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Das Social Web im Kontext übergreifender Medienrepertoires (Uwe Hasebrink)

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Vortrag bei der DGPuK-Jahrestagung, 30.4.2009, Bremen

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Das Social Web im Kontext übergreifender Medienrepertoires (Uwe Hasebrink)

  1. 1. Das Social Web im Kontext übergreifender Medienrepertoires <ul><ul><ul><li>DGPuK-Jahrestagung 2009 </li></ul></ul></ul><ul><ul><ul><li>Panel 3: „Web 2.0 im Alltag von Jugendlichen“ </li></ul></ul></ul><ul><ul><ul><li>Universität Bremen, 30. April 2009 </li></ul></ul></ul><ul><ul><ul><li>Uwe Hasebrink, Hans-Bredow-Institut </li></ul></ul></ul>
  2. 2. Ausgangspunkt: konvergierende Medienumgebungen <ul><li>Das Social Web ist Ausdruck konvergierender Medienumgebungen, es stellt eine Verbindung zwischen öffentlicher und interpersonaler Kommunikation dar. </li></ul>Öffentliche Kommuni-kation Interperso-nale Kom-munikation Bisherige Situation: Öffentl. Social Interpers. Komm. Web Komm. Situation im Zeichen der Konvergenz:
  3. 3. Ausgangspunkt: konvergierende Medienumgebungen <ul><li>Vor diesem Hintergrund stellen sich Fragen nach dem künftigen Gefüge der verfügbaren Medien- und Kommunikationsdienste: </li></ul><ul><ul><li>Wird sich eine Konvergenz auch in der Nutzung ergeben? </li></ul></ul><ul><ul><li>Werden die Dienste der reinen öffentlichen Kommunikation oder der reinen interpersonalen Kommunikation durch die neuen Hybride aus der Nutzung verdrängt? </li></ul></ul>Social Web Social Web
  4. 4. Forschungsperspektive: repertoireorientierter Ansatz <ul><li>Der repertoireorientierte Ansatz der Nutzungsforschung zielt darauf ab, die Beschränkungen der Einzelmedienforschung zu überwinden und medienübergreifende Nutzungsmuster von Einzelpersonen oder Gruppen zu beschreiben und zu erklären, eben Medienrepertoires . </li></ul><ul><li>Dabei stellen sich u.a. folgende Fragen: </li></ul><ul><ul><li>Nach welchen Konstruktionsprinzipien sind Medienrepertoires aufgebaut? </li></ul></ul><ul><ul><li>Welche Arten von Medien und Inhalten werden miteinander kombiniert, welche nicht? </li></ul></ul><ul><ul><li>Welche Arten von Medienrepertoires lassen sich beobachten? </li></ul></ul><ul><ul><li>In welcher Beziehung stehen diese zu verschiedenen sozialen Milieus? </li></ul></ul><ul><ul><li>Wie verändern sich Medienrepertoires über die Zeit, als Konsequenz von Medien- und Gesellschaftswandel? </li></ul></ul>
  5. 5. Fragestellung im Zusammenhang mit dem Social Web <ul><li>Wie kombinieren Jugendliche und junge Erwachsene Angebote des Social Web mit anderen Medienangeboten? </li></ul><ul><li>Inwieweit verdrängt das Social Web etablierte Formen der massenmedialen Kommunikation? </li></ul><ul><li>Wie ergänzen sich die verschiedenen Medien- und Kommunikationsdienste? </li></ul><ul><li>Empirische Basis: Repräsentativbefragung im Rahmen des Projekts „Heranwachsen mit dem Social Web“ im Auftrag der Landesanstalt für Medien NRW (LfM). </li></ul>
  6. 6. Häufigkeit der Nutzung verschiedener Medien (in Prozent „täglich“, n=650)
