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

A Book Club for the 21st Century: an...

Anderson Gold, Tara.

Linked to FindBook

Google Book

Amazon

博客來

A Book Club for the 21st Century: an Ethnographic Exploration of BookTube.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Book Club for the 21st Century: an Ethnographic Exploration of BookTube./
Author:	Anderson Gold, Tara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	211 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27830410
ISBN:	9798635253472

A Book Club for the 21st Century: an Ethnographic Exploration of BookTube.
Anderson Gold, Tara.

A Book Club for the 21st Century: an Ethnographic Exploration of BookTube. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 211 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2020.

This item must not be sold to any third party vendors.

This dissertation explores how adolescents engage with literacy practices through participation in BookTube. Though technology use is often positioned at odds with reading traditional print books (Du, 2009), BookTube is a growing community of readers on YouTube who are engaging with reading through participation in social media and building digital identities as readers. The data collected during this four-month virtual ethnographic (Hine, 2000) study included almost 400 YouTube videos from 30 BookTube channels created by adolescents (13-18), nine hours of interviews with three focal participants, and a community survey.The first article considers how adolescents build identities as readers through BookTube and defines the features of the digital space. The study found that BookTube can be understood as a Discourse (Gee, 1999/2011) where BookTubers are performing situated identities through participation in creating videos for the space. The Discourse of BookTube is marked by specific props, settings, vocabulary, and video genres that BookTubers employ to be recognized as performing their identities as readers. These findings suggest implications for creating communities of readers in classrooms through building social interaction between readers, and facilitating practices such as goal setting and reading choice in independent reading to help student build identities as readers. The second article explores how young people engaged in literacy practices through BookTube and how they describe their participation in the space. Using new literacies theory (Lankshear & Knobel, 2011) and data from focal participant interviews, I found that BookTubers developed literacy skills by both learning to use new technology tools to create their videos and by engaging with the new "ethos stuff" of participation, collaboration, and distributed knowledge. This study suggests that teenagers used YouTube as a site for learning digital video production skills, making friends, and sharing book recommendations. Therefore, BookTube represents an intersection of traditional and new literacies, both developed through an authentic context.The third article illustrates how adolescents' literacy practices are commodified through their participation in BookTube. The study found that young people are engaging in self-branding practices, as both "influencers" and "microcelebrities," even though they may not necessarily be earning money from their channels. It is hoped that this study will inform educators of the values and practices underlying participation in heavily commodified new media spaces such as YouTube.

ISBN: 9798635253472Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Ethnography

A Book Club for the 21st Century: an Ethnographic Exploration of BookTube.
LDR:03835nmm a2200385 4500 001 2232965
005 20210628081312.5
008 210928s2020 ||||||||||||||||| ||eng d
020 $a 9798635253472
035 $a (MiAaPQ)AAI27830410
035 $a AAI27830410
035 $a 2232965
040 $a MiAaPQ $c MiAaPQ
100 1 $a Anderson Gold, Tara. $3 3480559
245 1 0 $a A Book Club for the 21st Century: an Ethnographic Exploration of BookTube.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 211 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Bolick, Cheryl M.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation explores how adolescents engage with literacy practices through participation in BookTube. Though technology use is often positioned at odds with reading traditional print books (Du, 2009), BookTube is a growing community of readers on YouTube who are engaging with reading through participation in social media and building digital identities as readers. The data collected during this four-month virtual ethnographic (Hine, 2000) study included almost 400 YouTube videos from 30 BookTube channels created by adolescents (13-18), nine hours of interviews with three focal participants, and a community survey.The first article considers how adolescents build identities as readers through BookTube and defines the features of the digital space. The study found that BookTube can be understood as a Discourse (Gee, 1999/2011) where BookTubers are performing situated identities through participation in creating videos for the space. The Discourse of BookTube is marked by specific props, settings, vocabulary, and video genres that BookTubers employ to be recognized as performing their identities as readers. These findings suggest implications for creating communities of readers in classrooms through building social interaction between readers, and facilitating practices such as goal setting and reading choice in independent reading to help student build identities as readers. The second article explores how young people engaged in literacy practices through BookTube and how they describe their participation in the space. Using new literacies theory (Lankshear & Knobel, 2011) and data from focal participant interviews, I found that BookTubers developed literacy skills by both learning to use new technology tools to create their videos and by engaging with the new "ethos stuff" of participation, collaboration, and distributed knowledge. This study suggests that teenagers used YouTube as a site for learning digital video production skills, making friends, and sharing book recommendations. Therefore, BookTube represents an intersection of traditional and new literacies, both developed through an authentic context.The third article illustrates how adolescents' literacy practices are commodified through their participation in BookTube. The study found that young people are engaging in self-branding practices, as both "influencers" and "microcelebrities," even though they may not necessarily be earning money from their channels. It is hoped that this study will inform educators of the values and practices underlying participation in heavily commodified new media spaces such as YouTube.
590 $a School code: 0153.
650 4 $a Library science. $3 539284
650 4 $a Language arts. $3 532624
653 $a Ethnography
653 $a Literacy
653 $a New literacies
653 $a Qualitative research
653 $a Virtual ethnography
653 $a YouTube
690 $a 0399
690 $a 0279
710 2 0 $a The University of North Carolina at Chapel Hill. $b Education. $3 1266420
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0153
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27830410