Tracing the Everyday 'Sitings' of Adolescents on the Internet: a strategic adaptation of ethnography across online and offline spaces

Leander, Kevin M.; Mckim, Kelly K.

doi:10.1080/14636310303140

Cited by 295 publications

(226 citation statements)

References 19 publications

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“…And what are the implications for our research and our analysis, as the data become even messier and less stable? This line of questioning connects to a recent discussion on the need to move beyond the concept of place-bounded ethnography, and redefine the field and its boundaries (Eichhorn, 2001;Hine, 2000;Leander and McKim, 2003). Influenced by ideas such as Marcus's (1995) "multi-sited ethnography" and Olwig and Hastrup's (1997) view of the field as being a "field of relations", qualitative Internet researchers are looking for ways to move beyond bounded sites, to follow connections made meaningful from a specific setting (Hine, 2000, p. 60-61).…”

Section: Conclusion: Revisiting the Online/offline Distinctionmentioning

confidence: 81%

“…Influenced by ideas such as Marcus's (1995) "multi-sited ethnography" and Olwig and Hastrup's (1997) view of the field as being a "field of relations", qualitative Internet researchers are looking for ways to move beyond bounded sites, to follow connections made meaningful from a specific setting (Hine, 2000, p. 60-61). For example, in their discussion of methodological approaches to the analysis of adolescents' Internet literacy practices, Leander and McKim (2003) propose replacing the notion of users' everyday "sites" by that of "sitings". 3 They emphasize the need to develop methodologies that follow participants' practices of moving and traveling between online and offline, and within a far wider and hybrid mediascape.…”

Section: Conclusion: Revisiting the Online/offline Distinctionmentioning

confidence: 99%

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How Can Researchers Make Sense of the Issues Involved in Collecting and Interpreting Online and Offline Data?

Orgad¹

2009

Internet Inquiry: Conversations About Method

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Section: Conclusion: Revisiting the Online/offline Distinctionmentioning

confidence: 81%

Section: Conclusion: Revisiting the Online/offline Distinctionmentioning

confidence: 99%

How Can Researchers Make Sense of the Issues Involved in Collecting and Interpreting Online and Offline Data?

Orgad¹

2009

Internet Inquiry: Conversations About Method

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“…context (JACOBS, 2007;LEANDER;MCKIM, 2003), however the questions of "where", "how", "with whom" remain important factors that inform language and literacy practices.…”

Section: Portability Of Communication Devices Has Perhaps Complicatedmentioning

confidence: 99%

Literacies in a participatory, multimodal world: the arts and aesthetics of Web 2.0 DOI - 10.5752/P.2358-3428.2013v17n32p137

Vasudevan

2015

Scripta

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In this article, a multimodal framework of literacies is engaged to call attention to the aesthetic aspects of adolescents' media making and identity explorations. Data from two studies are shared to offer complementary portraits of youth engaged with various technologies and media in two different out-ofschool settings. Both young men crafted forms of participation into their respective teaching and learning contexts through personal engagements with digital technologies that are becoming increasingly common features in adolescents' communicative landscapes. Meaning is found, therefore, in the nature of the young men's playful interactions with a variety of expressive modalities and not only in final compositions or texts.Recommendations to incorporate media play and personal explorations with technologies into language arts curricula are made in the conclusion.Keywords: Multimodality. Adolescents. Media. Play. Aesthetics. * 1Assistant Professor of Technology and Education at Teachers College, Columbia University.I am who I am not yet. (Maxine Greene, 1996) Sitting in front of a large Mac monitor, with his right hand on the mouse, twelve year-old TJ clicked through a variety of animation effects until he found one that applied a slow motion filter to the selected video clip. With another swift click of the mouse, TJ stretched a three-second clip into an eight-second rendition of his brother's flight through the air and ultimate fall from the playground's zip line. As he watched the clip repeatedly, TJ broke into fits of high pitched giggles that I had quickly come to love soon after I first met him over a year earlier. This was the first time that TJ had used iMovie, but not the first time using video editing software; that introduction occurred a month earlier as he experimented with 137 SCRIPTA, Belo Horizonte, v. 17, n. 32, p. 137-154, 1º sem. 2013Windows MovieMaker while seated under a pavilion in the park, with my laptop on his lap. TJ had earned a reputation among our group of five middle grade boys for being a gifted multimedia storyteller. Over the course of the fifteen months we all met together, he produced several multimedia artifacts using photographs, video, and audio that we had created as a group. The clip of his little brother, which he edited with the "slo-mo" effect, found its way into a short, satirical piece entitled "Sibling Mutiny". TJ was an artful storyteller who also possessed a sharp wit, which was evident in his many compositions including a multimedia treatise on the educational possibilities of our group, precisely because we were located outside of school; a visual essay about the possible stories that different pieces of trash might hold; and the dialogic cacophony to be found in the spaces between teachers' words and the everyday social practices of youth.The topic of teacher-student disjuncture echoed throughout many of the multimodal texts produced within the out-of-school storytelling project TJ was a part of, along with four of his peers. Chief among their ongoing ...

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“…The term 'connective ethnography' is used by Hine (2007) and Leander and McKim (2003) to describe ethnographic studies in which the field sites span both digital and physical spaces. In studying students' Facebook use, I observed that they very rarely operate in a single domain, space, or site, whether digital or physical.…”

Section: Connective Ethnographymentioning

confidence: 99%

Technology, time and transition in higher education – two different realities of everydayFacebookuse in the first year of university in the UK

Stirling

2015

Learning, Media and Technology

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This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. STIRLING, Eve (2015). Technology, time and transition in higher education : two different realities of everyday Facebook use in the first year of university in the UK. Learning, Media and Technology, 41 (1), 100-118. Published version Copyright and re-use policySee http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archivehttp://shura.shu.ac.uk 1 Technology, time and transition in higher educationtwo different realities of everyday Facebook use in the first year of university in the UKWithin the range of websites and apps that are part of first-year undergraduates' digital environments, the social network site Facebook is perhaps the most popular and prominent. As such, the ubiquitous nature of Facebook in the higher education landscape has drawn much attention from scholars. Drawing on data from a longitudinal connective ethnography, this paper uses two ethnographic stories to explore further the realities of social media usage by newly enrolled undergraduate students in a UK university. These ethnographic stories tell two differing tales -one of connection, intent, use and organisation -the other, of disconnection, disengagement and unrealised expectations. Facebook structures students' time at university both through connection and disconnection practices and examples of these are presented under two headings 'I'm always on it' and 'Being academic'. First-year student experiences of Higher Education and social media use are not uniform, but nuanced and responsive to their specific ecosocial systems.

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Tracing the Everyday 'Sitings' of Adolescents on the Internet: a strategic adaptation of ethnography across online and offline spaces

Cited by 295 publications

References 19 publications

How Can Researchers Make Sense of the Issues Involved in Collecting and Interpreting Online and Offline Data?

How Can Researchers Make Sense of the Issues Involved in Collecting and Interpreting Online and Offline Data?

Literacies in a participatory, multimodal world: the arts and aesthetics of Web 2.0 DOI - 10.5752/P.2358-3428.2013v17n32p137

Technology, time and transition in higher education – two different realities of everydayFacebookuse in the first year of university in the UK

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