東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

On the language of Internet Memes.

De la Rosa-Carrillo, Ernesto Leon.

Linked to FindBook

Google Book

Amazon

博客來

On the language of Internet Memes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	On the language of Internet Memes./
Author:	De la Rosa-Carrillo, Ernesto Leon.
Description:	255 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703692
ISBN:	9781321756340

On the language of Internet Memes.
De la Rosa-Carrillo, Ernesto Leon.

On the language of Internet Memes. - 255 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2015.

Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions.

ISBN: 9781321756340Subjects--Topical Terms:

547650
Art education.

On the language of Internet Memes.
LDR:04287nmm a2200349 4500 001 2071957
005 20160719071616.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321756340
035 $a (MiAaPQ)AAI3703692
035 $a AAI3703692
040 $a MiAaPQ $c MiAaPQ
100 1 $a De la Rosa-Carrillo, Ernesto Leon. $3 3187140
245 1 0 $a On the language of Internet Memes.
300 $a 255 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Elizabeth J. Garber.
502 $a Thesis (Ph.D.)--The University of Arizona, 2015.
520 $a Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions.
520 $a For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs.
520 $a The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education.
520 $a Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types.
520 $a An online component can be found at http://memeducation.org/.
590 $a School code: 0009.
650 4 $a Art education. $3 547650
650 4 $a Web studies. $3 2122754
650 4 $a Elementary education. $3 641385
650 4 $a Middle school education. $3 969762
690 $a 0273
690 $a 0646
690 $a 0524
690 $a 0450
710 2 $a The University of Arizona. $b Art History and Education. $3 3187141
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0009
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703692