1GyAp2x

More documents

Recommendations

Info

HANGING OUT, MESSING AROUND, AND GEEKING OUTKids Living and Learning with New MediaMizuko ItoSonja BaumerMatteo Bittantidanah boydRachel CodyBecky Herr-StephensonHeather A. HorstPatricia G. LangeDilan MahendranKatynka Z. MartínezC. J. PascoeDan PerkelLaura RobinsonChristo SimsLisa Trippwith contributions byJudd Antin, Megan Finn, Arthur Law, Annie Manion,Sarai Mitnick, David Schlossberg, and Sarita YardiThe MIT PressCambridge, MassachusettsLondon, England
© 2010 Massachusetts Institute of TechnologyAll rights reserved. No part of this book may be reproduced in any form by anyelectronic or mechanical means (including photocopying, recording, or informationstorage and retrieval) without permission in writing from the publisher.For information about special quantity discounts, please e-mail special_sales@mitpress.mit.edu.This book was set in Stone Sans and Stone Serif by SNP Best-set Typesetter Ltd.,Hong Kong.Printed and bound in the United States of America.Library of Congress Cataloging-in-Publication DataIto, Mizuko.Hanging out, messing around, and geeking out : kids living and learningwith new media / Mizuko Ito.p. cm. — The John D. and Catherine T. MacArthur Foundation Series in DigitalMedia and LearningIncludes bibliographical references and index.ISBN 978-0-262-01336-9 (hardcover : alk. paper)1. Mass media and youth—United States. 2. Digital media—Social aspects–United States. 3. Technology and youth—United States. 4. Learning—Social aspects.I. Title.HQ799.2.M352I87 2010302.23'108350973—dc22200900993210 9 8 7 6 5 4 3 2 1
Page 2 and 3: Hanging Out, Messing Around, and Ge
Page 6: To the memory and ongoing legacy of
Page 9 and 10: viiiContentsBox 2.2 From MySpace to
Page 12 and 13: Series ForewordIn recent years, dig
Page 14 and 15: AcknowledgmentsThe research for and
Page 16: AcknowledgmentsxvFinally, we would
Page 19 and 20: xviiiNotes on the TextThe case stud
Page 22 and 23: INTRODUCTIONDigital media and onlin
Page 24 and 25: Introduction 3descriptive goal of d
Page 26 and 27: Introduction 5as how they are able
Page 28 and 29: Introduction 7are passive recipient
Page 30 and 31: Introduction 9over the digital gene
Page 32 and 33: Introduction 11Our work has focused
Page 34 and 35: Introduction 13addressing the need
Page 36 and 37: Introduction 15tion, has the advant
Page 38 and 39: Introduction 17tion are high-level
Page 40 and 41: Introduction 19Arjun Appadurai and
Page 42 and 43: Introduction 21gaming friends who d
Page 44 and 45: Introduction 23guidance. Among the
Page 46 and 47: Introduction 25struction of technol
Page 48 and 49: Introduction 27Chapter 1, “Media
Page 50 and 51: 1 MEDIA ECOLOGIESLead Authors: Heat
Page 52 and 53: Media Ecologies 31We use the metaph
Page 54 and 55:
Media Ecologies 33the Kaiser report
Page 56 and 57:
Media Ecologies 35communicators.”
Page 58 and 59:
Media Ecologies 37The distinction b
Page 60 and 61:
Media Ecologies 39(IM), and phone c
Page 62 and 63:
Media Ecologies 41everyday sociabil
Page 64 and 65:
Media Ecologies 43for the complex w
Page 66 and 67:
Media Ecologies 45to talk to her fr
Page 68 and 69:
Media Ecologies 47cams and stuff li
Page 70 and 71:
Media Ecologies 49Like many of the
Page 72 and 73:
Media Ecologies 51relationship stat
Page 74 and 75:
Media Ecologies 53She “loved thos
Page 76 and 77:
Media Ecologies 55involve finding i
Page 78 and 79:
Media Ecologies 57I just searched o
Page 80 and 81:
Media Ecologies 59Box 1.4 The Techn
Page 82 and 83:
Media Ecologies 61In chapter 7 we d
Page 84 and 85:
Media Ecologies 63for unstructured
Page 86 and 87:
Media Ecologies 65Today, Toni is an
Page 88 and 89:
Media Ecologies 67high-speed Intern
Page 90 and 91:
Media Ecologies 69anywhere, and als
Page 92 and 93:
Media Ecologies 71family, peers, cl
Page 94 and 95:
Media Ecologies 73Profile Productio
Page 96 and 97:
Media Ecologies 75It’s actually r
