Niamh Ni Bhroin

• Staksrud, Elisabeth; Bhroin, Niamh Ni; Englund, Nora Josefine Botten & Krutzinna, Jenny (2025). Ethical inclusion of children in sensitive research: A four-dimensional model. New Media & Society. ISSN 1461-4448. 27(5), s. 2473–2491. doi: 10.1177/14614448251333736. Fulltekst i vitenarkiv Vis sammendrag

  The United Nations Convention on the Rights of the Child ‘UNCRC’ provides that children should participate in research about matters that concern them. However, this is not always realised, particularly in the context of risky, sensitive and morally complex experiences. Failure to include children causes lacunae in our understanding of the factors that influence their lives and well-being. In this article, we propose to conceptualise approaches to including children in research along four dimensions: Exclusion; Exploitation; Extension; and Empowerment. Using research on children’s experiences with online sexual content as a case, we discuss ethical dilemmas related to including children in research. Finally, we present 10 recommendations for future research to respect children’ agency and empower them to participate in research in an ethically responsible manner.

• Skogerbø, Eli & Bhroin, Niamh Ni (2024). Slow-TV as a format for Indigenous media production: The Case of Giđđajohtin. Mediehistorisk tidsskrift. 42(2), s. 58–77. Fulltekst i vitenarkiv Vis sammendrag

  Giđđajohtin, a live, minute-by-minute Slow-TV production was broadcast by NRK, the Norwegian public service broadcaster, from 24 April to 3 May 2017. In this article we analyse Giđđajohtin as an Indigenous Media production and explore the NRKs decision to produce the programme. We also highlight how the Slow-TV format was used to enable storytelling from an Indigenous perspective. Our study is based on a purposive selection of qualitative interviews with key individuals involved in the commissioning, development and production of the programme. The key actors’ knowledge and competence of reindeer husbandry and land use were essential to the programme’s narrative. The key actors also raised awareness in the public sphere about everyday conflicts relating to Indigenous life. Our analysis shows how Indigenous media productions can involve collaboration between different actors in public service broadcasting organisations, and how these actors can be included at all levels of decision-making. At the same time, the decision to produce Giđđajohtin required an alignment of interests between actors with different positions of power within NRK.

• Letnes, Mari-Ann; Rasmussen, Ingvill; Bhroin, Niamh Ní; Stänicke, Line Indrevoll & Veelo, Nicole Christine (2023). Socio-digital divides in Norwegian education - How variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic. Nordic Journal of Digital Literacy. 18(3), s. 201–213. doi: 10.18261/njdl.18.3. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we investigate how variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic in Norway. We draw on a unique dataset of qualitative interview material involving 15 Norwegian school children (aged 6-12) and their families. We found that for many of our participants, the period of remote schooling was characterized by learning alone or with the help of family members. Related to this, variation in parental mediation strategies, including more restrictive and more enabling approaches, combined with variation in pedagogical approaches, influenced our participantsʼ experiences of remote schooling. Both parental mediation and pedagogical approaches in turn influence how our participants experienced the social aspects of learning during the pandemic. Our material and analysis provide insights into how the combination of parental mediation and pedagogical approaches has the potential to sustain and enhance previously underexplored socio-digital divides in Norwegian society.

• Finch, Matthew; Bhroin, Niamh Ní & Krüger, Steffen (2023). Unlearning, relearning, staying with the trouble: Scenarios and the future of education. Prospect: Quarterly Review of Comparative Education. ISSN 0033-1538. doi: 10.1007/s11125-023-09664-7. Fulltekst i vitenarkiv Vis sammendrag

  Abstract In times of turbulence, uncertainty, novelty, and ambiguity—the so-called TUNA conditions—our experience of the past may prove a poor guide to the future times in which our decisions and their consequences will unfold. Under such conditions, the manufacture of scenarios that are plausible future contexts for a given issue and are designed to enrich strategic thinking by challenging expectations can help to inform decisions and debates. Education is often subject to such debates, as it is, among other things, a way of preparing for what the future holds. This article gives an account of learnings and unlearnings from a scenarios project applying the Oxford Scenario Planning Approach to the digitalization of education in Norwegian schools. It shows how challenging issues raised in the context of distant imagined futures proved to be immediately pertinent in the developing Covid-19 pandemic. This article sets this work in the wider context of education futures and ongoing debate about suitable methodological choices for institutions and communities wishing to explore how we will teach and learn together in times to come. As a wide range of actors explore the possibility of a new social contract for education, the article proposes that future scenarios can provide fresh perspectives on issues that are difficult or even impossible to resolve within current frames of reference, including questions of equity and justice that may be construed differently in times to come.

