Immigrant Children and the Internet in Spain: Uses, Opportunities, and Risks
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article describes the use made of the Internet by immigrant children living in Spain and the opportunities and risks it involves. Specifically, it deals with children from the Maghreb, Ecuador, and Sub-Saharan Africa, three regions which account for a quarter of Spain’s foreign-born population. A qualitative methodology was used, based on in-depth interviews with 52 children from these countries and educators from their support centres. Immigrant minors usually access the Internet via their smartphones rather than via computers. They have a very high rate of smartphone use and access the Internet over public Wi-Fi networks. However, they make little use of computers and tablets, the devices most closely associated with education and accessing information. Internet usage is fairly similar among immigrant and Spanish teens, although the former receive more support and mediation from their schools and institutions than from their parents. The Internet helps them to communicate with their families in their countries of origin. As one educator puts it, “they have gone from sending photos in letters to speaking to their families every day on Skype”. Some teens, particularly Maghrebis, sometimes suffer from hate messages on social networks.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it