Digital Youth Work in Flanders: practices, challenges, and the impact of COVID-19

Forfattere

  • Lotte Vermiere imec-SMIT, Vrije Universiteit Brussel https://orcid.org/0000-0002-6334-9248
  • Wendy Van den Broeck imec-SMIT, Vrije Universiteit Brussel
  • Leo Van Audenhove imec-SMIT, Vrije Universiteit Brussel
  • Ilse Mariën imec-SMIT, Vrije Universiteit Brussel

DOI:

https://doi.org/10.7577/seminar.4701

Emneord (Nøkkelord):

digital youth work, Flanders, COVID-19, digitalization, challenges and opportunities

Sammendrag

The pandemic had a considerable impact on youth work in Flanders, as many face-to-face activities had to shift online out of necessity. For many youth organizations, this was their first encounter with digital youth work, either online or in a blended format. Despite this recent boom in digital youth work practices, the concept is not new. It was first mentioned in the 2017 conclusions on smart youth work[1] by the Council of the European Union. Digital youth work is defined as using and discussing digital media/technology in different types of youth work situations, whilst still adhering to the goals, values, and principles of general youth work (Council of the European Union, 2019). While some Flemish youth work organizations focused specifically on digital media before COVID-19, the pandemic has accelerated the uptake of digital youth work. This paper examines the effects of COVID-19 on youth work in Flanders. It explores the challenges and opportunities, using the quick-scan-method to map relevant organizations.

 

[1] “[I]mplementing smart youth work enables young people and youth workers to, based on existing experiences and seeking new connections and means, create innovative solutions (including digital solutions) for coping with both current problems and new challenges. Smart youth work activities are based on the needs of young people and youth workers, and take into account developments in society and technology, including globalisation, networking and e-solutions” (Schlümmer, 2018).

Forfatterbiografier

Lotte Vermiere, imec-SMIT, Vrije Universiteit Brussel

Lotte Vermeire has been working at imec-SMIT, a research center at the Vrije Universiteit Brussel since 2020. Her research focuses on data and digital literacy, digital inclusion, and media education.

Wendy Van den Broeck, imec-SMIT, Vrije Universiteit Brussel

Prof. dr. Wendy Van den Broeck has been associated with imec-SMIT, VUB since 2003. Her research expertise mainly relates to innovative research methods and user research into new media, personalized media, and digital practices.

Leo Van Audenhove, imec-SMIT, Vrije Universiteit Brussel

Prof. dr. Leo Van Audenhove is head of department at the Department of Communication Studies at Vrije Universiteit Brussel. He is a researcher at imec-SMIT, VUB and a professor at the University of the Western Cape. He is also director of the Knowledge Centre for Media Literacy in Flanders.

Ilse Mariën, imec-SMIT, Vrije Universiteit Brussel

Prof. dr. Ilse Mariën has been working at imec-SMIT, VUB since 2007. Her research focuses on digital exclusion and inclusion, digital skills, and the social impact of digitization.

 

Referanser

Baron, R. J. (2019). Digital Literacy. In Hobbs, R., Mihailidis, P., Cappello, G., Ranieri, M. & Thevenin, B. (Eds.), The International Encyclopedia of Media Literacy (pp. 1-6). John Wiley & Sons. https://doi.org/10.1002/9781118978238.ieml0053

Brennen, J. S. & Kreiss, D. (2016). Digitalization. In Jensen, K. B., Craig, R. T., Pooley, J. D., Rothenbuhler, E. W. (Eds.) The International Encyclopedia of Communication Theory and Philosophy (pp. 1-11). John Wiley & Sons. https://doi.org/10.1002/9781118766804.wbiect111

Coffield, F. (2000). Introduction: The structure below the surface: reassessing the significance of informal learning. In F. Coffield (Ed.), The Necessity of Informal Learning (pp. 1–11). The Policy Press.

Council of the European Union. (2017, December 7). Council conclusions on smart youth work. Official Journal of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52017XG1207%2801%29&qid=1635335534712

Council of the European Union. (2019, December 10). Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on Digital Youth Work. Official Journal of the European Union. https://op.europa.eu/en/publication-detail/-/publication/ad692045-1b46-11ea-8c1f-01aa75ed71a1/language-en/format-PDF

Erasmus+. (2019). Digital Youth Work. https://www.digitalyouthwork.eu

Esser, F. & Hanitzsch, T. (2012) On the Why and How of Comparative Inquiry in Communication Studies. In Esser, F. & Hanitzsch, T. (Eds.) The Handbook of Comparative Communication Research (pp. 3-22). New York: Routledge. https://doi.org/10.4324/9780203149102

Expert group on Digitalisation and Youth. (2018). Developing digital youth work: policy recommendations, training needs and good practice examples. European Commission. https://www.salto-youth.net/downloads/toolbox_tool_download-file1744/NC0218021ENN.en.pdf

Gerring, J. (2016). Case Study Research: Principles and Practices (Strategies for Social Inquiry) (2nd ed.). Cambridge University Press.

