Difference between revisions of "Table of Contents"

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(3. Search : interacting with the World Wide Web. (Searching))
(4. SNSs and Web 2.0 platforms : FB and YouTube (Circulation and curating))
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=== 4. SNSs and Web 2.0 platforms : FB and YouTube (Circulation and curating) ===
 
=== 4. SNSs and Web 2.0 platforms : FB and YouTube (Circulation and curating) ===
Entertainment, learning, and searching. Precarious networked publics or semi-publics? Or interacting with networking publics from the margins? Especially focused on music culture. The convergence of music and video culture in YouTube and in FB. New subcultural practices, eclecticism, hipsterism. Availability of so much music.
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Entertainment, learning, and searching. Precarious networked publics or semi-publics? Or interacting with networking publics from the margins? Especially focused on music culture. The convergence of music and video culture in YouTube and in FB. New subcultural practices, eclecticism, hipsterism. Availability of so much music. Emphasize on remix, appropriation, transmedia navigation, performance, media literacies.
  
 
=== 5. Conclusions. ===
 
=== 5. Conclusions. ===

Revision as of 22:47, 4 September 2013

Imagine the thesis as a series of independent papers that complement each other and cohere as a single piece.

0. Introduction

An overarching thesis and an ongoing train of thought: Looking at participation as something that is fluid, and that it happens across different realms : family, afterschool, online SNSs, searching.

Practices and new media literacies : circulation, production, searching, curating.

Complexity of the digital divide. Digital inequalities. Looking at this inequalities across realms.

Hispanic/Latino youth in the USA, growing up with digital media. Yes but in the margins. Unprivileged youth.


0.1. Design and methods (ethnography)

Qualitative research methods have
 the
 strengths
 to
 better
 assess
 context,
 process,
 and
 socio‐cultural
 meaning
 (Denzin,
 1970)
 that
 underlie
 human
 behavior.



0.2. The setting and participants. A community. A group of students. Most of them involved in the after school programs and the digital media and game design classes. This study focusses only on the hispani/latino students that participated in the bigger study.


0.3. Theoretical framework and core themes

  • Participation
  • Latino/hispanic : the specific segment of the population.
  • Youth and digital media: youth and technological change.
  • Media Practices and Literacies : this could also be explained as addressing language, literacy and social practices.

1. Hispanic/Latino families : media environments and teenage brokers.

Youth as media savvy, the brokers of digital media, cultural and social capitals. Comparative case study of 5 families. Looking here to the basic literacies of youth and their families. The most basic literacy of reading and writing in a second language as well as the use of digital literacies. The strong position of the children in these families as brokers in some cases. Bilingual, some times biliterate, and their familiarity with digital technologies.

2. Digital video : a community of practice in afterschool (Production)

Acquisition of social and cultural capitals.

3. Search : interacting with the World Wide Web. (Searching)

Information retrieval, synthesis, the internet as a fixed thing. Information quality. Emphasis on information literacy, judgement, transmedia navigation.

4. SNSs and Web 2.0 platforms : FB and YouTube (Circulation and curating)

Entertainment, learning, and searching. Precarious networked publics or semi-publics? Or interacting with networking publics from the margins? Especially focused on music culture. The convergence of music and video culture in YouTube and in FB. New subcultural practices, eclecticism, hipsterism. Availability of so much music. Emphasize on remix, appropriation, transmedia navigation, performance, media literacies.

5. Conclusions.

Participation is fluid across the several societal fields that latino/hispanic youth transit. Societal fields or arenas are various social and institutional arenas in which youth perform media practices, develop literacies, express and reproduce their dispositions. In the fields, in a Bourdeunian sense, young people also compete for the distribution of cultural, social, and human capital. A field could be a network, structure or a set of relationships which may be intellectual, religious, educational, cultural, etc.

Latino/Hispanic youth experience power differently depending which field they are in at a given moment. All the fields analyzed in this dissertation (family, peer group/afterschool, online search and the Internet as a repository of information -the web-, and the SNSs) are interrelated and influence each other.

There is a potential for more democratic and participatory society. Even at the margins, the disadvantaged youth exercise agency and power at certain moments of time, in more maximalist and minimal forms according to the field where they are. They are already connected but they are not empowered equally.


Visual culture grows and is stronger among this population.


Lack of literacy skills and disconnection with school are critical.

Complexity of the digital divide.

Social position of latino/hispani youth influence their participation. The position changes across settings, across fields, arenas or realms.

The study reveals the diversity of the digital youth experience and everyday life. Segmentation and positionaliy matters even inside the whole group of hispanic/latino youth.


The development of literacies is influenced by social, human, and cultural capitals. Social, human, and cultural resources affect the sociocultural practices of literacies. Participation in social and cultural discourses, and as well gaining social and cultural resources.