• McMonagle, Sarah & Bhroin, Niamh Ní (2023). Across the Cyberwaves: Twitter Campaigns for Gaeilge. Social Media + Society. 9(1). doi: 10.1177/20563051231161296. Fulltekst i vitenarkiv Vis sammendrag

  Research increasingly shows how speakers and learners of minority languages exploit online spaces to forge communication networks and create and consume content in languages that are otherwise marginalized from central societal domains. While the connectivity afforded by internet technologies is imperative to computer-mediated communication, culturally authentic content and expressions of identity are central to meaning-making processes that may influence online participation (or not) in a particular language. We examine participation in two Twitter campaigns for the Irish language—both conceived to increase the visibility of Irish online but with drastically different outcomes. Using the Twitter interface to conduct a content analysis of tweets bearing the respective campaign hashtags, we reveal the discretionary approach to online engagement exhibited by minority-language users and explicate some of the social and communicative practices that contributed to the success of one campaign over the other, bolstered by a comprehensive campaign infrastructure and semantically enticing features.

• Bhroin, Niamh Ní; Dinh, Thuy; Thiel, Kira; Lampert, Claudia; Staksrud, Elisabeth & Olafsson, Kjartan (2022). The Privacy Paradox by Proxy: Considering Predictors of Sharenting. Media and Communication. 10(1), s. 371–383. doi: 10.17645/mac.v10i1.4858. Fulltekst i vitenarkiv Vis sammendrag

  Despite being worried that children may compromise their privacy by disclosing too much personal data online, many parents paradoxically share pictures and information about their children <em>themselves</em>, a practice called sharenting. In this article we utilise data from the EU Kids Online survey to investigate this paradox. We examine both how individual characteristics such as demographics and digital skills, and relational factors, including parental mediation styles, concerns about children’s privacy, and communication between parents and children influence sharenting practices. Counter-intuitively, our findings show that parents with higher levels of digital skills are more likely<em> </em>to engage in sharenting. Furthermore, parents who actively mediate their children’s use of the internet and are more concerned about the privacy of their children, are also more likely to engage in sharenting. At the same time, and further emphasising the complexities of this relational practice, many parents do not ask for their children’s consent in advance of sharing information about them. Overall, parents seem to consider the social benefits of sharenting to outweigh the potential risks both for themselves and for their children. Given the paradoxical complexities of sharenting practices, we propose further research is required to distinguish between different kinds of sharenting and their potential implications for children and young people’s right to privacy.

• Milosevic, Tijana; Bhroin, Niamh Ní; Ólafsson, Kjartan; Staksrud, Elisabeth & Wachs, Sebastian (2022). Time spent online and children’s self-reported life satisfaction in Norway: The socio-ecological perspective. New Media & Society. ISSN 1461-4448. s. 1–22. doi: 10.1177/14614448221082651. Fulltekst i vitenarkiv Vis sammendrag

  Despite public discourses highlighting the negative consequences of time spent online (TSO) for children’s well-being, Norwegian children (aged 9–16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS). To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship. Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for. By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children. It also provides a critique of the often simplistic arguments found in public discourses around children’s digital media use.

• Ljungblad, Sarah; Bhroin, Niamh Ní; Serholt, Sofia & Gamboa, M. Samuelsson (2022). Is there a need for critical robotics research? I Hakli, Raul; Mäkelä, Pekka & Seibt, Johanna (Red.), Social Robots in Social Institutions: Proceedings of Robophilosophy 2022. IOS Press. ISSN 9781643683751. s. 663–666. doi: 10.3233/FAIA220674. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2021). Barneliv foran, bak og i skjermen — Utvalg for beskyttelse av barn og unge mot skadelig medieinnhold – med særlig vekt på pornografisk og seksualisert innhold. NOU - Norges offentlige utredninger. ISSN 0333-2306. Fulltekst i vitenarkiv
• Serholt, Sofia; Ljungblad, Sarah & Bhroin, Niamh Ní (2021). Introduction: special issue - critical robotics research. AI & Society: Knowledge, Culture and Communication. ISSN 0951-5666. s. 1–7. doi: 10.1007/s00146-021-01224-x. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní & Folstad, Siri Hausland (2021). Skadelig medieeffekter knyttet til barn og unges mediebruk: Litteraturgjennomgang. I Medieskadelighetsutvalget, Utvalg for beskyttelse av barn (Red.), Barneliv foran bak og i skjermen. Kulturdepartementet. s. 119–221. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten kartlegger og samenstiller nyere forskning på skadelige medieeffekter knyttet til barn og unges mediebruk. Forskningen inkluderer internasjonal og nasjonale studier på dette området publisert mellom 2007 og 2020.

