Selfie phenomenon in the visual content of social media

Orekh, Ekaterina; Sergeyeva, Olga; Богомягкова, Елена

doi:10.1109/i-society.2016.7854191

Cited by 7 publications

(9 citation statements)

References 6 publications

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“…We identify creativity in selfies as defined by Karwowski and Brzeski (2017), reflecting people's capacity to create unique and fitting selfies through digital editing. These strategies aid in finding patterns typical for a cluster (Orekh et al, 2016), as coding based on cues encapsulates the content attributes of each selfie (Eagar and Dann, 2016). Lastly, the findings were triangulated to evaluate the validity of the data through the convergence of students' perceptions, sentiments, and visual cues.…”

Section: Methodsmentioning

confidence: 99%

“…We used Brunswik's lens model, as recommended by Qiu et al (2015), to identify observable cues such as emotions and actions to reflect personality traits and interpersonal perceptions, followed by cues mirroring information in terms of creativity. The analysis was guided based on three strategies (1) what is being shown (Eagar and Dann, 2016), (2) visual expression and sensorimotor coordination (Musil et al, 2017;Orekh et al, 2016) and (3) unique cues for selfies such us duckface and pressed lips (Qiu et al, 2015). In the initial stage, two researchers explored the selfies to identify characteristics that can be analysed, and concluded categorisation based on two aspects: (1) personality cues reflecting the indication of behaviours portrayed such as pressed lips, emotions, selfie trends, and the number of friends for the wefies (2) design cues reflecting editing behaviour such as manipulating layout frames (collages), text manipulation, captions (Barry et al, 2017), animation, icons (Faimau, 2020) and frames.…”

Section: Mode Of Analysismentioning

confidence: 99%

“…By so, the popularity of selfies has extended for a multitude of reasons as it transforms into an agent that reflects new trends in self-portrait behaviours, stretching from selfie participation through Wefies, Groufie, Ussie, Welfie, or Youie, digital manipulations focussing on editing, face tune and filters (Salomon and Brown, 2020) and various gestures, landmarks, and locations (Qiu et al, 2015). These dynamic trends also portray an undeviating requirement to portray positivity and identification (Fowler, 2019) veiled as a grand impression of staged perception (Hess, 2015) that publicises the desired notion to impress (Jackson, 2019), be recognised, and be acknowledged by a specific social circle (Orekh et al, 2016).…”

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confidence: 99%

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Hey, let's take a selfie: insights of selfie defamiliarisation in the classroom

Kumar

Silva²,

Osman³

et al. 2022

OIR

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PurposeSelfie is a popular self-expression platform to visually communicate and represent individual thoughts, beliefs, and creativity. However, not much has been investigated about selifie's pedagogical impact when used as an educational tool. Therefore, the authors seek to explore students' perceptions, emotions, and behaviour of using selfies for a classroom activity.Design/methodology/approachA triangulated qualitative approach using thematic, sentiment, and selfie visual analysis was used to investigate selfie perception, behaviour and creativity on 203 undergraduates. Sentiment analyses (SAs) were conducted using Azure Machine Learning and International Business Machines (IBM) Tone Analyzer (TA) to validate the thematic analysis outcomes, whilst the visual analysis reflected cues of behaviour and creativity portrayed.FindingsRespondents indicated positive experiences and reflected selfies as an engaging, effortless, and practical activity that improves classroom dynamics. Emotions such as joy with analytical and confident tones were observed in their responses, further validating these outcomes. Subsequently, the visual cue analysis indicated overall positive emotions reflecting openness towards the experience, yet also reflected gender-based clique tendency with modest use of popular selfie gestures such as the “peace sign” and “chin shelf”. Furthermore, respondents also preferred to mainly manipulate text colours, frames, and colour blocks as a form of creative output.Originality/valueThe study's findings contribute to the limited studies of using selfies for teaching and learning by offering insights using thematic analysis, SA and visual cue analysis to reflect perception, emotions, and behaviour.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-11-2021-0608/

