Learning with YouTube: beyond formal and informal through new actors, strategies and affordances
This article focuses on the results from interviews and workshops on teens’ YouTube consumption and use as part of the Transmedia Literacy research project on teens and transmedia collaborative practices carried out in eight countries from Europe, South America and Australia. The project had two mai...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
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| Acceso en línea: | http://hdl.handle.net/10230/56635 http://dx.doi.org/10.1177/13548565211020545 |
| Access Level: | acceso abierto |
| Palabra clave: | Digital apprentice gameplay informal learning teenagers tutorial vlogs YouTube |
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Learning with YouTube: beyond formal and informal through new actors, strategies and affordancesPires de Sá, FernandaMasanet, Maria-JoseTomasena Glennie, José MiguelScolari, Carlos Alberto, 1963-Digital apprenticegameplayinformal learningteenagerstutorialvlogsYouTubeThis article focuses on the results from interviews and workshops on teens’ YouTube consumption and use as part of the Transmedia Literacy research project on teens and transmedia collaborative practices carried out in eight countries from Europe, South America and Australia. The project had two main objectives: to detect what teens are doing with media and to determine how they learn to do it. During the fieldwork, YouTube was identified as one of the platforms that teens use most for learning purposes. Therefore, this article maps teenagers’ main YouTube learning topics and motivations for using the platform. We studied the video formats that teens use and the way they use them to learn a wide variety of topics. Three main areas of interest were identified: formal school curriculum, video games and technology and wellness and culture. In all three areas, teens apply the apprenticeship model of learning as they follow YouTube instructors (teachers, experts and peers) to learn about these areas. Teens highlight different YouTube affordances that motivate them to use the platform, including using it as a search engine to find specific information, using the number of views or subscribers to validate the quality of the content, being able to control the video to learn at their own pace and using it as a repository and archive to find information. Teens use YouTube both to complement their formal school curriculum and to explore their own interests. Therefore, YouTube becomes an important learning space for adolescents to learn in a continuum. This means that it is a space that blurs the boundaries between classic oppositions like formal/informal learning due to how teens use it.This work was supported by European Union’s Horizon 2020 Framework Programme for Research and Innovation Actions [grant number 645238].SAGE Publications202320232022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/56635http://dx.doi.org/10.1177/13548565211020545reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésConvergence: The International Journal of Research into New Media Technologies. 2022;28(3):838-53.info:eu-repo/grantAgreement/EC/H2020/645238Pires F, Masanet MJ, Tomaseina JM, Scolari CA. Learning with YouTube: beyond formal and informal through new actors, strategies and affordances. Convergence. 2022;28(3):838-53. Copyright © 2022 The Author(s). DOI: 10.1177/13548565211020545info:eu-repo/semantics/openAccessoai:recercat.cat:10230/566352026-05-29T05:05:01Z |
| dc.title.none.fl_str_mv |
Learning with YouTube: beyond formal and informal through new actors, strategies and affordances |
| title |
Learning with YouTube: beyond formal and informal through new actors, strategies and affordances |
| spellingShingle |
Learning with YouTube: beyond formal and informal through new actors, strategies and affordances Pires de Sá, Fernanda Digital apprentice gameplay informal learning teenagers tutorial vlogs YouTube |
| title_short |
Learning with YouTube: beyond formal and informal through new actors, strategies and affordances |
| title_full |
Learning with YouTube: beyond formal and informal through new actors, strategies and affordances |
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Learning with YouTube: beyond formal and informal through new actors, strategies and affordances |
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Learning with YouTube: beyond formal and informal through new actors, strategies and affordances |
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Learning with YouTube: beyond formal and informal through new actors, strategies and affordances |
| dc.creator.none.fl_str_mv |
Pires de Sá, Fernanda Masanet, Maria-Jose Tomasena Glennie, José Miguel Scolari, Carlos Alberto, 1963- |
| author |
Pires de Sá, Fernanda |
| author_facet |
Pires de Sá, Fernanda Masanet, Maria-Jose Tomasena Glennie, José Miguel Scolari, Carlos Alberto, 1963- |
| author_role |
author |
| author2 |
Masanet, Maria-Jose Tomasena Glennie, José Miguel Scolari, Carlos Alberto, 1963- |
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author author author |
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Digital apprentice gameplay informal learning teenagers tutorial vlogs YouTube |
| topic |
Digital apprentice gameplay informal learning teenagers tutorial vlogs YouTube |
| description |
This article focuses on the results from interviews and workshops on teens’ YouTube consumption and use as part of the Transmedia Literacy research project on teens and transmedia collaborative practices carried out in eight countries from Europe, South America and Australia. The project had two main objectives: to detect what teens are doing with media and to determine how they learn to do it. During the fieldwork, YouTube was identified as one of the platforms that teens use most for learning purposes. Therefore, this article maps teenagers’ main YouTube learning topics and motivations for using the platform. We studied the video formats that teens use and the way they use them to learn a wide variety of topics. Three main areas of interest were identified: formal school curriculum, video games and technology and wellness and culture. In all three areas, teens apply the apprenticeship model of learning as they follow YouTube instructors (teachers, experts and peers) to learn about these areas. Teens highlight different YouTube affordances that motivate them to use the platform, including using it as a search engine to find specific information, using the number of views or subscribers to validate the quality of the content, being able to control the video to learn at their own pace and using it as a repository and archive to find information. Teens use YouTube both to complement their formal school curriculum and to explore their own interests. Therefore, YouTube becomes an important learning space for adolescents to learn in a continuum. This means that it is a space that blurs the boundaries between classic oppositions like formal/informal learning due to how teens use it. |
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2022 |
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2022 2023 2023 |
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info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion |
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acceptedVersion |
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http://hdl.handle.net/10230/56635 http://dx.doi.org/10.1177/13548565211020545 |
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http://hdl.handle.net/10230/56635 http://dx.doi.org/10.1177/13548565211020545 |
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Inglés |
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Inglés |
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Convergence: The International Journal of Research into New Media Technologies. 2022;28(3):838-53. info:eu-repo/grantAgreement/EC/H2020/645238 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf application/pdf |
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SAGE Publications |
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SAGE Publications |
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