• Bhroin, Niamh Ní; Sand, Stine Agnete & Rasmussen, Torkel (2021). Indigenous journalism, media innovation, and social change: A review of previous research and call for more critical approaches. Nordicom Review. ISSN 1403-1108. 42(2), s. 185–206. doi: 10.2478/nor-2021-0050. Fulltekst i vitenarkiv Vis sammendrag

  Indigenous journalism can facilitate the inclusion of Indigenous voices in the public sphere, thereby contributing to social change. Contemporary Indigenous journalism is in part facilitated by the introduction and diffusion of paradigmatic media innovations, including the Internet, mobile technology, and social media. Based on a literature review, we investigate how media innovations are understood to facilitate Indigenous journalism and find that few empirical studies directly address this question. Analyses of Indigenous journalism, reaching beyond the potential for increased access to media and for amplification of Indigenous voice, are lacking. Furthermore, little research investigates how the appropriation of new technological affordances influence the production of Indigenous journalism. Our review also indicates that while Indigenous political participation can be facilitated by media innovation, these innovations can also serve to reinforce existing power relations. We submit that more critical analytical approaches are required to investigate how media innovations might facilitate the potential of Indigenous journalism for social change.

• Krüger, Steffen & Bhroin, Niamh Ni (2020). Vital Signs: Innovations in Self-Tracking Health Insurance and Social Change. The Journal of Media Innovations. 6(1), s. 93–108. doi: 10.5617/jomi.7836. Fulltekst i vitenarkiv Vis sammendrag

  Insurance companies are increasingly harnessing self-tracking data to innovate and create new health and life insurance schemes. These schemes are often hailed as social innovations, and a major growth opportunity for the industry. Clients are invited to track and measure their health behaviour, fitness habits and vital functions. The data produced is submitted directly to the insurer and used for risk assessment. Good health and behaviour are rewarded; while poor health and behaviour relegate the insured to a lower ‘health status’. We undertake a discourse analysis of published materials relating to these innovations to identify the cultural and social changes they introduce. We review four categories of publications identified through a focused literature review. These include (a) marketing and PR material (n=41) (b) journalistic articles (n=37), (c) industry publications (n=14), and (d) academic articles (n=25). Based on our analysis, we argue that these innovations introduce a significant imbalance of power between insurance corporations and consumers. Insurance corporations can select their clients, intervene in their behaviour and determine their value. Furthermore, these innovations threaten to change and erode conceptions of solidarity and fairness that underpin collective insurance schemes.

• Bhroin, Niamh Ni & Milan, Stefania (2020). Media Innovation and Social Change: Introduction to the Special Issue. The Journal of Media Innovations. 6(1), s. 1–8. doi: 10.5617/jomi.7829. Fulltekst i vitenarkiv Vis sammendrag

  Our purpose with this Special Issue is to present and contribute to a body of research that critically explores the relationship between media innovation and social change. In doing so, we also outline the contours of a research agenda to further develop this emerging field. Our motivation arises from a review of research published in the nine previous editions of this journal, where we explored how research about media innovations engaged with the topic of social change. We find that research in the field of media innovations has tended to focus on business and economic imperatives for media innovation, following the paradigm of research on digitalisation introduced by von Hippel’s theories of ‘democratizing innovation’ (2005), Chesbrough’s ‘open innovation’ (2006), or Tapscott and Williams, ‘Wikinomics’ (2011). As a consequence, digitalisation and the introduction of new technologies is usually unquestioningly presented as a business imperative for media industry stakeholders.

