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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.
This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. The book that this report summarizes 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. John D. and Catherine T. MacArthur Reports on Digital Media and Learning
Technology has changed what it means for communities to "be together." Digital tools are now part of most communities' habitats. This book develops a new literacy and language to describe the practice of stewarding technology for communities. Whether you want to ground your technology stewardship in theory and deepen your practice, whether you are a community leader or sponsor who wants to understand how communities and technology intersect, or whether you just want practical advice, this is the book for you.
The mall is so old school—these days kids are hanging out on YouTube, and depending on whom you ask, they're either forging the digital frontier or frittering away their childhoods in anti-intellectual solipsism. Kids on YouTube cuts through the hype, going behind the scenes to understand kids' everyday engagement with new media. Debunking the stereotype of the self-taught computer whiz, new media scholar and filmmaker Patricia G. Lange describes the collaborative social networks kids use to negotiate identity and develop digital literacy on the 'Tube. Her long-term ethnographic studies also cover peer-based and family-driven video-making dynamics, girl geeks, civic engagement, and representational ethics. This book makes key contributions to new media studies, communication, science and technology studies, digital anthropology, and informal education.
An examination of media and technology use by school-aged youth with disabilities, with an emphasis on media use at home. Most research on media use by young people with disabilities focuses on the therapeutic and rehabilitative uses of technology; less attention has been paid to their day-to-day encounters with media and technology—the mundane, sometimes pleasurable and sometimes frustrating experiences of “hanging out, messing around, and geeking out.” In this report, Meryl Alper attempts to repair this omission, examining how school-aged children with disabilities use media for social and recreational purposes, with a focus on media use at home. In doing so, she reframes common assumptions about the relationship between young people with disabilities and technology, and she points to areas for further study into the role of new media in the lives of these young people, their parents, and their caregivers. Alper considers the notion of “screen time” and its inapplicability in certain cases—when, for example, an iPad is a child's primary mode of communication. She looks at how young people with various disabilities use media to socialize with caregivers, siblings, and friends, looking more closely at the stereotype of the socially isolated young person with disabilities. And she examines issues encountered by parents in selecting, purchasing, and managing media for youth with such specific disabilities as ADHD and autism. She considers not only children's individual preferences and needs but also external factors, including the limits of existing platforms, content, and age standards.
Surveys the online social habits of American teens and analyzes the role technology and social media plays in their lives, examining common misconceptions about such topics as identity, privacy, danger, and bullying.
How young people think about the moral and ethical dilemmas they encounter when they share and use online content and participate in online communities. Fresh from a party, a teen posts a photo on Facebook of a friend drinking a beer. A college student repurposes an article from Wikipedia for a paper. A group of players in a multiplayer online game routinely cheat new players by selling them worthless virtual accessories for high prices. In Disconnected, Carrie James examines how young people and the adults in their lives think about these sorts of online dilemmas, describing ethical blind spots and disconnects. Drawing on extensive interviews with young people between the ages of 10 and 25, James describes the nature of their thinking about privacy, property, and participation online. She identifies three ways that young people approach online activities. A teen might practice self-focused thinking, concerned mostly about consequences for herself; moral thinking, concerned about the consequences for people he knows; or ethical thinking, concerned about unknown individuals and larger communities. James finds, among other things, that youth are often blind to moral or ethical concerns about privacy; that attitudes toward property range from “what's theirs is theirs” to “free for all”; that hostile speech can be met with a belief that online content is “just a joke”; and that adults who are consulted about such dilemmas often emphasize personal safety issues over online ethics and citizenship. Considering ways to address the digital ethics gap, James offers a vision of conscientious connectivity, which involves ethical thinking skills but, perhaps more important, is marked by sensitivity to the dilemmas posed by online life, a motivation to wrestle with them, and a sense of moral agency that supports socially positive online actions.
In recent years, otaku culture has emerged as one of Japan's major cultural exports and as a genuinely transnational phenomenon. This timely volume investigates how this once marginalized popular culture has come to play a major role in Japan's identity at home and abroad. In the American context, the word otaku is best translated as “geek'—an ardent fan with highly specialized knowledge and interests. But it is associated especially with fans of specific Japan-based cultural genres, including anime, manga, and video games. Most important of all, as this collection shows, is the way otaku culture represents a newly participatory fan culture in which fans not only organize around niche interests but produce and distribute their own media content. In this collection of essays, Japanese and American scholars offer richly detailed descriptions of how this once stigmatized Japanese youth culture created its own alternative markets and cultural products such as fan fiction, comics, costumes, and remixes, becoming a major international force that can challenge the dominance of commercial media. By exploring the rich variety of otaku culture from multiple perspectives, this groundbreaking collection provides fascinating insights into the present and future of cultural production and distribution in the digital age.
8 Challenges and Opportunities of Developing Digital Media Citizens -- III Looking Ahead: Implications for Design and Research -- 9 Creative Learning Ecologies by Design: Insights from the Digital Youth Network -- 10 Advancing Research on the Dynamics of Interest-Driven Learning -- 11 Scaling Up -- Notes -- References -- Index
Why media panics about online dangers overlook another urgent concern: creating equitable online opportunities for marginalized youth. It's a familiar narrative in both real life and fiction, from news reports to television storylines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people's online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online. Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims who need to be protected. Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people's online experiences in ways that balance protection and agency.