推被货币化，并且监视被标准化。 牛津互联网研究所的维多利亚·纳什博士将其描述为一个重大转变：从对“儿童使用互联网”的关注到“对儿童使用互联网的关注”。 答案不是要从儿童身上移除技术，也不是要建造围墙花园，而是要增强对年轻用户的管理和控制，并赋予他们和支持他们的人们以影响他们使用的工具的能力。

Beyond the question of how digital technologies are currently experienced by young people, there are wide-ranging debates about how they will shape the way we, as societies, will live in the future. These include ethical questions about artificial intelligence, automation and the future of work; the trade-offs associated with ‘techno-solutionism’ as a political response; the threats to democracy and the media; the future of digital citizenship and the environmental impact of technology dependency. What is surprising is that young people are not educated about the challenges to their values and norms that they will inevitably face. They currently struggle not only to imagine what these issues are but also to connect them to things they learn about at school.

除了年轻人当前如何体验数字技术的问题之外，关于它们如何影响我们作为社会的未来生活方式的争论也很多。 其中包括有关人工智能，自动化和工作未来的道德问题； 与“技术解决主义”相关的取舍作为一种政治回应； 对民主和媒体的威胁； 数字公民的未来以及技术依赖性对环境的影响。 令人惊讶的是，年轻人没有受到关于他们不可避免地要面对的价值观和规范挑战的教育。 他们目前不仅在想像这些问题是什么，而且还在将它们与他们在学校学到的东西联系起来。

This moment of increased dependency provides a unique opportunity to engage with young people and to critically reflect on how they want the digital environment they inhabit and will inherit to look. This informs our new youth and data project at Tactical Tech. Over the coming years we need to be asking:

日益增加的依赖性这一时刻提供了一个与年轻人互动并批判性地思考他们如何希望他们居住并继承下来的数字环境的独特机会。 这为我们在Tactical Tech的新青年和数据项目提供了信息。 在未来的几年中，我们需要问：

• What needs to be done to the current digital environment to make it appropriate, equitable and fair for young people?要使当前的数字环境对年轻人合适，公平和公平，需要采取什么措施？
• What does it mean for young people to grow up in a ‘post-truth’ age? How do algorithms impact what they see? And how do augmented reality and the spilling over of digital surveillance into real life impact their actions and their autonomy?年轻人在“后真相”时代长大意味着什么？ 算法如何影响他们所看到的？ 增强现实和数字监控对现实生活的溢出如何影响他们的行为和自主权？
• What does the new vocabulary for digital rights look like from a young person’s perspective?从年轻人的角度来看，数字版权的新词汇是什么样的？
• What do we need to do to build digital (data) literacy and citizenship into the educational curriculum?为了将数字(数据)素养和公民意识纳入教育课程，我们需要做什么？
• What are the values and norms that they should expect from the digital environment?他们应该从数字环境中期待什么价值和规范？
• What would a positive digital future environment look like? And how can we ensure that this happens in a sustainable and proactive way, with young people at the centre of it?积极的数字化未来环境会是什么样？ 我们如何确保以年轻人为中心的可持续和积极主动的方式发生这种情况？

Stephanie Hankey is the Executive Director of Tactical Tech, an international NGO working in public education on the impact of technology on society.

斯蒂芬妮·汉基(Stephanie Hankey)是国际技术组织Tactical Tech的执行董事，该组织致力于在公众教育中探讨技术对社会的影响。

Daisy Kidd leads Tactical Tech’s youth initiative. To hear more about the project, contact daisy — at — tacticaltech . org.

黛西·基德(Daisy Kidd)负责Tactical Tech的青年倡议。 要了解有关该项目的更多信息，请联系tacticaltech的daisy。 org。

1. ‘Young people’ in this article refers to 10–18 year olds本文中的“年轻人”是指10-18岁的年轻人

2. James Bridle, New Dark Age (Verso: 2018)

   詹姆斯·布莱德(James Bridle)，《新黑暗时代》 (Verso：2018)

3. Shoshana Zuboff, The Age of Surveillance Capitalism (Profile Books: 2019)

   Shoshana Zuboff， “监视资本主义时代” (资料书籍：2019年)