The development of Web 2.0 led to celebratory accounts about its potential to unleash human creativity. A consensus emerged that described Web 2.0 creative production as universal, democratic, ...communal, non-commercial, and thoroughly revolutionary. This consensus viewed young, web-savvy media makers as Web 2.0 creativity’s avant-garde: a new generation of producers, born digital, who had upended Romantic notions of creativity, authorship, ownership and related cultural practices. In this paper I draw from a multi-year ethnographic study of young creators’ use of the web from 2007 through 2010 and examine the practice and rhetoric of theft and sharing on DeviantArt, a self-described social network and community of artists. I argue that rather than overturning traditional notions of creativity, participating in DeviantArt helped young creators reaffirm traditional notions of creativity tied to the moral rights of authors to control the distribution of their work. I also demonstrate how these young media makers in turn shaped Web 2.0 ideology and technologies in practice. Seemingly well-established features for “sharing” content were actually uneasy compromises that supported multiple interpretations rather than epitomize the new era of creativity promised by the creativity consensus. These compromises reproduced Web 2.0 in everyday practice.
Nos últimos anos, educadores, a mídia, políticos, oficiais da lei, publicitários, capitalistas de risco, acadêmicos, crianças, adolescentes e pais – um amplo segmento da sociedade americana no geral ...– voltaram sua atenção para um site conhecido como MySpace1 . Em relação aos adolescentes, muito do debate público tem se preocupado com questões relativas à privacidade e segurança. Contudo, neste artigo, meu interesse concentrase na produção e uso dos perfis MySpace por parte dos adolescentes na comunicação cotidiana. ABSTRACT: Over the past several years, educators, the media, policy makers, law enforcement officials, advertisers, venture capitalists, academics, kids, teenagers, and parents–a large segment of American society as a whole–have all turned their attention to a website called MySpace2 . With respect to teenagers, much of the public debate has been concerned with issues of privacy and safety. However, in this paper my interest is in teenagers’ production and use of their MySpace profiles as a part of their everyday communication. Keywords: copy and paste literacy; literacy; MySpace profile
The tenth-anniversary edition of a foundational text in digital media and learning, examining new media practices that range from podcasting to online romantic breakups. Hanging Out, Messing Around, ...and Geeking Out , first published in 2009, has become a foundational text in the field of digital media and learning. Reporting on an ambitious three-year ethnographic investigation into how young people live and learn with new media in varied settings—at home, in after-school programs, and in online spaces—it presents a flexible and useful framework for understanding the ways that young people engage with and through online platforms: hanging out, messing around, and geeking out, otherwise known as HOMAGO. Integrating twenty-three case studies—which include Harry Potter podcasting, video-game playing, music sharing, and online romantic breakups—in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out combines in-depth descriptions of specific group dynamics with conceptual analysis. Since its original publication, digital learning labs in libraries and museums around the country have been designed around the HOMAGO mode and educators have created HOMAGO guidebooks and toolkits. This tenth-anniversary edition features a new introduction by Mizuko Ito and Heather Horst that discusses how digital youth culture evolved in the intervening decade, and looks at how HOMAGO has been put into practice. This book was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.
An examination of young people's everyday new media practices—including video-game playing, text-messaging, digital media production, and social media use.
Conventional wisdom about young people's ...use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networking sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youths' social and recreational use of digital media. Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after-school programs, and in online spaces.
Integrating twenty-three case studies—which include Harry Potter podcasting, video-game playing, music sharing, and online romantic breakups—in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out is distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis.
Nos últimos anos, educadores, a mídia, políticos, oficiais da lei, publicitários, capitalistas de risco, acadêmicos, crianças, adolescentes e pais - um amplo segmento da sociedade americana no geral ...- voltaram sua atenção para um site conhecido como MySpace¹. Em relação aos adolescentes, muito do debate público tem se preocupado com questões relativas à privacidade e segurança. Contudo, neste artigo, meu interesse concentra-se na produção e uso dos perfis MySpace por parte dos adolescentes na comunicação cotidiana.Over the past several years, educators, the media, policy makers, law enforcement officials, advertisers, venture capitalists, academics, kids, teenagers, and parents-a large segment of American society as a whole-have all turned their attention to a website called MySpace2. With respect to teenagers, much of the public debate has been concerned with issues of privacy and safety. However, in this paper my interest is in teenagers' production and use of their MySpace profiles as a part of their everyday communication.
