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Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies
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Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies

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Courtois, C., Mechant, P. & Paulussen, S. (2010). Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies. In: E-Youth: Balancing between opportunities …

Courtois, C., Mechant, P. & Paulussen, S. (2010). Flemish Teenagers' Media Richness: A multi-method approach to the appropriation of media technologies. In: E-Youth: Balancing between opportunities and risks, Antwerp, 2010-05-27.

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  • 1. Flemish Teenagers’ Media Richness A multi-method approach to the appropriation of media technologies Courtois, Cédric Mechant, Peter Paulussen, Steve IBBT-MICT-Ghent Univeristy http://www.mict.be
  • 2. <ul><li>Media use influences </li></ul><ul><ul><li>Identity Formation and Attainment of Autonomy </li></ul></ul><ul><ul><li>By means of music, video, games, online content, etc. </li></ul></ul>‘ The Sims’
  • 3. <ul><li>Media technologies are </li></ul><ul><li>ascribed meaning too… </li></ul><ul><li>Double articulation of media </li></ul><ul><li>Relevance in age of convergence </li></ul><ul><li>E.g. Cell phones: </li></ul><ul><ul><li>Interference and independence </li></ul></ul><ul><ul><li>At no-when-times and no-where-spaces </li></ul></ul><ul><ul><li>Mobiles as fashion statements </li></ul></ul>
  • 4. <ul><li>Need for representative figures on appropriation </li></ul><ul><li>‘ Apestaartjaren 3’ research project, an intensive collaboration with: </li></ul><ul><li>Methodology: </li></ul><ul><li>Quantitative class room surveys in Flemish Secondary Schools ( N = 1725) </li></ul><ul><ul><li>Representative for Flemish secondary school population </li></ul></ul><ul><ul><li>M age = 15.24 ( SD = 1.85), 51% females </li></ul></ul><ul><li>Follow-up interviews at the homes of the inteviewees to gather additional context ( N = 40) </li></ul>
  • 5. Latent class analysis yields three empirical clusters: <ul><li>Media-rich bedroom </li></ul><ul><li>38%; 67% male </li></ul><ul><li>+ p having media technologies in the private bedroom </li></ul><ul><li>+ p watching TV, gaming, Web surfing </li></ul><ul><li>Media-rich environment </li></ul><ul><li>32%; 55% male </li></ul><ul><li>+ p having media technologies at shared spaces </li></ul><ul><li>+ p watching TV, gaming, Web surfing </li></ul><ul><li>Limited media environment </li></ul><ul><li>29%; 75% female </li></ul><ul><li>- p having game console, mobile devices, television, pc </li></ul><ul><li>Subtle differences in usage </li></ul>
  • 6. <ul><li>Some additional findings from the interviews… </li></ul><ul><li>Television </li></ul><ul><li>Watch TV at the living room , despite bedroom device </li></ul><ul><li>Own set furnishes autonomy: freedom of choice </li></ul><ul><li>Computer </li></ul><ul><li>Don’t care which one, as long as its mine + respect my privacy </li></ul>
  • 7. <ul><li>Some additional findings from the interviews… </li></ul><ul><li>Video gaming </li></ul><ul><li>Broad range of devices (mobile and fixed consoles) and game genres/types </li></ul><ul><li>Meaning is associated with the type of use </li></ul><ul><li>Mobile </li></ul><ul><li>Multifunctional: replacing other devices </li></ul><ul><li>Status symbol: keep up with fashion </li></ul><ul><li>Ultrapersonal: ’It’s mine! Don’t even touch it!’ </li></ul>
  • 8. <ul><li>Conclusions </li></ul><ul><li>Do not only focus on messages: technologies carry meaning too </li></ul><ul><li>Variable degrees of media-richness: variety of devices in different spaces </li></ul>
  • 9. <ul><li>Thank you for listening… </li></ul><ul><li>Contact: </li></ul><ul><ul><li>Cédric Courtois </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>Research Group for Media & ICT </li></ul></ul><ul><ul><li>http://www.mict.be </li></ul></ul>

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