Collective behavior in YouTube: a case study of ‘Bus Uncle’ online videos

Chu, Donna

doi:10.1080/01292980903039038

Cited by 17 publications

(13 citation statements)

References 14 publications

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“…When Kieran Miles created a video called '10 Reasons to Smile' and Jonah Mowry created "'Whats Goin On ...' (August 10, 2011), they inspired others to use note cards with hand-written text presented sequentially to self-disclose their health and relationship struggles. Consistent with the collective behavior described by Chu (2009), some examples of this genre appear as a type of dialogue, where one creator is responding to a previously viewed example by creating an imitation.…”

Section: Remake Video Genresmentioning

confidence: 57%

The creativity of imitation in remake videos

Hobbs

Friesem

2019

E-Learning and Digital Media

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The Creativity of Imitation in Remake Videos When attending a youth media screening event in Philadelphia in 2013, many attendees were impressed by a short video screened there, entitled "Love Language." The short video depicts a unique relationship that develops between two young people sitting on a park bench through the use of post-it notes. We see the couple flirting and developing an interest in each other over a period of three days as they playfully exchange notes. At the conclusion of the short film, it is revealed that one of the youth is hearing and one is deaf. The charming and sentimental narrative offers an optimistic view of human nature and human relationships and expresses people's ability to communicate and value each other across difference. The video received an audience appreciation award at the youth media screening event hosted at PhillyCam, the city's local access center. But only one week previous to this event, in Providence, Rhode Island, the GiveMe5 festival, a statewide youth media event, featured another youth-produced video, also called "Love Language," featuring different actors and setting, but with an identical plot, structure, and form. This video also received a warm response from the audience. Because the ending credits were cut before the conclusion of the film, the audience could not see that this version included a line at the end that indicated that the productions were in fact a remake of the viral video produced by the Jubilee Project to support the American Society for Deaf Children in November, 2010. A search on "Love Language" on YouTube reveals thousands of short video remakes from around the world featuring the plot and structure of the original. It is difficult to determine why this video attracted so many imitations, but the simple production values and emotionallycompelling narrative may explain its popularity as an object of imitation. We take an interest in the "Love Language" video in order to examine some of the pleasures, paradoxes, and tensions regarding the ethical, aesthetic, and therefore educational values of youth-produced remake videos. Although remakes have been sometimes considered "uninspired copies," the remake genre is a significant part of filmmaking (Koos & Forrest, 2002, p. 3). Film critics of the mid-20 th century considered remaking a purely American practice, a product of standardized filmmaking practices and the monopolization of the world market. In distinguishing between film remakes and adaptations, film scholars considered remakes as films that simply updated an older film in order to maintain its appeal to new audiences, while adaptations made changes to the content and form of the original in a way that transforms it by adding new meaning and value (Koos & Forrest, 2002). In examining Hollywood film remakes, Lenos (2009) observes that film remakes capitalize on familiarity while adapting narrative and filmic tropes to new cultural contexts. Digital remix practices work in similar ways to link together media culture, history and locali...

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Section: Remake Video Genresmentioning

confidence: 57%

The creativity of imitation in remake videos

Hobbs

Friesem

2019

E-Learning and Digital Media

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“…In previous studies, content analysis, network analysis and discourse analysis have shown themselves popular for researching the implications of YouTube for civic participation and the qualities of civic participation therein (Chu, 2009;Van Zoonen, Vis & Mihelj, 2011). This study uses a range of textual analytic methods to answer the research questions discussed above.…”

Section: Methods and Samplementioning

confidence: 99%

Everyday Racism and «My Tram Experience»: Emotion, Civic Performance and Learning on YouTube