  7. 7. Zusammenhänge zwischen Nutzungshäufigkeiten (signifikante Korrelationen, p<.05, n=650) Offline-Spiele (.34), Internet (.12), Bücher (-.11) Online-Spiele Online-Spiele (.34), Bücher (-.15), Fernsehen (.09), Video/DVD (.09) Offline-Spiele MP3 (.16), Offline-Spiele (.14), Internet (.14), CD/Kassette (.11), Zeitschrift (.09), Bücher (.08) Video/DVD Video/DVD (.16), Internet (.16) MP3 Bücher (.12), Video/DVD (.11), Radio (.10), Internet (-.09) CD/Kassette Offline-Spiele (-.15), Online-Spiele (-.11), Zeitschrift (.13), CD/Kassette (.12), Radio (.09), Video/DVD (.08) Bücher Zeitung (.19), Radio (.17), Bücher (.13), Fernsehen (.09), Internet (.09), Video/DVD (.09) Zeitschrift Radio (.21), Zeitschrift (.19), Internet (.09) Zeitung MP3 (.16), Video/DVD (.14), Online-Spiele (.12), Zeitung (.09), Zeitschrift (.09), CD/Kassette (-.09) Internet Zeitung (.21), Zeitschrift (.17), CD/Kassette (.10), Bücher (.09) Radio Zeitschrift (.09), Offline-Spiele (.09) Fernsehen
  8. 8. Zusammenhänge zwischen Nutzungshäufigkeiten von etablierten Massenmedien und Internet-Diensten (signifikante Korrelationen, p<.05, n=650) Informationen für die Schule suchen (.20), Wikis lesen (.19), Informationen für sich selbst suchen (.16), Weblogs lesen (.12), Musik/Sounddateien einstellen (-.11), Filme/Videos einstellen (-.10), Wikis schreiben (.08), Bücher Informationen für sich selbst suchen (.17), Weblogs lesen (.15), Wikis lesen (.15), Nachrichten (.14), Suchmaschinen (.14), Informationen für die Schule (.12), Regionale Informationen (.13), in Newsgroups lesen (.13), in Newsgroups schreiben (.11), in Weblogs schreiben (.11), Musik/Sounddateien anhören (.10), Instant Messaging (.09), Online-Communities (.09), Filme/Videos (.08), „surfen“ (.08), Wikis schreiben (.08) Zeitschrift Nachrichten abrufen (.28), Suchmaschinen (.20), Regionale Veranstaltungshinweise (.19), Informationen für sich selbst suchen (.19), in Newsgroups lesen (.14), Wikis lesen (.12), Live-Ticker (.12), Weblogs lesen (.09), über Internet Radio hören (.09), Online-Communities (.09), in Newsgroups schreiben (.08), Zeitung Über Internet Radio hören (.18), Regionale Veranstaltungshinweise (.14), Nachrichten abrufen (.12), Informationen für die Schule suchen (.10), Filme/Videos einstellen (-.09), Radio „ Surfen“ (.13), Live-Ticker (.08) Fernsehen
  9. 9. Medienrepertoires auf der Basis von Nutzungshäufigkeiten Jüngere, männlich, eher geringere Bildung Viel und lange Spiele und hohe Nutzungsdauer TV 6) Spiele-Fixierte (10%) Weiblich, Jüngere Kaum Zeitung, wenig Internet, viel CD/Kassetten 5) Zurückhaltende Wenignutzer (14%) Hohe formale Bildung, Ältere Häufig Radio, MP3; wenig CD; andere Medien überdurchschnittlich 4) Mobile Audio-Orientierte (16%) Ältere, eher geringere Bildung Häufig Radio, CD/Kassetten, Zeitung; wenig Buch, Spiele, Video 3) Audio- und Aktuali-täts-Orientierte (17%) Männlich, alle Alters- und Bildungsgruppen Generell intensive Nutzung, vor allem Spiele, auch TV, Zeitschriften, Video/DVD 2) Spiele-orientierte Vielnutzer (19%) Weiblich, höhere Bildung, eher älter Häufig Zeitung, Buch 1) Print-Orientierte (23%)
  10. 10. Medienrepertoires und Internet-Aktivitäten <ul><li>Die Typen unterscheiden sich signifikant (p<.02) in der Nutzung fast aller abgefragten Internet-Aktivitäten (insgesamt 31). </li></ul><ul><li>Ausnahmen sind: </li></ul><ul><ul><li>Aktivitäten vorwiegend interpersonaler Kommunikation: Instant Messaging, Chatten, </li></ul></ul><ul><ul><li>Aktivitäten im Zusammenhang mit User-generated-content: Videos einstellen, Sounddateien einstellen, in Weblogs schreiben, in Wikis schreiben, </li></ul></ul><ul><ul><li>Surfen und über das Internet fernsehen. </li></ul></ul>