Nos últimos anos, educadores, a mídia, políticos, oficiais da lei, publicitários, capitalistas de risco, acadêmicos, crianças, adolescentes e pais - um amplo segmento da sociedade americana no geral ...- voltaram sua atenção para um site conhecido como MySpace¹. Em relação aos adolescentes, muito do debate público tem se preocupado com questões relativas à privacidade e segurança. Contudo, neste artigo, meu interesse concentra-se na produção e uso dos perfis MySpace por parte dos adolescentes na comunicação cotidiana.
Nos últimos anos, educadores, a mídia, políticos, oficiais da lei, publicitários, capitalistas de risco, acadêmicos, crianças, adolescentes e pais - um amplo segmento da sociedade americana no geral ...- voltaram sua atenção para um site conhecido como MySpace¹. Em relação aos adolescentes, muito do debate público tem se preocupado com questões relativas à privacidade e segurança. Contudo, neste artigo, meu interesse concentra-se na produção e uso dos perfis MySpace por parte dos adolescentes na comunicação cotidiana.
Over the past several years, educators, the media, policy makers, law enforcement officials, advertisers, venture capitalists, academics, kids, teenagers, and parents-a large segment of American society as a whole-have all turned their attention to a website called MySpace². With respect to teenagers, much of the public debate has been concerned with issues of privacy and safety. However, in this paper my interest is in teenagers' production and use of their MySpace profiles as a part of their everyday communication.
Over the past several years, educators, the media, policy makers, law enforcement officials, advertisers, venture capitalists, academics, kids, teenagers, & parents -- a large segment of American ...society as a whole -- have all turned their attention to a website called MySpace. With respect to teenagers, much of the public debate has been concerned with issues of privacy & safety. However, in this paper my interest is in teenagers' production & use of their MySpace profiles as a part of their everyday communication. Adapted from the source document
This paper attempts to provide an analysis on the question of how literacy practices are used on the website MySpace to provide Profiles. MySpace is a site where millions of members create personal ...Profiles & take part in a variety of social activities. For the teenagers who actively use MySpace, it is one of their primary means of communicating with each other & is an environment in which they can participate in many facets of American culture, especially in entertainment sectors such as music, television, & movies (Boyd 2006a). Many put significant time & effort into creating & maintaining their MySpace Profiles. In what ways can the production of a MySpace Profile represent a locus of new digital literacies? The answer depends on what is meant by "Literacy." Here, I first analyze the creation of a MySpace Profile with respect to a framework of literacy that integrates prior social & technical perspectives, focusing on the use of code. Then, I argue that while MySpace is not an ideal environment for learning some of the languages of web production, the expressive power found in the creation of a MySpace Profile concerns a technically simple but socially complex practice: the copying & pasting of code as a way to appropriate & reuse other people's media products. Finally, I contend that this practice calls into question the dichotomies used when describing the processes of "consumption" & "production" & the activities of "reading" & "writing." By integrating recent work in Media & cultural studies with research on literacy, concepts such as "participation" & "remix" provide a useful way of describing this new literacy practice. Adapted from the source document.
An investigation of how three kinds of youth organizations have integrated digital practices into their programs.
Digital media and technology have become culturally and economically powerful parts ...of contemporary middle-class American childhoods. Immersed in various forms of digital media as well as mobile and Web-based technologies, young people today appear to develop knowledge and skills through participation in media. This MacArthur Report examines the ways in which afterschool programs, libraries, and museums use digital media to support extracurricular learning. It investigates how these three varieties of youth-serving organizations have incorporated technological infrastructure and digital practices into their programs; what types of participation and learning digital practices support; and how research in digital media and learning can contribute to better integration of technology within and across these organizations. The authors review a range of programs (including the long-running Computer Clubhouse movement, established in 1993 in partnership with MIT's Media Lab), and then use the idea of “media ecologies” to investigate the role that digital media play (or could play) in these “intermediary spaces for learning.” They call for less anecdotal, more empirical and methodologically sound studies to help us understand the affordances of digital media for learning within and across these programs; for research focused on the relationship between digital media and the effectiveness of youth-serving organizations; and for further study of schools within childhood media ecologies.
With Anne Balsamo, Maura Klosterman and Susana Smith Bautista.
PDF
