Chad Hurley
Steve chen
Jawed Karim
My name is Flory, welcome to my new blog. I am going to research YouTube and post my findings here for you all to read. Thanks for checking me out.
Sunday, June 17, 2012
The institutionalization of YouTube
YouTube has come to represent what video on the web looks like: short,
mostly humorous and easily accessible. The short video clip pattern can
also be found in mainstream media websites. Major media companies have
responded to YouTube either by launching their own YouTube-like site or
by introducing new video services on their own sites. Responding to
professional video services in mainstream media, YouTube also offers
full-length episodes of television shows.
Kim, J. (2012). The
institutionalization of YouTube: From user-generated content to professionally generated content. Media,
Culture & Society, 34(1), 53-67. doi:10.1177/0163443711427199
Research priorities for YouTube and video-sharing technologies
Online video-sharing services, particularly YouTube, have gained an
audience of billions of users including educators and scholars. While
the academic literature provides some evidence that YouTube has been
studied and written about, little is known about priorities for YouTube
research. The study employed the Delphi method to obtain a consensus
from experts about areas that are most in need of research in
video-sharing technology (particularly YouTube). An expert panel,
identified from a comprehensive review of the literature, participated
in a three-round Delphi process involving two cycles of online
questionnaires and feedback reports. Participants responded to the
question, 'What should be the research priorities in video-sharing
technologies (particularly YouTube) over the next 5 years?' Seven
research priority categories were identified and ranked in order of
priority: (1) users, groups and communities; (2) teaching/learning; (3)
social/ political impact; (4) video creation/production; (5)
legal/ethical; (6) media management; and (7) commercial interests.
Snelson, C.,
Rice, K., & Wyzard, C. (2012). Research priorities for YouTube and
video-sharing technologies: A Delphi study. British Journal Of Educational
Technology, 43(1), 119-129. doi:10.1111/j.1467-8535.2010.01168.x
KevJumba and the adolescence of YouTube
To the millions of videos circulating on YouTube, a teenager who calls himself
‘KevJumba’ has contributed 34.1 They rarely exceed five minutes, and he gives
them all titles, names like “The Real Me” (May 4, 2007), “I Need Help with
Females” (May 29, 2007), “The Mac is Great for Porn” (December 7, 2007), and
“High School” (November 1, 2007). In most of them, KevJumba—whom regular
viewers know as Kevin, a Chinese American teenager living with his parents in Texas—follows an uncomplicated format. He sits at a desk in his sparsely
adorned bedroom and speaks into a still, digital camera that tightly frames him
from the shoulders up. The simplicity of this format, however, belies a more
complicated visual and auditory aesthetic performed in the videos. These are
slickly produced, fast-paced vignettes that rely on an editing style where quick
cuts, hip-hop beats, voice-overs, random dancing, role-playing, and talk intersperse
in comprising the narration of himself and of his world that KevJumba articulates
as he broadcasts from his bedroom desk. Three of these broadcasts have amassed
view counts that reach into the millions.2 In addition, with each new KevJumba
video come thousands of comments on YouTube message boards and an array
of video responses. In the world of YouTube, where countless young people post
and share videos, KevJumba’s status is exceptional. His videos are a repository of
connectivity for adolescents from around the world, who come together to view
and exchange information about what they see.
‘KevJumba’ has contributed 34.1 They rarely exceed five minutes, and he gives
them all titles, names like “The Real Me” (May 4, 2007), “I Need Help with
Females” (May 29, 2007), “The Mac is Great for Porn” (December 7, 2007), and
“High School” (November 1, 2007). In most of them, KevJumba—whom regular
viewers know as Kevin, a Chinese American teenager living with his parents in Texas—follows an uncomplicated format. He sits at a desk in his sparsely
adorned bedroom and speaks into a still, digital camera that tightly frames him
from the shoulders up. The simplicity of this format, however, belies a more
complicated visual and auditory aesthetic performed in the videos. These are
slickly produced, fast-paced vignettes that rely on an editing style where quick
cuts, hip-hop beats, voice-overs, random dancing, role-playing, and talk intersperse
in comprising the narration of himself and of his world that KevJumba articulates
as he broadcasts from his bedroom desk. Three of these broadcasts have amassed
view counts that reach into the millions.2 In addition, with each new KevJumba
video come thousands of comments on YouTube message boards and an array
of video responses. In the world of YouTube, where countless young people post
and share videos, KevJumba’s status is exceptional. His videos are a repository of
connectivity for adolescents from around the world, who come together to view
and exchange information about what they see.
Saul, R. (2010).
KevJumba and the Adolescence of YouTube. Educational Studies, 46(5), 457-477.
doi:10.1080/00131946.2010.510404
YouTube: educational potentials and pitfalls
Educators are just beginning to realize the educational value of YouTube
(Bloom, 2009). YouTube is a viable Web 2.0 technology that educators can
use in instruction in multiple ways. Although potential challenges exist because
of copyright and access, there are ways around that. YouTube is
an innovative technology tool that teachers can commit to using in their
classrooms as they engage 21st century learners. However, teachers must
be cautioned against using the technology simply because it is there. Verifying
the credibility of each video that is viewed and evaluating each
one for quality is a must when maximizing the YouTube experience for
students.
(Bloom, 2009). YouTube is a viable Web 2.0 technology that educators can
use in instruction in multiple ways. Although potential challenges exist because
of copyright and access, there are ways around that. YouTube is
an innovative technology tool that teachers can commit to using in their
classrooms as they engage 21st century learners. However, teachers must
be cautioned against using the technology simply because it is there. Verifying
the credibility of each video that is viewed and evaluating each
one for quality is a must when maximizing the YouTube experience for
students.
JONES, T., &
CUTHRELL, K. (2011). YouTube: Educational Potentials and Pitfalls. Computers In
The Schools, 28(1), 75-85. doi:10.1080/07380569.2011.553149
YouTube participatory culture
The explosion of youth subscription to original content-mediasharing
Web sites such as YouTube has confi rmed their relevance
and importance in the lives of today’s youth. These Web sites combine
media production and distribution with social networking
features, making them an ideal place to create, connect, collaborate,
and circulate novel and personally meaningful media. By
merging the technical aspects of youth as media creators with the
social aspects of youth as social networkers, new media platforms
such as YouTube offer a participatory culture in which to develop,
interact, and learn.
Web sites such as YouTube has confi rmed their relevance
and importance in the lives of today’s youth. These Web sites combine
media production and distribution with social networking
features, making them an ideal place to create, connect, collaborate,
and circulate novel and personally meaningful media. By
merging the technical aspects of youth as media creators with the
social aspects of youth as social networkers, new media platforms
such as YouTube offer a participatory culture in which to develop,
interact, and learn.
Chau, C. (2010).
YouTube as a participatory culture. New Directions For Youth Development,
2010(128), 65-74. doi:10.1002/yd.376
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