Page 98 and 99:
Media Ecologies 77selected and deli
Page 100 and 101:
2 FRIENDSHIPLead Author: danah boyd
Page 102 and 103:
Friendship 81U.S. teens. The materi
Page 104 and 105:
Friendship 83production and economi
Page 106 and 107:
Friendship 85teens use social media
Page 108 and 109:
Friendship 872 say I luv u, but a l
Page 110 and 111:
Friendship 89from them. Research th
Page 112 and 113:
Friendship 91While there are plenty
Page 114 and 115:
Friendship 93Some of these messages
Page 116 and 117:
Friendship 95displayed on social ne
Page 118 and 119:
Friendship 97frequently send messag
Page 120 and 121:
Friendship 99this sets up. Melanie,
Page 122 and 123:
Friendship 101stems from a desire b
Page 124 and 125:
Friendship 103at the top. And, then
Page 126 and 127:
Friendship 105special attention to
Page 128 and 129:
Friendship 107Cachi, a Puerto Rican
Page 130 and 131:
Friendship 109That said, most teens
Page 132 and 133:
Friendship 111Christo: Why do you t
Page 134 and 135:
Friendship 113ConclusionSocial medi
Page 136:
Friendship 1153. We use the term
Page 139 and 140:
118 C. J. Pascoeit has become incre
Page 141 and 142:
120 C. J. Pascoeto initiate and rec
Page 143 and 144:
122 C. J. Pascoeset of norms about
Page 145 and 146:
124 C. J. Pascoeway to “research,
Page 147 and 148:
126 C. J. PascoeThen it’s kind of
Page 149 and 150:
128 C. J. Pascoereadily in offline
Page 151 and 152:
130 C. J. PascoeThese tokens are pa
Page 153 and 154:
132 C. J. Pascoediscussion. While f
Page 155 and 156:
134 C. J. PascoeAs Michael learned
Page 157 and 158:
136 C. J. Pascoeangry messages dire
Page 159 and 160:
138 C. J. Pascoeabout. So that was
Page 161 and 162:
140 C. J. Pascoeliving in Brooklyn,
Page 163 and 164:
142 C. J. PascoeVulnerabilityNew me
Page 165 and 166:
144 C. J. Pascoecasualness discusse
Page 167 and 168:
146 C. J. Pascoeneed to be taken se
Page 169 and 170:
148 C. J. PascoeContemporary dating
Page 171 and 172:
150 Heather A. HorstThis book focus
Page 173 and 174:
152 Heather A. Horstin individual h
Page 175 and 176:
154 Heather A. Horstof media incorp
Page 177 and 178:
156 Heather A. HorstMcRobbie and Ga
Page 179 and 180:
158 Heather A. Horsthacked onto my
Page 181 and 182:
160 Heather A. Horst“on my confir
Page 183 and 184:
162 Heather A. Horst(We decided to
Page 185 and 186:
164 Heather A. HorstWhile games at
Page 187 and 188:
166 Heather A. HorstMiguel: They ta
Page 189 and 190:
168 Heather A. HorstBox 4.2 The Mil
Page 191 and 192:
170 Heather A. HorstSimilarly, Lisa
Page 193 and 194:
172 Heather A. HorstRoutines and Rh
Page 195 and 196:
174 Heather A. Horstspend time with
Page 197 and 198:
176 Heather A. HorstEarendil, refle
Page 199 and 200:
178 Heather A. HorstMaking, Breakin
Page 201 and 202:
180 Heather A. Horstenrolling in fa
Page 203 and 204:
182 Heather A. Horstshe has learned
Page 205 and 206:
184 Heather A. Horstsus amigas y es
Page 207 and 208:
186 Heather A. Horststudents that a
Page 209 and 210:
188 Heather A. HorstFigure 4.3Lynn
Page 211 and 212:
190 Heather A. HorstAs Traviesa ack
Page 213 and 214:
192 Heather A. Horston the generati
Page 215 and 216:
194 Heather A. Horsttraveling on th
Page 217 and 218:
196 Mizuko Ito and Matteo Bittantii
Page 219 and 220:
198 Mizuko Ito and Matteo Bittantit
Page 221 and 222:
200 Mizuko Ito and Matteo Bittantio
Page 223 and 224:
202 Mizuko Ito and Matteo Bittantia
Page 225 and 226:
Page 227 and 228:
206 Mizuko Ito and Matteo Bittanti
Page 229 and 230:
208 Mizuko Ito and Matteo Bittanti(
Page 231 and 232:
Page 233 and 234:
212 Mizuko Ito and Matteo Bittantis
Page 235 and 236:
214 Mizuko Ito and Matteo BittantiO
Page 237 and 238:
216 Mizuko Ito and Matteo BittantiT
Page 239 and 240:
218 Mizuko Ito and Matteo Bittantis
Page 241 and 242:
220 Mizuko Ito and Matteo Bittantia
Page 243 and 244:
222 Mizuko Ito and Matteo BittantiI
Page 245 and 246:
224 Mizuko Ito and Matteo Bittantii
