In debates on young people's engagements with new media, social networking sites (SNSs) have been explored as potentially democratizing spaces allowing a wider spectrum of young users to engage with digital technology than ever before. In relation to gender difference, SNSs are viewed as places that have opened up girls' and women's use of new media, building on earlier claims about how online practices like personal websites and blogging have revolutionized girls' access to and uses of digital technology. On the other hand, there are prominent public debates over children and sexualization, for example, that position young people and particularly girls as at risk of exposure to online content or SNSs that are not age appropriate, and which may contain adult sexually explicit content or pornography, or even put young people at risk from online paedophiles. In this article we try to think through and beyond SNSs as sites of both gendered risk and opportunity, drawing on qualitative data from a 121 Jessica Ringrose and Katarina Eriksson Barajas UK study of teens' uses of the SNS Bebo. We discuss and trouble what gendered and sexualized risk and opportunity might mean in relation to user-generated content and peer-to-peer networks. We situate peer networks as operating within wider postfeminist, pornified media contexts which may intensify dynamics like sexual objectification of girls' bodies. But we also illustrate how girls navigate such trends in complex ways exploring instances of porno-chic performance and sexualized cyberbullying.
The aim of this article is to increase knowledge on the use of comics as materials in K-9 education (ages 6–15). This is achieved through an integrative research review. Reference lists and websites have been searched, both by database searches and manually, and the results analysed and cross-referenced to identify common areas of research and possible gaps in knowledge. 55 texts (research articles and doctoral theses) were found, with 40 first authors from fourteen countries. The results revealed several gaps in knowledge. Most of the analysed studies had been carried out in North America, which suggests that more studies in other educational contexts, published in English, are needed, and that cross-national studies of comics in education will be productive. Furthermore, only three of the analysed texts describe studies that have high ecological validity, while all of the remaining 52 studies were ‘staged’ studies, in which the researcher had introduced material and observed the results. This suggests that further studies that utilize non-experimental research methods are needed. Finally, most studies focus on students’ reading preferences in regard to comics, rather than, for example, on how students compose comics or what they learn through comics. Thus, further studies that explore student work with comics, and examine the kinds of knowledge that reading comics enables, are desirable.
In the present paper, we argue for a combination of reader reception studies and discursive psychology that we would like to call discursive reception studies: that is, discursive-psychological analyses of reader reception data. Such approaches provide possibilities to analyse the role of social interaction in the co-construction of the reading of a given book (or talk on a film or other reader reception data). Drawing on detailed analyses of video-recorded teacher-led booktalk sessions in grades 47, pupils" self presentations and other types of co-construed categorizations of readers are examined and discussed in relation to the pupils" and teachers" co-construction of two contrasting categories of reader positions: avid readers (bokslukare; literally, book-devourers), on the one hand, and struggling readers, on the other.These categorizations in turn involve two different sets of continua in terms of the participants" (pupils") spontaneous positionings: one based on motivation (willing versus unwilling readers) and one based on reading speed (fast versus slow readers). Both sets of contrasting categories involve implicit local hierarchies, yet these two continua do not necessarily overlap. An important finding is that the position of a fast reader does not imply the position of a booklover. Through detailed examinations of the participants" co-construed local hierarchies in booktalk, this study documents ways in which discursive reception studies may contribute to a deeper understanding of reading as a situated social practice. Our findings have implications for teacher training, with respect to the promotion of literary reading among children.
The present paper concerns the use of film for eliciting discussions of fundamental values in an upper secondary school setting. In this case, Lilya 4-ever, a feature film about sex trafficking, is used. The present paper contributes some empirical knowledge about how young people are "doing gender" in a natural setting -an educational context -that celebrates equality values. The examples from a group discussion between pupils reveal a balance between performing the school task, discussing the questions on the sheet the teacher provided, and working on their private identities, which here includes social interplay that among teenagers could involve rejecting an academic identity. The analysis concern how pupils use discourses drawn from a film in that balancing act. The paper explores how discourses on sex are used to gain power in conversation, to challenge male sexuality and to reject victimization.
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