  11. 11. Medienrepertoires und Internet-Aktivitäten Spiele, Videos, Virtuelle Welten Regionale Informationen, Informationen für sich selbst und für Schule Nachrichten, Radio hören, Online-Communities 6) Spiele-Fixierte Informationen für sich selbst, Liveticker, Nachrichten 5) Zurückhaltende Wenignutzer Regionale Informationen, Informationen für sich selbst, Nachrichten, Online-Communities, Wikis lesen 4) Mobile Audio-Orientierte Regionale Informationen Weblogs lesen, Informationen für Schule, Wikis lesen 3) Audio- und Aktuali-täts-Orientierte In Newsgroups schreiben und lesen, Informationen für sich selbst, Videos anschauen, Sounddateien hören, Weblogs lesen, Radio hören, Virtuelle Welten 2) Spiele-orientierte Vielnutzer Informationen für sich selbst und für Schule, Wikis lesen 1) Print-Orientierte
  12. 12. Medienrepertoires und Umgangsweisen mit Online-Communities Nicht-Nutzer, Nutzer ohne eigenes Profil Routinierte Kontaktpfleger 6) Spiele-Fixierte Reflektierte Gelegenheitsnutzer, Experimentierende Gelegenheitsnutzer, Zurückhaltende Freundschaftsorientierte Außenorientierte Selbstdarsteller 5) Zurückhaltende Wenignutzer Routinierte Kontaktpfleger, Intensive Netzwerker, Wenig interessierte Routinenutzer Außenorientierte Selbstdarsteller, 4) Mobile Audio-Orientierte Außenorientierte Selbstdarsteller, Intensive Netzwerker 3) Audio- und Aktuali-täts-Orientierte Außenorientierte Selbstdarsteller, Experimentierende Gelegenheitsnutzer, Wenig interessierte Routinenutzer Routinierte Kontaktpfleger 2) Spiele-orientierte Vielnutzer Routinierte Kontaktpfleger Außenorientierte Selbstdarsteller 1) Print-Orientierte
  13. 13. Social Web in konvergierenden Medienumgebungen <ul><li>Der Umgang mit dem Social Web ist mit der Nutzung der Medien öffentlicher Kommunikation (und der Medien der interpersonalen Kommunikation) verwoben. Die neuen Angebote stellen einen integralen Bestandteil übergreifender Medienrepertoires dar. </li></ul>Öffentl. Social Interpers. Komm. Web Komm.
  14. 14. Klassifikation von Informationsbedürfnissen als Ansatz zur Strukturierung von Repertoires Ungerichtete Informationsbedürfnisse Thematische Interessen Gruppenbezogene Bedürfnisse Konkrete Problemlösungsbedürfnisse
  15. 15. Biographische Verschiebung von Informationsrepertoires Jugend: Gruppenbezogene Bedürfnisse (Identitätsbildung) ! Ausbildung/Studium: Verstärkte Ausrichtung an Themeninteressen (Qualifizierung) ! Beruf/Familie: Zunahme ungerichteter Informationsbedürfnisse (Integration) !
  16. 16. Das Social Web im Kontext übergreifender Medienrepertoires <ul><ul><ul><li>Kontakt: </li></ul></ul></ul><ul><ul><ul><li>Prof. Dr. Uwe Hasebrink </li></ul></ul></ul><ul><ul><ul><li>Hans-Bredow-Institut </li></ul></ul></ul><ul><ul><ul><li>Dependance </li></ul></ul></ul><ul><ul><ul><li>Warburgstr. 8-10 </li></ul></ul></ul><ul><ul><ul><li>20148 Hamburg </li></ul></ul></ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul>

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