Lauha, H. & Nõlvak, K. (2019). Digitalisation & Youth Work. Helsinki: Grano.

Longhurst, R. (2003). Semi-structured interviews and focus groups. In N. Clifford, M. Cope, T. Gillespie, & S. French (Eds.), Key Methods in Geography (First ed., pp. 143–156). London: SAGE Publications Ltd.

Harvey-Jordan, S., & Long, S. (2001). The process and the pitfalls of semi-structured interviews. Community Practitioner, 74(6), 219–221.

Mariën, I. & Brotcorne, P. (2020). Barometer Digitale Inclusie. Koning Boudewijnstichting. https://en.calameo.com/read/001774295c3dbd33c7a48?authid=RvnIVmwOPSfL

Maerevoet, E., Baert, D., Torfs, M., Bruggeman, F. & Willems, F. (2020, March 17). LIVEBLOG: België neemt "verregaande maatregelen" tegen corona: alleen nog "essentiële verplaatsingen" toegestaan. VRT NWS. https://www.vrt.be/vrtnws/nl/2020/03/17/liveblog-17-maart/

Mediawijs. (2020). Digitale inclusie. https://www.mediawijs.be/nl/dossiers/digitale-inclusie

Schlümmer, E. (2021, June 5). The road to smart youth work. Coyote, 26. https://pjp-eu.coe.int/en/web/coyote-magazine/the-road-to-smart-youth-work

Șerban, A., Stefan, V., Potočnik, D., & Moxon, D. (2020, November). Social inclusion, digitalisation and young people: Research study. Council of Europe. https://pjp-eu.coe.int/documents/42128013/47261953/053120+Study+on+SID+Web.pdf/0057379c-2180-dd3e-7537-71c468f3cf9d

Seymoens, T., Van Audenhove, L., Van den Broeck, W. & Mariën, I. (2020). Data literacy on the road: setting up a large-scale data literacy initiative in the DataBuzz project. Journal of Media Literacy Education, 12(3), 102-119. https://doi.org/10.23860/JMLE-2020-12-3-9

Skill IT. (2018). Comparative Report on Digital Skills and Youth Work. https://digipathways.io/content/uploads/2019/09/IO1_SkillIT_ComparativeReport.pdf

Skill IT. (2020). Skill IT For Youth: Enhancing Youth Services’ Digital Youth Work Practice (Policy Brief). https://digipathways.io/content/uploads/2020/01/Skill-IT-European-policy-brief.pdf

Skill IT. (2021). Skill IT – Digital Pathways for Youth Work. https://digipathways.io

Soffel, J. (2016, March 10). Ten 21st-century skills every student needs. World Economic Forum. https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/

Thomas, M. (2011). Deconstructing Digital Natives. Taylor & Francis. https://doi.org/10.4324/9780203818848

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Van Audenhove, L., Iordache, C., Van den Broeck, W. & Mariën, I. (2022). Quick-Scan Analysis as a Method to Analyze and Compare Media Literacy Frameworks (Submitted). In P. Fastrez, & N. Landry (Eds.) Media Literacy and Media Education Research Methods: A Handbook. New York: Routledge.

Van den Broeck, W. & De Bonte, W. (2021). Hoe pakten onze scholen het afstandsleren aan? Kenniscentrum Mediawijs. https://e-inclusie.be/dossiers/dossier-digitale-inclusie/hoe-pakten-onze-scholen-afstandsleren?fbclid=IwAR3jJ5JKIgn_uEWarEma3W_HVsd50boqeVE0WlRD2Dp6cOIH1u-3R8H9Ljo

Verke. (2021). Digitalisation of municipal youth work in 2021. https://www.verke.org/uploads/2021/12/dc70bd96-digitalisation-of-municipal-youth-work-2021.pdf

Vlaamse Regering. (2012, January 20). Decreet houdende een vernieuwd jeugd- en kinderrechtenbeleid. Belgisch Staatsblad. http://www.ejustice.just.fgov.be/eli/decreet/2012/01/20/2012035198/justel

Nedlastinger

Publisert

2022-07-01

Hvordan referere

Vermiere, L., Van den Broeck, W., Van Audenhove, L., & Mariën, I. (2022). Digital Youth Work in Flanders: practices, challenges, and the impact of COVID-19. Seminar.net, 18(1). https://doi.org/10.7577/seminar.4701