• Krumsvik, Arne H.; Milan, Stefania; Bhroin, Niamh Ni & Storsul, Tanja (2019). Making (Sense of) Media Innovations. I Deuze, Mark & Prenger, Mirjam (Red.), Making Media: Production, Practices, and Professions. Amsterdam University Press. ISSN 9789462988118. s. 193–205. doi: 10.2307/j.ctvcj305r.16. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2019). Indigenous, Nordic and Digital? How Sámi-language users negotiate access to digital media. I Sparrman, Anna (Red.), Making Culture: Children and Young People's Leisure Cultures. Kulturanalys Norden. ISSN 9789187046605. s. 115–126. Fulltekst i vitenarkiv
• Ljungblad, Sarah; Serholt, Sofia; Milosevic, Tijana; Bhroin, Niamh Ni; Nørgård, Rikke Toft & Lindgren, Pamela [Vis alle 9 forfattere av denne artikkelen] (2018). Critical Robotics: Exploring a New Paradigm. I Bratteteig, Tone; Sandnes, Frode Eika & Berget, Gerd (Red.), NordiCHI '18 - Proceedings of the 10th Nordic Conference on Human-Computer Interaction, Oslo, Norway — September 29 - October 03, 2018. Association for Computing Machinery (ACM). ISSN 9781450364379. doi: 10.1145/3240167.3240267. Fulltekst i vitenarkiv
• Nørgård, Rikke Toft; Ess, Charles Melvin & Bhroin, Niamh Ni (2018). Robot-Teachers and Phronēsis: Designing Signature Pedagogy with Robots. I Loh, Janina; Funk, Michael; Seibt, Johanna & Nørskov, Michael (Red.), Envisioning Robots in Society – Power, Politics, and Public Space. IOS Press. ISSN 9781614999300. s. 187–198. doi: 10.3233/978-1-61499-931-7-187. Fulltekst i vitenarkiv Vis sammendrag

  The world's first robot teacher, Saya, was introduced to a classroom in Japan in 2009. Saya had the appearance of a young female teacher. She could express six basic emotions, take the register and shout orders like ‘be quiet’ [1]. Since 2009, humanoid robot technologies have developed. It is now suggested that robot teachers may become regular features in educational settings and may even ‘take over’ from human teachers in ten to fifteen years [2, 3]. Designed to look and act like a particular kind of human; robot teachers mediate human existence and roles, while also aiming to support education through sophisticated, automated, human-like interaction. Focusing on the role of virtue, and in particular phronēsis, in educational contexts, our paper explores the design and implications of robots such as Saya or ARTIE, a robot teacher at Oxford Brookes University [4]. Drawing on an initial empirical exploration of such robots as teachers we propose a model for signature pedagogy to support the future design of robots in education, in an effort to enhance learners' flourishing and pedagogical formation in educational contexts.

• Bhroin, Niamh Ni (2015). Social Media-Innovation: The Case of Indigenous Tweets. The Journal of Media Innovations. 2(1), s. 89–106. doi: 10.5617/jmi.v2i1.974. Fulltekst i vitenarkiv Vis sammendrag

  Twitter presents new opportunities for individual communication. Consequently, it may be a relevant arena in which to address the social need of minority language maintenance. The Indigenous Tweets website presents a directory of minority language users on Twitter (www.indigenoustweets.com). It aims to create new opportunities to use these languages, thus to address a social need through media innovation. In this article, I draw on a theoretical framework from Media Innovation- and Social Innovation Studies, to delineate the concept of Social Media-Innovation. I propose three distinguishing attributes. Firstly, users of these innovations must consider them relevant to address identified social needs. Secondly, the communication capabilities they present must support addressing these needs. Thirdly, they should facilitate mediated interaction that enhances society’s capacity to act. Having delineated the concept I explore how its attributes are manifest in practice with reference to the case of Indigenous Tweets. I find that the relevance of Indigenous Tweets is negotiated with regard to culturally specific needs in different social contexts. The development and use of its communication capabilities are supported by incremental experimentation and learning. Furthermore, while it facilitates mediated interactions that are designed to enhance society’s capacity to act, these occur in a hybrid media context and are influenced by the range of agents involved. This article makes two important contributions to the field of Media Innovations Studies. It delineates the concept of Social Media-Innovation according to three central attributes. It also analyses how these are manifest in practice with reference to the case of Indigenous Tweets.

• Bhroin, Niamh Ni (2013). Small Pieces in a Social Innovation Puzzle? Exploring the Motivations of Minority Language Users. I Storsul, Tanja & Krumsvik, Arne H. (Red.), Media Innovations. A Multidisciplinary Study of Change. Nordicom. ISSN 9789186523657. s. 219–239. Fulltekst i vitenarkiv Vis sammendrag

  This chapter explores the interactions of 20 individual minority language users in social media. It queries how they are motivated to communicate in these languages, and to what extent their motivations are ideological. Drawing on theories of innovation and psychology, three categories of motivations are established: intrinsic, self-determined extrinsic, and externally-determined extrinsic motivations. Practices driven by self-determined extrinsic motivations were most directly aimed at protecting or promoting minority languages. The other categories of motivations drove a range of relevant practices, although some participants explicitly denied language-ideological goals. The chapter contributes to a theoretical understanding of how motivations can interrelate with specific contexts to produce socially innovative outcomes.

