Selfies and shelfies on #bookstagram and #booktok – social media and the mediation of Australian teen reading

Dezuanni, Michael; Reddan, Bronwyn; Rutherford, Leonie; Schoonens, Amy

doi:10.1080/17439884.2022.2068575

Cited by 19 publications

(14 citation statements)

References 20 publications

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“…In line with most of the recent research on BookTok in the social sciences, we choose a qualitative approach for our investigation. Thomas (2021), Rodger (2019) and Abidin (2020) use visual and digital ethnography, while Dezuanni et al (2022) use an explorativedescriptive approach. In this exploratory study we draw mostly on the visual ethnographic approach.…”

Section: Methodology: Digital and Visual Ethnographymentioning

confidence: 99%

“…But in a small study like this one, in which we seek to understand how and why young people use BookTok, observations and interviews are more appropriate. Social media like BookTok consist of a vast and growing number of posts and participants, making it a challenge to undertake a more systematic approach (Dezuanni et al , 2022). Sarah Pink, a leading scholar in developing ethnographic methods to research digital technologies and the everyday practices of social media use (Postill and Pink, 2012; Pink, 2015; Pink, 2021), emphasizes the importance of researchers immersing themselves in the research area, for example in our case, by interacting, following, liking, and exploring the BookTok community by following BookTokers, hashtags, and sound bites.…”

Section: Methodology: Digital and Visual Ethnographymentioning

confidence: 99%

“…We were especially interested in how young adults were using BookTok, as Tiktok is most popular among teens and young adults, as confirmed in research from the USA, UK, Denmark, and Australia (Dezuanni et al , 2022; Companyoung.com, 2022; Gevers, 2020; Doyle, 2022). All three books we started with were young adult titles.…”

Section: Methodology: Digital and Visual Ethnographymentioning

confidence: 99%

“…Further they suggest teachers themselves become BookTokers and lastly that they allow students to make BookToks in the classroom. Dezuanni (2021) and Dezuanni et al (2022) explore how BookTok and Bookstagram affect Australian teen reading. Dezuanni (2021) argues that young people benefit from "peer pedagogies," where they learn about books from everyday users and micro-celebrities on platforms such as BookTok.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Based on an analysis of content and comments Dezuanni concludes that some parts of the BookTok community may act as inspiration to find new books and invite fans to develop a reader identity. In their article on selfies and shelfies, Dezuanni et al (2022) analyze two accounts on Instagram and TikTok using theory on micro-celebrities, performativity and relational labor. The analysis suggests a difference in target groups, in which Bookstagram appeals to older users and BookTok to teens and young adults.…”

Section: Literature Reviewmentioning

confidence: 99%

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#BookTokMadeMeReadIt: young adult reading communities across an international, sociotechnical landscape

Martens

Balling

Higgason

2022

ILS

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Purpose This research article presents an exploratory case study of the sociotechnical landscape of BookTok, and how young people use it to connect with others around the books they love, or those they love to hate. By observing the interplay between young people, books, and the technology (TikTok) that connects them, this study aims to explore how blending analog and digital media tools makes reading social and fun. Design/methodology/approach The authors selected three bestsellers available in English and Danish, and BookTokers who made related videos. This study used a qualitative, ethnographic (Pink, 2021) approach to explore interactions on the app. Inductive coding (Saldaña, 2021) helped the authors identify themes, and connect to areas of inquiry. Findings During the pandemic, TikTok and BookTok offered young people opportunities for reading engagement in social, bookish communities by using technology to promote reading in print. In doing so, their actions made reading and being a reader highly entertaining. Research limitations/implications As an exploratory case study, this research is not generalizable. But the findings will apply to future work on reading, publishing, and connected learning in a sociotechnical landscape. Practical implications BookTok connects print and digital formats, offering innovative possibilities for young people’s connected learning and reading promotion in schools and libraries. Originality/value Because TikTok is a relatively new tool, and its sub-community BookTok became popular during the COVID-19 pandemic, research on this topic is still in its earliest stages.

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Section: Methodology: Digital and Visual Ethnographymentioning

confidence: 99%

Section: Methodology: Digital and Visual Ethnographymentioning

confidence: 99%

Section: Methodology: Digital and Visual Ethnographymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

#BookTokMadeMeReadIt: young adult reading communities across an international, sociotechnical landscape

Martens

Balling

Higgason

2022

ILS

View full text Add to dashboard Cite

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#BookTok's appeal on ninth‐grade students: An inquiry into students' responses on a social media revelation

Dera,

Brouwer,

Welling

2023

J Adolescent & Adult Lit

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Over the last years, the hashtag #BookTok has been viewed more than 100 billion times on TikTok. Hence, both scholars and practitioners have plead for integrating #BookTok in the literacy classroom, expressing the hope that this digital subculture might flip adolescents' conceptions of reading and improve their reading motivation. This article presents the first empirical inquiry into students' evaluations of #BookTok in an educational context. Reporting a survey study among 142 ninth‐grade students in the Netherlands, who were introduced to #BookTok through a compilation video featuring the most popular Dutch #BookTokers, the article shows that the phenomenon especially appeals to students who already read for pleasure frequently. Evaluations by book avoiders, on the other hand, were overwhelmingly negative. Promisingly, though, students who can be described as “book doubters,” who do not read often despite a relatively positive reading attitude, frequently reported an intention to use #BookTok, both in leisurely and educational settings. Hence, the article argues that integrating #BookTok in literacy education might especially serve students fitting the book doubter persona. At the same time, the results underline the importance of differentiation in the literacy classroom, also regarding the use of #BookTok.

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Reading as Self-making: Using Mobile Ethnography to Examine the Contemporary Literate Practices of Middle-Class Adolescent Girls in Singapore

Loh

2023

Palgrave Studies in Literary Anthropology

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Selfies and shelfies on #bookstagram and #booktok – social media and the mediation of Australian teen reading

Cited by 19 publications

References 20 publications

#BookTokMadeMeReadIt: young adult reading communities across an international, sociotechnical landscape

#BookTokMadeMeReadIt: young adult reading communities across an international, sociotechnical landscape

#BookTok's appeal on ninth‐grade students: An inquiry into students' responses on a social media revelation

Reading as Self-making: Using Mobile Ethnography to Examine the Contemporary Literate Practices of Middle-Class Adolescent Girls in Singapore

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