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Section: Methodsmentioning

confidence: 99%

Section: Mode Of Analysismentioning

confidence: 99%

mentioning

confidence: 99%

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Hey, let's take a selfie: insights of selfie defamiliarisation in the classroom

Kumar

Silva²,

Osman³

et al. 2022

OIR

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“…However, it seems important if the graduates see the role of their university in the formation of a wider range of skills, competencies, and character traits, for example, do they think that their training influenced the formation of soft skills, broadened their horizons, and defined their professional ambitions, social identity; whether the university helped them to see career prospects, the formation of communication and management skills, etc. It can be noted that the formation of graduate's social identity is influenced by many factors -from satisfaction with training, as mentioned above, to demonstrating that you are a member of a certain community (in this case, the alumni community) using a selfie [11].…”

Section: Introductionmentioning

confidence: 99%

The evaluation of university’s impact on «human resource potential» of alumni

et al. 2020

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This paper considers university educational environment to be an important factor in the development of students' organizational and managerial competence. The authors discuss the approaches to the educational environment of the university, analyze its parameters and characteristics and study the connection between the developmental educational environment and a high level of managerial competence attained by technical university graduates. The authors rely on the environmental approach which allows them to assess the impact of the educational environment on students' organizational and managerial competence taking into account the analysis of empirical data obtained by monitoring methods of sociological research. This method also made it possible to improve self-organization and self-management skills of students and to achieve a high level of resilience both on the environmental and personal level.

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“…The process of photograph sharing-as an element of User Generated Content (UGC) and specific forms of a message-constitutes an element of the SNS' communication strategy. Such a process enables building an image desired by the source [2], among others, due to stimulating the creation of positive emotions, impressions [3], and social approval [4]. The properties indicated above tend to refer to individual photographs as information means in terms of information ecology (IE).…”

Section: Introductionmentioning

confidence: 99%

Hitchhiking Experiences and Perception of Affective Label Polarity in Social Networking Sites—Potential Memetic Implications for Digital Visual Content Management

Stepaniuk

Sturgulewska²

2020

Sustainability

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Digital Visual Content (DVC), as sets of meanings, constitutes a pictorial representation of phenomena and may lead users of Social Networking Sites (SNS) to specific behavioral activities, i.e., connected with the expression of emotions. The goal of this research paper was to create a methodology of analysis and visualization of SNS users’ emotional responses to the hitchhiker archetype, built on the basis of a semantic decomposition of photos shared by hitchhikers in a closed group of Facebook users. Hitchhiker, as an archetype of authentic and sustainable tourism, was used as an illustrative example. ABSA (Aspect-Based Sentiment Analysis) methodology was used for a semantic decomposition of 300 randomly selected photos, applying the theoretical framework of information ecology. As a result, collections of single meanings (aspects) were distinguished and grouped into four main denotation groups: “Hitchhiker environment”, “Activities of hitchhikers”, “Season” and “Heritage”. Having created a holistic view of the archetype from aspects appearing at different frequencies, it was assumed that the archetype could be viewed as a meme. Given this memetic archetype and the emotional response associated with it, it could be considered a subject of cultural selection, conditioned by the influence of several factors, e.g., user demographics. The results allow for the development of the premises for research related to the dynamics, evolutionary analysis, and visualization of memes as well as emotional responses of visual content recipients.

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Selfie phenomenon in the visual content of social media

Cited by 7 publications

References 6 publications

Hey, let's take a selfie: insights of selfie defamiliarisation in the classroom

Hey, let's take a selfie: insights of selfie defamiliarisation in the classroom

The evaluation of university’s impact on «human resource potential» of alumni

Hitchhiking Experiences and Perception of Affective Label Polarity in Social Networking Sites—Potential Memetic Implications for Digital Visual Content Management

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