Page 247 and 248:
226 Mizuko Ito and Matteo Bittantic
Page 249 and 250:
228 Mizuko Ito and Matteo Bittantiw
Page 251 and 252:
Page 253 and 254:
232 Mizuko Ito and Matteo BittantiI
Page 255 and 256:
234 Mizuko Ito and Matteo BittantiA
Page 257 and 258:
236 Mizuko Ito and Matteo Bittantiw
Page 259 and 260:
238 Mizuko Ito and Matteo BittantiP
Page 261 and 262:
240 Mizuko Ito and Matteo Bittantir
Page 263 and 264:
242 Mizuko Ito and Matteo Bittanti9
Page 265 and 266:
244 Patricia G. Lange and Mizuko It
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 316 and 317:
7 WORKLead Author: Mizuko ItoIn her
Page 318 and 319:
Work 297from the primary labor mark
Page 320 and 321:
Work 299The second set of work prac
Page 322 and 323:
Work 301ing a vehicle for some yout
Page 324 and 325:
Work 303third of four children. Ani
Page 326 and 327:
Work 305and classroom management, w
Page 328 and 329:
Work 307traditional vocational trai
Page 330 and 331:
Work 309tech and media jobs. Among
Page 332 and 333:
Work 311online sites are closely li
Page 334 and 335:
Work 313Figure 7.1SnafuDave comics.
Page 336 and 337:
Work 315Go. You’re not doing anyt
Page 338 and 339:
Work 317And so one day they got me
Page 340 and 341:
Work 319The examples of entrepreneu
Page 342 and 343:
Work 321educational tools or adult
Page 344 and 345:
Work 323Altimit said that he is the
Page 346 and 347:
Work 325Nonmarket Peer ProductionWi
Page 348 and 349:
Work 327hours of coordinated teamwo
Page 350 and 351:
Work 329In September 2005, KtD atte
Page 352 and 353:
Work 331ducers. Further, these acti
Page 354 and 355:
Work 333rooted in this extreme inte
Page 356 and 357:
Work 335work, are creating a new me
Page 358:
Work 33715. A “mighty strike” i
Page 361 and 362:
340 Conclusionare evolving in tande
Page 363 and 364:
342 Conclusionliteracies that are d
Page 365 and 366:
344 Conclusionand tinker. It is imp
Page 367 and 368:
346 Conclusionthe Internet, even as
Page 369 and 370:
348 Conclusionpeople who know how t
Page 371 and 372:
350 Conclusiondesign. Programs of t
Page 373 and 374:
352 Conclusionoperate in the same w
Page 376 and 377:
Appendix I: Project OverviewThe Dig
Page 378 and 379:
Project Overview 357the population
Page 380:
Project Overview 359U.S. census, pa
Page 383 and 384:
362 Project DescriptionsHomes and N
Page 385 and 386:
364 Project Descriptionsactivities
Page 387 and 388:
366 Project Descriptions2006). Rece
Page 389 and 390:
368 Project Descriptionssites remai
Page 391 and 392:
370 Project Descriptionsthemselves
Page 393 and 394:
372 Project IndexStudy’s Short Ti
Page 395 and 396:
374 BibliographyAppadurai, Arjun. 1
Page 397 and 398:
376 BibliographyEuropean Comparativ
Page 399 and 400:
378 BibliographyClark, Lynn Schofie
Page 401 and 402:
380 BibliographySystems, edited by
Page 403 and 404:
382 BibliographyHampton, Keith. 200
Page 405 and 406:
384 BibliographyNewcomb, and W. W.
Page 407 and 408:
386 BibliographyKaraganis, Joe. 200
Page 409 and 410:
388 BibliographyLevine, Judith. 200
Page 411 and 412:
390 BibliographyMatsuda, Misa. 2007
Page 413 and 414:
392 BibliographyOkabe, Daisuke, and
Page 415 and 416:
394 Bibliographyand Catherine T. Ma
Page 417 and 418:
396 BibliographyStrasburger, Victor
Page 419 and 420:
398 BibliographyWhite House, The. 1
Page 421 and 422:
400 IndexAntin, Judd, 46, 62, 63, 8
Page 423 and 424:
402 IndexCollective action, 14, 219
Page 425 and 426:
404 IndexEducation (cont.)ecology o
Page 427 and 428:
406 IndexGames (cont.)Grand Theft A
Page 429 and 430:
408 IndexHarassment, online, 107-10
Page 431 and 432:
410 IndexKnowledge (cont.)productio
Page 433 and 434:
412 IndexMobilitymedia use and, 163
Page 435 and 436:
414 IndexPhotoshop, 58, 59, 63, 224
Page 437 and 438:
416 IndexSafety, 91, 97, 126, 144-1
Page 439 and 440:
418 IndexTime (cont.)routines and,
show all

1GyAp2x

Create successful ePaper yourself

Delete template?

Save as template?