Collective online identity

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Collective online identity

  1. 1. Media and Collective Identity <ul><li>“ Identity is complicated- everybody thinks they’ve got one”- David Gauntlett </li></ul>“ A focus on Identity requires us to pay closer attention to the ways in which media and technologies are used in everyday life and their consequences for social groups” -David Buckingham Online Identity: http://www.youtube.com/watch?v=WKFK0d2OVJU&feature=related
  2. 3. Task with neighbour <ul><li>make a list of all the ‘stars’ created by internet videos such as ‘Star Wars Kid’ </li></ul>
  3. 4. Youth Stars
  4. 5. What do you need for the exam? <ul><li>social group as a case study- examples </li></ul><ul><li>at least two different media </li></ul><ul><li>understanding of and reference to theory/cultural critics </li></ul><ul><li>your own voice! </li></ul>
  5. 6. How does Edith Bowman’s show represent youth? <ul><li>http://www.youtube.com/watch?v=qgQVn6cULkk&feature=player_embedded </li></ul>
  6. 7. Michael Wesch <ul><li>ethnography of Youtube </li></ul><ul><li>analysis of the community </li></ul><ul><li>analysis of cultural phenomenon </li></ul><ul><li>http://www.youtube.com/watch?v=TPAO-lZ4_hU </li></ul>
  7. 8. Identity Online
  8. 9. Community online- collective thought
  9. 10. Memes <ul><li>definition online: </li></ul><ul><li>“ a catchphrase or concept that spreads quickly from person to person via the Internet” </li></ul>
  10. 11. Gingers <ul><li>Group: people with red hair </li></ul><ul><li>Representation: ‘gingers’ </li></ul>
  11. 14. Dr Who
  12. 15. Representations of Young people-News
  13. 16. Representations of Young people-News <ul><li>News coverage and moral panics: dual concerns: </li></ul><ul><li>youth as ‘deviant threat’ </li></ul><ul><li>childhood ‘innocence destroyed’ by media </li></ul><ul><li>Find some headlines that represent youth as the above </li></ul>
  14. 17. Martin Barker <ul><li>work on history of moral panics </li></ul><ul><li>challenges news coverage’s simplistic view </li></ul>
  15. 18. Report: ‘The Needs of Youth’ <ul><li>&quot;Relaxation of parental control, decline of religious influence, and the movement of masses of young people to housing estates where there is little scope for recreation and plenty for trouble ... The problem is a serious challenge, the difficulty of which is intensified by the extension of freedom which, for better or worse, has been given to youth in the last generation.&quot; </li></ul><ul><li>1939 </li></ul>
  16. 19. Contemporary moral panics <ul><li>the hoodie and youth as threat </li></ul><ul><li>hip hop/gangsta rap </li></ul><ul><li>Islamic ‘terrorists’ </li></ul><ul><li>videogame violence </li></ul><ul><li>sexualisation of children </li></ul>
  17. 20. Report last week
  18. 22. http://mackle.wordpress.com -Alison Mcleod
  19. 23. Angela McRobbie <ul><li>researches young women and subculture </li></ul><ul><li>feminist approach questioning ideas about representation and Identity </li></ul>
  20. 24. The Wire <ul><li>series 4: education- what do audiences take from this? </li></ul><ul><li>research by Julian McDougall </li></ul>
  21. 27. Different audience responses <ul><li>Teacher trainees saw it as raising the problems they recognised in their classrooms </li></ul><ul><li>Black youth workers saw it as ‘reflecting street reality’ </li></ul><ul><li>Drama lecturers saw it as classic complex narrative fiction </li></ul><ul><li>Do we simply make the meaning we want to make from texts? </li></ul><ul><li>(Interpretive communities) </li></ul>
  22. 28. Tackling exam questions
  23. 29. 1 <ul><li>What does the question mean? </li></ul><ul><li>What can you use for the answer? </li></ul><ul><li>How can you ‘meet the rubric’ of two media and past, present and future? </li></ul>
  24. 30. 2 <ul><li>SELECT your examples </li></ul><ul><li>ORDER your argument </li></ul><ul><li>PLAN </li></ul>
  25. 31. Advice on answers <ul><li>know your case study </li></ul><ul><li>keep hunting out your own examples </li></ul><ul><li>adapt them to the question </li></ul><ul><li>look at both sides of any argument </li></ul><ul><li>refer to critics/theorists </li></ul>
  26. 32. Analyse the ways in which the media represent one group of people you have studied <ul><li>case study of young people </li></ul><ul><li>two or more media for examples: TV drama and news </li></ul><ul><li>news and moral panics (past and present)- Barker/McRobbie </li></ul><ul><li>TV sympathetic portrayal but still ‘constructed’ (present) </li></ul><ul><li>Facebook, Youtube and self representation- Wesch (future?) </li></ul><ul><li>to what purpose are all these images constructed and for what audiences? </li></ul>
  27. 33. “ the media do not construct collective identity, they merely reflect it” Discuss. <ul><li>what does collective identity mean? </li></ul><ul><li>what’s the difference between construction and reflection: mediation </li></ul><ul><li>two or more media: Film (past), TV and online </li></ul><ul><li>case study examples: construction of ‘gingers’ from South Park and other TV through memes (present)- draw upon Wesch </li></ul><ul><li>audience understandings constructing meaning: ‘interpretive communities’ </li></ul><ul><li>use Jenkins’ ideas on active audiences throughout (future?) and Gauntlett on identity </li></ul>
  28. 34. Markscheme <ul><li>20 marks for Explanation, analysis, argument </li></ul><ul><li>20 marks for use of examples </li></ul><ul><li>10 marks for terminology (including ‘theory’) </li></ul>

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