The 'Hidden Transcripts' of Digital Natives in the Peri-Urban Jungle: Young People Making Sense of Their Use of Social/Digital Media

Autor/inn/en	Smyth, John; Harrison, Tim
Titel	The 'Hidden Transcripts' of Digital Natives in the Peri-Urban Jungle: Young People Making Sense of Their Use of Social/Digital Media
Quelle	In: Educational Practice and Theory, 37 (2015) 1, S.5-17 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
Schlagwörter	Social Media; Multimedia Materials; Electronic Publishing; Adolescents; Films; Field Studies; Notetaking; Ethnography; Foreign Countries; Interviews; High School Students; Video Technology; Grade 10; Grade 11; Urban Areas; Educational Certificates; Vocational Education; Technology Uses in Education; Parent Student Relationship; Australia + Suchen Sie Ihr Suchwort? Soziale Medien; Elektronisches Publizieren; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Film; Praxisforschung; Ethnografie; Ausland; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Urban area; Stadtregion; Bildungsabschluss; Schulzeugnis; Ausbildung; Berufsbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	The way young people engage with and make sense of digital/social media is not quite what it seems. In this paper we present two quite different versions, drawing on the work of political scientist James C. Scott. On the one hand, there is the 'public' or official transcript or rendition, which comprises the way adults conceive of this usage, and in which young people acquiesce with. On the other hand, in order to subvert the former, what is going on concurrently, is a hidden transcript which is opaque to outsiders and is revealed only to other young 'insiders'. Acquiescing with the former, in a sense, provides young people with the space in which to construct a much more resistant version of their usage of digital media. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01