Banaji¹

2013

Comunicar: Media Education Research Journal

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El racismo cotidiano y «Mi experiencia en un tranvía»: emoción, comportamiento cívico y aprendizaje en YouTube ABSTRACT Does the public expression and performance of shock, distress, anger, frustration and ideological disapproval of particular sorts of politics constitute a form of collective political expression from which individuals can learn about being citizens? When it comes to the expression of feelings of racial and other types of prejudice, has political correctness led to a deepening of entrenched racist beliefs with no channel for discussion? This article engages with such questions through a case study of YouTube responses to «My Tram Experience» a commuter-uploaded mobile-phone video of a racist diatribe on a tram in the UK. Using qualitative content analysis and thematic analysis, it describes how these performed, networked and distributed moments of citizen angst demonstrate a limited but interesting range of civic engagements with and positionings towards racism, immigration, class and nationalism. For one reason or another these are not allowed to occur in other public for a such as the mainstream media or schools. The article argues that these vlogs are both a wide-ranging potentially therapeutic resource for those needing validation for their racist or anti-racist views, or for those who wish to express and garner solidarity for discomfort and pain caused by racism; they are also a significant though currently uncurated resource for citizenship education both formal and informal because of their engagements with technology, social context, emotional context and political rhetoric. RESUMEN¿La manifestación pública de sentimientos de conmoción, angustia, ira, frustración y desaprobación ideológica de ciertos tipos de hacer política constituyen una forma de expresión colectiva que permiten a las personas aprender a ser ciudadanos? En expresiones de prejuicios raciales u otros, ¿es posible que la «corrección política» haya llevado a una profundización de creencias racistas arraigadas? Este artículo interpela estos interrogantes a tfravés de las respuestas en YouTube al vídeo «Mi experiencia en un tranvía», realizado por un viajero con teléfono móvil a partir de una diatriba racista ocurrida en un tranvía del Reino Unido. Tras un análisis cuantitativo de contenido y un análisis temático, se describe cómo momentos de angustia ciudadana -compartidos y distribuidos por la Red-demuestran un rango limitado y a la vez interesante de relaciones cívicas, así como posicionamientos ante el racismo, la inmigración, la clase social y el nacionalismo. Por diferentes motivos, estos posicionamientos no están presentes en otgros foros públicos como los medios y las escuelas. Se argumenta que estos videoblogs son un recurso terapéutico para aquellos que necesitan el reconocimiento de sus puntos de vista racistas o anti-racistas, o para aquellos que desean expresar o provocar solidaridad en momentos incómodos y dolorosos causados por el racismo. Además son un recurso significativo, aunque todavía no considerado, en l...

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“…In the project, four primary schools were invited to implement a collaborative teaching approach to inquiry project‐based learning with Web 2.0 at upper primary levels. Previous studies have shown that it is essential to equip students with knowledge and skills to gather and process information from different sources such as the Internet and newspapers during the inquiry process (Chu, 2009; Chu, Chow & Tse, 2011), and media literacy has been identified as one of the essential skills for students to master. The first author presented a workshop on media education to the teachers in the four participating schools to introduce concepts in media education to them and to promote the incorporation of media education into their teaching scheme.…”

Section: Methodsmentioning

confidence: 99%

“…The Internet may also promote collective behavior by providing a public space for people to gather. For instance, YouTube can be used as a platform and a cultural public sphere for people to have fun (Chu, 2009). The new media generation — the younger generation – who grew up with the Internet, may not however see this new media as “new” because this may just be perceived to be their mundane forms of communication (Buckingham, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Media education was officially mentioned in the agenda of the Curriculum Development Council (Curriculum Development Council, 2000), but how media education is to be incorporated into the current curriculum is yet to be explored. For example, Chu (2009) studied an experiential model of media education in Hong Kong primary schools and discussed how media education should be taught. Nevertheless, research studies in media education are still limited.…”

Section: Literature Reviewmentioning

confidence: 99%

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Media awareness in the age of new media: A case study of Primary 4 students in Hong Kong

Chu

2010

Proc. Am. Soc. Info. Sci. Tech.

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This study examined media use and media awareness for Primary 4 students from four schools in Hong Kong (equivalent to Grade 4 in America) and how well their teachers understood their habits of and preferences for media use. The media awareness and media use patterns of students with regard to newspapers, television programmes, radio channels and the Internet were investigated. Results showed that, these students, despite being the new generation of the new media still believed that the news from television, radio and newspapers are more reliable. In addition, they were found to be more proactive media users than their teachers thought. They were more contentoriented in choosing a particular newspaper or TV channel instead of being influenced by their teachers and parents. The teachers were also not able to make very accurate predictions of their students' skills in media evaluation. The findings suggested that more contextual and in-depth approaches are needed to assess the students' media use patterns, from which relevant media education models can be derived.

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Collective behavior in YouTube: a case study of ‘Bus Uncle’ online videos

Cited by 17 publications

References 14 publications

The creativity of imitation in remake videos

The creativity of imitation in remake videos

Everyday Racism and «My Tram Experience»: Emotion, Civic Performance and Learning on YouTube

Media awareness in the age of new media: A case study of Primary 4 students in Hong Kong

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