Se alle arbeider i NVA

• Hornmoen, Harald; Nilsson, Elisabet M.; Stuedahl, Dagny; Habib, Laurence; Hyde-Clarke, Nathalie & Bhroin, Niamh Ní [Vis alle 11 forfattere av denne artikkelen] (2025). The end conference of the U-YouPa research project. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2025). Skummelt at sånne apper blir populære. [Journal]. Fædrelandsvennen. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Screen time and mobiles in schools. [Radio]. European Schoolnet Podcast. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní; Staksrud, Elisabeth & Krutzinna, Jenny (2024). Bridging research and policy to develop evidence-based recommendations. Fulltekst i vitenarkiv
• Steen, Robert; Mangen, Anne; Krokstad, Steinar; Wichstrøm, Lars; Hyggen, Christer & Bhroin, Niamh Ní [Vis alle 10 forfattere av denne artikkelen] (2024). Vi vil se på mulige sammenhenger med autisme og ADHD. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Bekjempelse av netthets mot samer er et felles ansvar. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Barn og unges digitale hverdag. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Barn og unges medievaner: Bør vi være bekymret? Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Hekta på Live: De lever direkte på sosiale medier - minutt for minutt. [Journal]. NRK Sørlandet. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Sensurer testet ut begrunnelser generert av kunstig intelligens. [Journal]. Khrono. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Teste KI-genererte begrunnelser. [Journal]. Journalen. Fulltekst i vitenarkiv
• Mollerup, Nina Grønlykke; Kytö, Meri & Bhroin, Niamh Ní (2024). Sensory Media Anthropology Thread. Allegra Lab: Anthropology for Radical Optimism. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Skulle ønske debatten var mer nyansert. [Journal]. KRS. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Barn og unges skjermtid: Kunnskap og kritikk. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Hva med småbarnsforeldre som gir barna iPad til jul i en alder av fem? [Journal]. Fædrelandsvennen. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Barn og unges digitale hverdag. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Barn og unges rettigheter i digitale miljøer: Tilgang og muligheter. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Mobilforbud i Skolen. [TV]. NRK Debatten. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2024). Screens in schools and the wellbeing of students and teachers. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2023). Hjelp, niåringen er på TikTok! Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2023). Det nye skjermutvalget er ikke veien å gå. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2023). Å nekte unge å bruke sosiale medier er neppe en god ide. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2023). Slik snakker du med poden om problemer på internett. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2023). Digitaliseringen har et likestillingsproblem. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2023). Skolen digitaliserer også familielivet. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2023). Pling i scrollen: Amerikanske barn drukner i pushvarsler. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2023). Barn og nett: Hvor mye skjermtid er akkurat passe? Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2023). På tide å prioritere gratis skolemat foran skjermbrett. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni; Staksrud, Elisabeth & Krutzinna, Jenny (2023). ySKILLS – Children and young people (aged 12-17)'s Digital Skills: Evidence-based recommendations for policy and practice. Multimedia report. zenodo. doi: 10.5281/zenodo.10217529. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni; Staksrud, Elisabeth & Krutzinna, Jenny (2023). ySKILLS – Children and young people (aged 12-17)'s digital skills: Evidence-based recommendations for policy and practice. zenodo. doi: 10.5281/zenodo.10252368. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Er skjermtid bare et onde? Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Barn og unges digitale relasjoner på nett. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). International Women's Day: Breaking the Bias. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Hvor mye skal vi dele om barna våre på nett? Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Hvordan kan vi ruste barn og unge for å møte hatefulle ytringer på nett? Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Konsekvensene av å vokse opp i smarte hjem. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Snikdatafisering av den norske skolen: Er det for sent å snu? Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Unge følgjer krigen på TikTok. [Internet]. Nærnett. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Den nye appen: – Et tydelig og spennende konsept. [Journal]. Romerikes Blad. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2022). Barns digitale sårbarhet: Sosiale rammer er mer avgjørende enn tid brukt foran skjermen. [Internet]. UiO Nettsider. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2021). Se opp for TikTok foreldrene! [Journal]. Aftenposten. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2021). Ingeborg (22) blir sint om hun ikke får loggført aktivitet og søvn. [Journal]. NRK P3. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2021). «Imri» kjøper lettkledde videoer av Helene: - Er som en psykolog for dem. [Radio]. NRK P3. Fulltekst i vitenarkiv
• Serholt, Sofia; Ljungblad, Sarah & Bhroin, Niamh Ní (2021). Correction to: Introduction: special issue—critical robotics research (AI & SOCIETY, (2021), 10.1007/s00146-021-01224-x). AI & Society: Knowledge, Culture and Communication. ISSN 0951-5666. doi: 10.1007/s00146-021-01269-y. Fulltekst i vitenarkiv
• Letnes, Mari-Ann; Veelo, Nicole Christine; Fjørtoft, Siw Olsen & Bhroin, Niamh Ní (2021). Barns digitale liv under korona. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2020). Barnevakten advarer mot eksponering. [Journal]. Budstikka. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2020). Å vokse opp med digitale medier i Norg. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2020). Qualitative Research in Social Media. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2020). Social Media-Innovation: Indigenous and minority language activism in new media. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní & Folstad, Siri Hausland (2020). Skadelige medieeffekter knyttet til barn og unges mediebruk: Litteraturgjennomgang. Fulltekst i vitenarkiv
• Milosevic, Tijana; Olafsson, Kjartan; Bhroin, Niamh Ni & Staksrud, Elisabeth (2020). Technology use and happiness: the case of the Nordic child. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní & Folstad, Siri Hausland (2020). Skadelige medieeffekter knyttet til barn og unges mediebruk: Litteraturgjennomgang. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni & McMonagle, Sarah (2020). SOCIAL MEDIA AND MINORITY LANGUAGES IN EVERYDAY LIFE: A COMPARATIVE ANALYSIS OF TWO TWITTER CAMPAIGNS PROMOTING THE IRISH LANGUAGE. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni & Skogerbø, Eli (2020). Indigenous participation in media production: the case of Giddajohtin. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2019). Sámi Youth, Digital and Minority Media. Fulltekst i vitenarkiv
• Krüger, Steffen & Bhroin, Niamh Ni (2019). Vital Signs: Datafication and Inequality in Self-Tracking Health Insurance Deals. Fulltekst i vitenarkiv
• Bhroin, Niamh Ní (2019). De nye TV-stjernene. [Internet]. NRK.no. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni & Monagle, Sarah Mc (2019). Navigating the Cyber-Waves: A comparative analysis of two social media campaigns promoting the Irish language. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2019). How Sámi Youth Negotiate Access to Digital Culture. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni & Milan, Stefania (2019). Media Innovation and Social Change: Introduction to the Special Issue. Fulltekst i vitenarkiv
• Krüger, Steffen & Bhroin, Niamh Ni (2019). Your Health is Our Wealth: Self-tracking health insurance deals, privacy and the erosion of solidarity. I Fieschi, Catherine & Grabbe, Heather (Red.), The European Way of Digital: How to make tech work for Open Societies in Europe. European Policy Institute. ISSN 9781999961121. s. 51–60. Fulltekst i vitenarkiv
• Rasmussen, Torkel; Sand, Stine Agnete & Bhroin, Niamh Ni (2018). Indigenous Journalism, Media Innovations and Social Change. Fulltekst i vitenarkiv Vis sammendrag

