The study of youth online: a critical review and agenda

Way, Amy K.; Redden, Shawna Malvini

doi:10.1080/15358593.2017.1293838

Cited by 21 publications

(31 citation statements)

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“…. i'm kinda nervous lol As the example above illustrates, social media-a vital space for youth expression and sociality (boyd, 2014;Way & Malvini Redden, 2017)-can offer a valuable window into youth experiences, attitudes, and perceptions. With the onset of the COVID-19 pandemic in spring 2020, young people all over the world have experienced a jarring transition to online learning.…”

Section: Thought I Was the Only One Worrying About Thismentioning

confidence: 99%

“…By affording collective expression for youth (Literat & Kligler-Vilenchik, 2019), social media fulfills significant needs related to belonging, identity experimentation, self-expression, social connection, and political socialization (see, e.g., boyd, 2014;Ito et al, 2009;Literat & Kligler-Vilenchik, 2019;Wargo, 2017). However, on the flip side, social media also brings up particular risks and challenges for youth, including 3 privacy issues (Hodkinson, 2017;Marwick & boyd, 2014), potentially adverse effects on self-esteem and individuality (Michikyan & Subrahmanyam, 2012;Way & Malvini Redden, 2017), and informational challenges (Vaidhyanathan, 2018). What is more, as a growing body of research has documented, social media often runs the risk of reproducing broader power dynamics (Selwyn, 2014) and patterns of marginalization, including along racial, gender, and/or socioeconomic lines (e.g., boyd, 2014;Hargittai & Hinnant, 2008;Literat & Brough, 2019;Nemer, 2016).…”

Section: Social Media As a Window Into Youth Experiencesmentioning

confidence: 99%

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“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

Literat

2021

AERA Open

111

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Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students’ home contexts emerged as particularly salient, making visible the intersections between young people’s home, school and social lives. By facilitating a grounded, bottom-up understanding of students’ experiences and perceptions—shared in their preferred spaces and modes of expression—this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.

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Section: Thought I Was the Only One Worrying About Thismentioning

confidence: 99%

Section: Social Media As a Window Into Youth Experiencesmentioning

confidence: 99%

“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

Literat

2021

AERA Open

111

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“…This article examined children and young people's non-elicited YouTube videos as representations of the informal dimension of school mealtimes. The analyses included interpretations of students' use of social media as an opportunity for creative content production and expressions of agency (Way & Redden, 2017). Furthermore, to be able to acknowledge offline institutional boundaries in relation to which students' activities are negotiated in schools (see, e.g., Thomson, 2005), we defined school mealtimes as including both formal and informal dimensions.…”

Section: Discussionmentioning

confidence: 99%

“…The concept of challenging agency (Lanas & Corbett, 2011) and the analytical separation of formal and informal dimensions (Gordon et al, 2000;McGregor, 2004;Paju, 2011;Thomson, 2005;Valentine, 2000) guided our analyses of students' motives, as well as interpretations of the tensions that emerged between students' activities and the formal school meal framework. Finally, leaning on Boyd (2014), Davies (2007) and Way and Redden (2017), we enriched our reading of how students' activities in the videos were affected by their imagined online audiences, how the publicity of YouTube caused formal and informal dimensions of school mealtimes to clash, how filming the videos could be interpreted to reinforce or change students' experiences of school mealtimes and how YouTube provided them tools to pursue their aspirations to connect socially and to voice their opinions in ways that could not necessarily be possible in the offline. In the following, results are organized according to the three themes established in the first stage of analysis.…”

Section: Data and Analysismentioning

confidence: 99%

To Connect and be Heard: Informal Dimension of School Mealtimes Represented by Students’ Self-initiated YouTube Videos

Janhonen

Mäkelä

2021

YOUNG

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This qualitative observational study examines Finnish students’ self-initiated YouTube videos of school mealtimes, leaning theoretically on childhood sociology and social constructionist philosophy. Conceptualization of formal and informal dimensions of school mealtimes supported an examination of social media as a tool for children and young people for creative content production and expressions of agency, while acknowledging how their activities challenged formal rules and restrictions. The study shows how YouTube enabled students to construct cool and fun spaces within school mealtimes and provided them ways to voice their opinions of its formal contents. However, the publicity of social media resulted also with collisions between formal and informal dimensions, as the differing norms of online and offline contexts clashed. Overall, results illustrate social meanings of school mealtimes for students, their expressions of agency in relation to institutional boundaries and YouTube as a pathway for children and young people to connect and be heard.

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“…Youth identities and practices on social media are thus shaped by cultural and socioeconomic factors (Matamoros-Fernandez, 2017;Way & Malvini Redden, 2017), and although online spaces offer the opportunity to adopt an identity radically different from their own, research has found that young people's online selves tend to correlate closely with their offline selves (Matamoros-Fernandez, 2017). As Hargittai (2013) aptly puts it, the social media interactions of youth do not exist in a void and cannot be seen as "tabula rasa activities independent of existing offline identities" (p. 213).…”

Section: Introductionmentioning

confidence: 99%

“Good Social Media?”: Underrepresented Youth Perspectives on the Ethical and Equitable Design of Social Media Platforms

Brough¹,

Literat²,

Ikin³

2020

Social Media &Amp; The Self: An Open Reader

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This study investigates underrepresented youths' perspectives on social media design and how these may inform the development of more ethical and equitable social media apps. In contrast to the tradition of universal design in the field of human-computer interaction, this study centers difference to investigate how users' perspectives and expectations, shaped by their identities, help determine the affordances of social media and their ethical implications. Twenty-five in-depth interviews and youth-guided "think aloud" social media tours were carried out with a diverse range of young people from underrepresented groups. Findings illustrate how young people perceive and experience empowering and disempowering aspects of social media design.Interviewees expressed a palpable sense of underrepresentation in the digital technology design sector and noted several ways in which design elements of social media can exacerbate a sense of inadequacy. The negative implications of user profile design and popularity rating systems that encourage conformity were found to be of particular concern for low-income youth, youth of color, and other underrepresented groups. However, our findings also illuminate youth perspectives on how social media can sometimes serve as a tool to counter negative stereotypes and build social capital.The analysis includes concrete suggestions from underrepresented youth for more ethical and equitable social media design.

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The study of youth online: a critical review and agenda

Cited by 21 publications

References 0 publications

“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

To Connect and be Heard: Informal Dimension of School Mealtimes Represented by Students’ Self-initiated YouTube Videos

“Good Social Media?”: Underrepresented Youth Perspectives on the Ethical and Equitable Design of Social Media Platforms

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