What is Web 2.0? What Does It Mean for Anthropology? Lessons From an Accidental Viral Video

Wesch, Michael

doi:10.1525/an.2007.48.5.30.2

Cited by 12 publications

(8 citation statements)

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“…Or is blogging a sort of samizdat that may prove to have relatively little power to inform, critique, and motivate large numbers of people in an age of neoliberalism? For example, while Wesch [2007] demonstrates how new areas of research and information-sharing are made possible through advances in digital technology that allow for novel knowledge-making practices and activities in the academy, Malaby [2009] has highlighted some of the limits that virtual communicative technologies present. In his study of building communities and commercial workspaces in the context of Second Life and Linden Lab, as these are constituted through networks and digital technologies, he shows how virtual worlds are not so much breaks with reality-i.e.…”

Section: Discussionmentioning

confidence: 99%

“…5 Accompanying this development has been the rapid emergence of new computer and media technologies. Research about the internet and the social and cultural aspects of technology and cyberspace are really only now emerging in the fi eld of anthropology [Malaby 2009;Wesch 2007] and in other areas of social science [Katz and Rice 2002;Hampton and Wellman 2003]. Bach and Stark's [2003] work on the relationship between NGOs in Central and East Europe and a growing IT network suggests new possibilities for organisational and social transformations that at the same time present the challenge of balancing activist agendas with business models of effi ciency and accountability.…”

Section: Slovak Cyber-protests In the New Millenniummentioning

confidence: 99%

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From Brigades to Blogs: Environmentalism Online in Slovakia 20 Years after the Velvet Revolution

Snajdr¹

2012

Czech Sociological Review

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This article examines aspects of contemporary Slovak environmental activist discourse in the digital realm of blogging and cyberspace. It explores this subject by fi rst comparing volunteer brigades and samizdat writing from the late communist period with present digital forms of environmentalism in the new millennium. Current environmental blogs are then analysed according to material, substantive, and discursive aspects as these suggest obstacles and benefi ts to promoting environmentalism in the wake of political transformation. In examining this issue in one Central and East European context, the paper aims to raise broader questions regarding both research on environmental behaviour and policy in post-socialist Europe as well as the relationships between culture, political consciousness and technology in an age of globalisation.

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Section: Discussionmentioning

confidence: 99%

Section: Slovak Cyber-protests In the New Millenniummentioning

confidence: 99%

From Brigades to Blogs: Environmentalism Online in Slovakia 20 Years after the Velvet Revolution

Snajdr¹

2012

Czech Sociological Review

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“…Davis’ documentary, together with various spin‐offs, has been viewed by more than two million people through YouTube, was featured in 20 film festivals worldwide, and won several prestigious awards – all implying cultural impact. As digital ethnographer Michael Wesch (2007, 2008) points out, we are in the midst of an information revolution. The typical college student is online more hours than s/he is in class.…”

Section: Social Constructionism Intersectionality and Girls’ Livesmentioning

confidence: 99%

Doing Culture with Girls Like Me: Why Trying on Gender and Intersectionality Matters

Williams

2009

Sociology Compass

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Gendering is not a one-size-fits-all process. Girls try on gender. In particular, girls -conditioned to value connections -search their cultural surroundings for 'girls like me' to answer the weighty question, Who am I? However, girls are not simply passive beneficiaries of culture, but actively construct their gendered selves by engaging in or 'doing' culture; girls activate certain features salient to their experiences. This paper examines how race, ethnicity, and class arbitrate girls' gendered identities, emphasizing the concept trying on gender to capture the intersectional and experimental character of these processes. As girls try on gender -a local and culturally specific endeavor -they engage in a fluid, multifaceted, and sometimes tentative gendering process. Cross-over literature by and for girls lends empirical support to how girls accomplish this multi-constructed sense of self. The article concludes with implications for studies of girls, including a cautionary note about overemphasis on individualistic agency. I am connected to my mother, to my grandmother, to my great-grandmother, and so on. That connection is the sort of connection that a white person could not possibly understand. There is this burden that takes the form of a crown we all wear to remember that a woman or a man to whom we are related had to go through the Middle Passage. I wear that crown every day.

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“…Perhaps, Hill's comment could be re-written in the following way: 'endangered languages in some sense 'belong' to someone in the world', but would this also be true of created languages? Created languages, 1 if they were held to the same Internet use in recent years and the growing development of Web 2.0 technologies (Wesch, 2007), social media and information technologies have become more and more desirable for language learning, particularly among youth who are growing up in the digital era. By using created language speech communities as a model of how to create 'virtual speech communities', endangered language speech communities may be able to increase their number of speakers, as well as the prestige of their language.…”

Section: Introductionmentioning

confidence: 99%

Media, information technology, and language planning: what can endangered language communities learn from created language communities?

Schreyer

2011

Current Issues in Language Planning

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The languages of Klingon and Na'vi, both created for media, are also languages that have garnered much media attention throughout the course of their existence. Speakers of these languages also utilize social media and information technologies, specifically websites, in order to learn the languages and then put them into practice. While teaching a course on 'Pidgins, Creoles, and Created Languages', I realized that endangered language communities could learn techniques for interacting with the media from created language communities in order to help further develop the image and prestige planning for their languages. Also, endangered language communities could model the online resources of created language communities part of their acquisition planning. This paper draws on my experiences working with endangered language communities in Canada and Papua New Guinea in order to compare the language planning of these communities to that of Klingon and Na'vi speakers. I also discuss how endangered language communities might benefit from their examples and, finally, what some of the drawbacks to these technological advances may be in terms of language revitalization and maintenance.

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What is Web 2.0? What Does It Mean for Anthropology? Lessons From an Accidental Viral Video

Cited by 12 publications

References 0 publications

From Brigades to Blogs: Environmentalism Online in Slovakia 20 Years after the Velvet Revolution

From Brigades to Blogs: Environmentalism Online in Slovakia 20 Years after the Velvet Revolution

Doing Culture with Girls Like Me: Why Trying on Gender and Intersectionality Matters

Media, information technology, and language planning: what can endangered language communities learn from created language communities?

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