  A presentation of an accepted full draft for a paper on Indigenous Journalism. In the draft we presented a literature review we had carried out on Indigenous Journalism identifying innovation and wish for social change as key elements in research done on Indigenous Journalism.

• Nørgård, Rikke Toft; Ess, Charles Melvin & Bhroin, Niamh Ni (2018). Robot Teachers: Towards a Phronetic Model for Future-Oriented Education Design. Fulltekst i vitenarkiv
• Ljungblad, Sarah; Serholt, Sofia; Milosevic, Tijana; Bhroin, Niamh Ni; Nørgård, Rikke Toft & Lindgren, Pamela [Vis alle 9 forfattere av denne artikkelen] (2018). Critical Robotics: Exploring a New Paradigm. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni & Skogerbø, Eli (2018). #NRK Rein: Exploring a mainstream and multi-platform Indigenous Media production by a Public Service Broadcaster as a Media Innovation. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni & Rehder, Mads Middelboe (2018). Using digital technologies to interact with friends at a Youth Club – a study of how varying access to technologies influences opportunities for social interaction at a youth club in Copenhagen. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni & McMonagle, Sarah (2018). Mind your (Irish) Language! Knowledge Creation in Minority Languages on Wikipedia. Fulltekst i vitenarkiv
• Sand, Stine Agnete; Rasmussen, Torkel & Bhroin, Niamh Ni (2018). Indigenous Journalism, Media Innovations and Social Change. Fulltekst i vitenarkiv
• Sand, Stine Agnete; Bhroin, Niamh Ni & Rasmussen, Torkel (2018). Indigenous Journalism, Innovation and Social Change. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Elvestad, Eiri; Farstad, Ida Engan; Bhroin, Niamh Ní; Nygård, Stine & Rasmussen, Ingvill [Vis alle 7 forfattere av denne artikkelen] (2026). EU Kids Online 2026: Norsk hovedrapport. Universitetet i Oslo, institutt for medier og kommunikasjon. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Bhroin, Niamh Ní; Rasmussen, Ingvill; Farstad, Ida Engan; Frydenlund, Jonas Højgaard & Kalin, Vilde Sannerud [Vis alle 8 forfattere av denne artikkelen] (2026). Norske barns bruk og forståelse av generativ KI: EU Kids Online 2026. Universitetet i Oslo, institutt for medier og kommunikasjon. doi: https:/www.hf.uio.no/imk/forskning/senter/barn-unge-medier/eu-kids-online/euko-v-norske-barns-bruk-og-forstaelse-av-genki.pdf. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Mascheroni, Giovanna; Milosevic, Tijana; Bhroin, Niamh Ní; Olafsson, Kjartan & Inal, Gülbin Sengul [Vis alle 7 forfattere av denne artikkelen] (2026). European children's use and understanding of generative AI: EU Kids Online 2026. The London School of Economics and Political Science. doi: 10.21953/RESEARCHONLINE.LSE.AC.UK.00137132. Fulltekst i vitenarkiv Vis sammendrag

