Gabrielle Berman

Geospatial technologies have transformed the way we visualize and understand social phenomena and physical environments. There are significant advantages in using these technologies and data however, their use also presents ethical dilemmas such as privacy and security concerns as well as the potential for stigma and discrimination resulting from being associated with particular locations. Therefore, the use of geospatial technologies and resulting data needs to be critically assessed through an ethical lens prior to implementation of programmes, analyses or partnerships. This paper examines the benefits, risks and ethical considerations when undertaking evidence generation using geospatial technologies. It is supplemented by a checklist that may be used as a practical tool to support reflection on the ethical use of geospatial technologies.

Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are located in time and space. For development and humanitarian based organizations like UNICEF, the value of these technologies includes the ability to collect and process real-time information from places that are hard to reach or navigate such as dense forest, conflict zones, or where environmental disasters are occurring or have occurred. This brief provides an overview of the critical considerations when undertaking evidence generation using geospatial technologies. It is supplemented by a checklist that may be used to support reflection on the ethical use of geospatial technologies. This brief is based on a more in-depth Innocenti Discussion Paper which provides further guidance and tools.

There are significant ethical implications in the adoption of technologies and the production and use of the resulting data for evidence generation. The potential benefits and opportunities need to be understood in conjunction with the potential risks and challenges. When using social media to directly engage children and their communities, or when establishing partnerships with these organizations for data collection and analysis, adoption of these technologies and their resultant data should not be exclusively driven by short-term necessity but also by the long-term needs of our younger partners. When engaging with social media and indeed most technology, thoughtfulness, reflection and ongoing interrogation is required. This paper examines the benefits, risks and ethical considerations when undertaking evidence generation: (a) using social media platforms and (b) using third-party data collected and analysed by social media services. It is supplemented by practical tools to support reflection on the ethical use of social media platforms and social media data.

As of January 2017, 2.78 billion people worldwide were classified as active social media users. Of these users, 1.87 billion use Facebook. Thirty-nine per cent of Facebook users are between the ages of 13 and 24 (approximately 729 million young people). Available data also show that in 2014, approximately 31 per cent of users of the top five social media platforms were aged between 16 and 24 years. With the enormity of this coverage as well as over 40 per cent growth in usage from the previous year in countries like India, UNICEF has and continues to look at ways to use these platforms and the data generated to connect with and understand the reality of children today and to ensure more child-centred/user-centred policies and services. This brief provides an overview of the critical ethical considerations when undertaking evidence generation using social media platforms and using third-party data collected and analysed by social media services. It is supplemented by checklists that may be used to support reflection on the ethical use of social media platforms and social media data. This brief is based on a more in-depth Innocenti Discussion Paper which provides further guidance and tools.

In an era of increasing dependence on data science and big data, the voices of one set of major stakeholders – the world’s children and those who advocate on their behalf – have been largely absent. A recent paper estimates one in three global internet users is a child, yet there has been little rigorous debate or understanding of how to adapt traditional, offline ethical standards for research involving data collection from children, to a big data, online environment (Livingstone et al., 2015). This paper argues that due to the potential for severe, long-lasting and differential impacts on children, child rights need to be firmly integrated onto the agendas of global debates about ethics and data science. The authors outline their rationale for a greater focus on child rights and ethics in data science and suggest steps to move forward, focusing on the various actors within the data chain including data generators, collectors, analysts and end-users. It concludes by calling for a much stronger appreciation of the links between child rights, ethics and data science disciplines and for enhanced discourse between stakeholders in the data chain, and those responsible for upholding the rights of children, globally.

This working paper identifies and explores the issues that should be considered when undertaking ethical research involving children in humanitarian settings. Both the universal (i.e. relevant to all research involving children) and specific ethical issues that may arise when involving children in research in humanitarian settings are examined.