  Over the past three decades, the internet and digital technologies have become deeply integrated in the everyday lives of children and young people across Europe. The EU Kids Online network (EUKO) has systematically studied these changes since 2006. This multidisciplinary research network was established to provide policymakers, educators, parents and other stakeholders with a robust evidence base on how children use digital technologies, the opportunities they encounter, and the risks they face. Through successive international surveys, most notably the 2010 and 2018 EUKO international comparative studies, EUKO has documented how emerging technologies, from personal computers to smartphones, from chatgroups to social networks, have become embedded in children’s everyday lives. In recent years, children’s online environments have been reshaped by the rapid integration of AI-based tools into search engines, social media platforms, messaging services, creative applications, and educational technologies. These developments introduce new possibilities for learning, creativity and support, while also raising new concerns related to misinformation, synthetic content, privacy, automation, and manipulation. At the same time, regulatory frameworks such as the GDPR and the EU Artificial Intelligence Act seek to respond to these changes, underlining the need for timely, evidence-based knowledge about how children use and experience GenAI in their daily lives. Responding to the growing need to understand if and how children use GenAI across Europe, and its potential implications for risks and opportunities, this EUKO report is a thematic publication based on data from the EUKO 2025 survey. It is the first international report released from the new dataset and is published in connection with Safer Internet Day 2026 under its theme: 'Smart tech, safe choices – Exploring the safe and responsible use of AI'. The main aim of this report is to map children’s access to, use of and experiences with GenAI across Europe, and to examine if and how GenAI is becoming part of their everyday digital lives. The report draws on comparative data from 20 European countries: Austria, Belgium, Croatia, the Czech Republic, Estonia, Finland, Germany, Ireland, Italy, Latvia, Luxembourg, Malta, Norway, Poland, Portugal, Serbia, Slovakia, Spain, Switzerland, and the United Kingdom. This includes data from the EU Kids Online survey with 25,592 children aged 9 to 16 in 17 countries and additional qualitative interviews with 244 children aged 13 to 17 years in 15 countries. The report identifies emerging patterns, differences between groups and countries, and key areas of opportunity and concern. In doing so, it provides an early and policy-relevant insight into how GenAI is reshaping childhood in Europe.

• Barbovschi, Monica; Bhroin, Niamh Ní; Chronaki, Despina; Cibocci, Lana; Farrugia, Lorleen & Lauri, Mary-Anne [Vis alle 10 forfattere av denne artikkelen] (2021). Young people’s experiences with sexual messages online: Prevalence, types of sexting and emotional responses. Universitetet i Oslo. ISSN 9788257062026. Fulltekst i vitenarkiv Vis sammendrag

  This report presents research about sexual communication, taking account of the increasingly personal and privatised use of mobile technologies (Mascheroni & Ólafsson, 2014), the young age at which children start using the internet (Chaudron, 2015; Marsh et al., 2018), and the new services accessible to them. We present findings from the latest EU Kids Online survey in 18 countries (data collection conducted 2017-2019) (Smahel et al., 2020), including a sample of 12,611 adolescents aged 12 to 16 who answered questions about sexual messages online. ● One interesting finding is that many young people enjoy sexting (Smahel et al., 2020). While flirting and boasting have always characterised young people’s lives, the internet and social media facilitate these processes in new ways. This presents both new opportunities and risks for children and young people, including potential negative consequences for their wellbeing and mental health (Hasebrink et al., 2011). ● An average of 22% of all young people report receiving sexual messages in the past year. 6% report sending or posting sexts themselves while 4% asked others for sexual information. 13% were asked for sexual information about themselves when they did not want to answer such requests. ● Our results show that youth who engage in active sexting (where they initiate communication, i.e. sending, requesting or posting sexts online where other people can see them) live in less positive home and school environments. They also tend to find online spaces to be safer venues for connecting with others and expressing themselves (including through sexual communication). Research to date has primarily investigated sending and posting sexual messages and images as feminine behaviour (or being ”a girl thing”). However, we find that boys are more likely than girls to send, post, and request sexual messages in the countries included in our survey. At the same time, we find that girls of all ages tend to be significantly more upset about receiving sexual messages than boys. Our questionnaire aimed to progress research about sexual communication beyond the prevalence of sexting experiences and engagements. Importantly, we asked participants how they perceived sexual messages. A wide range of feelings, both potentially negative and positive, were acknowledged in this way. ● Unwanted sexual messages tend to be received by girls, who are older and display a preference for online communication. They are also more likely to experience cyber-victimisation, report more sensation-seeking, feel less safe in their homes and online, and have more emotional difficulties. Our findings suggest that the receipt of unwanted sexual messages is not an isolated problem and may be associated with an increased risk of exposure to other forms of victimization. Practitioners working with adolescents should acknowledge the phenomenon of unwanted sexual requests, and probe the possible co-occurrence of this with other negative online experiences. Finally, relevant sexual education is urgently needed to ensure that young people develop skills, including critical and informed responses to sexualized digital communication.

• Letnes, Mari-Ann; Veelo, Nicole Christine; Stänicke, Line Indrevoll; Bhroin, Niamh Ní & Rasmussen, Ingvill (2021). Kids' Digital Lives During COVID-19 Times Digital practices, safety and well-being of 6- to 12-year-olds – a qualitative study. Norges teknisk-naturvitenskapelige universitet. ISSN 9788279230915. Fulltekst i vitenarkiv Vis sammendrag

  This study is a Mixed Method Study where we combine elements of qualitative and quantitative research approaches to investigate Kids’ Digital Lives During COVID-19 Times (KiDiCoTi) a research project coordinated by the Joint Research Centre (JRC) of the European Commission. This report presents and discusses the results from the qualitative part of the KiDiCoTI study for Norway: In Norway, guided interviews with 15 families were conducted in June 2020, with children ages 6 to 11 years old. The report includes portraits of each family and conclusions drawn from the research questions, with regard to providing overview information and recommendations for stakeholders. The portraits focus on the general standard of digital technologies, including parents and children’s perspectives on remote schooling, online risks, screen-time regulations and parenting during the lockdown, as well as lessons learned from these experiences.

• Bhroin, Niamh Ni & Rehder, Mads Middelboe (2018). Digital Natives or Naïve Experts? Exploring how Norwegian children (aged 9-15) understand the Internet. LSE: EU Kids Online. Fulltekst i vitenarkiv
• Bhroin, Niamh Ni (2015). Lost in Space? Social Media-Innovation and Minority Language Use. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This thesis explores how users of minority languages engage in innovative practices in Social Media. They create new opportunities to communicate in their languages. These include designing web-based tools to support interaction, translating interfaces, and enhancing the visibility and relevance of these languages in new domains. I propose Social Media-Innovation as a generative critical concept to explore innovations that aim to address social needs in media contexts. These innovations have three central attributes that also serve as an initial analytical framework. They must be considered relevant by their users to address identified social needs. They require the mobilisation of empowering capabilities to repurpose capacities for communication to address these needs. They also involve new constellations of agents. The interests of these agents influence how social innovations are implemented in media contexts. Social Media provide individual users with the capacity to create and distribute mediated content. Prevailing discourses imply that this potential for participation is empowering and may improve social integration. This is particularly relevant in the context of groups that have previously been marginalised in traditional media, such as minority language users. Exploring these practices as innovations enables a more critical interrogation of the discourses of empowerment that surround them. Global media corporations grant the capacity for participation to users. It is the result of processes of technological standardisation that serve commercial interests. Participation is facilitated to aggregate data about individual users and trade this for commercial revenue. I find that the capacity to participate differs from the power users require to innovate and create new opportunities for communication. This power is grounded in an understanding of users’ communication needs. It requires the mobilisation of relevant capabilities, including linguistic and digital literacy skills, in order to address these needs. It also requires the alignment of new constellations of agents that have both social and commercial interests. These agents influence how new opportunities for communication are created.

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