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All lectures and articles of Youth Culture in a Digital World (2022/2023)

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  • Cours
  • Youth Culture in a Digital World (201800006)
  • Établissement
  • Universiteit Utrecht (UU)

This document contains all the eight lectures of this subject. It also contains all the articles that have to be read. Includes a nice index and is very clear.

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Infos sur le Document

  • 20 décembre 2022
  • 28
  • 2022/2023
  • Notes de cours
  • Gaëlle ouvrein
  • Toutes les classes

Sujets

  • wilso
  • gentile amp sesma 2003
  • subrahmanyan amp smahel 2011
  • valkenburg 2019
  • chan et al 2022
  • granic et al 2020
  • peeters et al 2019
  • giles amp maltby 2004
  • liebers amp schramm 2019

École, étude et sujet

  • Universiteit Utrecht (UU)
  • Interdisciplinaire Sociale Wetenschappen
  • Youth Culture in a Digital World (201800006)
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Inhoudsopgave
Lecture 1: Introduction.................................................................................................................................. 2
Literature..............................................................................................................................................................3
Subrahmanyan & Smahel (2011).....................................................................................................................3
Gentile & Sesma (2003)...................................................................................................................................4

Lecture 2: Media effects................................................................................................................................. 6
Literature..............................................................................................................................................................8
Valkenburg (2019)...........................................................................................................................................8

Lecture 3: Gaming........................................................................................................................................ 10
Literature............................................................................................................................................................11
Chan et al. (2022)...........................................................................................................................................11
Peeters et al. (2019).......................................................................................................................................12
Granic et al. (2020)........................................................................................................................................13

Lecture 4: Celebrity culture.......................................................................................................................... 14
Literature............................................................................................................................................................16
Giles & Maltby (2004)....................................................................................................................................16
Liebers & Schramm (2019)............................................................................................................................17

Lecture 5: Food culture................................................................................................................................ 17
Literature............................................................................................................................................................19
Wilson & Robinson (2019).............................................................................................................................19
Wang et al. (2022).........................................................................................................................................19

Lecture 6: Sexting culture............................................................................................................................. 20
Literature............................................................................................................................................................22
Johansen et al. (2018)....................................................................................................................................22
Van Ouytsel et al. (2021)...............................................................................................................................22

Lecture 7: Online activism............................................................................................................................ 23
Literature............................................................................................................................................................23
Belotti et al. (2022)........................................................................................................................................23

Lecture 8: Music culture............................................................................................................................... 23
Literature............................................................................................................................................................25
Rentfrow (2012).............................................................................................................................................25
Ter Borgt et al. (2017)....................................................................................................................................27




1

,Lecture 1: Introduction
What is digital media?
- Binary
- Way to spread information
- Everything that is not traditional face-to-face communication

Social presence theory: “sense of being together” lower in digital media  not richful
communication

Social information processing theory: communicators’ interpersonal needs prompt them to try
their best  we will always be motivated to fulfill our needs; social media can help to fulfill
needs when other things are not possible.

Channel expansion theory: users with experience will strive to develop necessary skills 
emoticons (a skill that can help make communication richer) social media is a good thing
because we keep looking for ways of communication

How you use digital media
1. Replacement  the idea that digital media functions as a replacement of traditional
communication, we will always try to use the most efficient way to do something. You
just pick the one that is most efficient for you, not both.
2. Media multitasking  we are not replacing traditional communication, but we
combine them.
a. It can mean you are watching tv and use whatsapp at the same time.
b. Or it can mean that first you had a conversation in real life, then continue in
digital media.

Whether digital media is good/bad depends on how you use it, what your motivation is and
what you want to get out of it.

Uses & gratifications theory: what purposes or functions does media offer for active
receivers?  we are active receivers (we can like, react etc.)
- Lasswell (1948), made no distinction between different media platforms
- Surveillance of the environment: after the war, people were worried and wanted to
know what was going on in their environment, so they turned to for example
newspapers.
- Correlation of different aspects of that environment: people turn to media to help form
an opinion about media.
- Transmission of social heritage: we turn to media because we want to learn about what
is socially acceptable and what not.
- Entertainment: people are looking to fun things, turn to media like movies to help feel
good.

Uses and gratifications are still used a lot, mostly in social media now. We use different
platforms for different motives.

Digital puberty: refers to sharp increases in digital media use, around 12 y/o


2 approaches to explain youth development:

2

, 1. Developmental tasks approach:
a. Basic idea  hierarchic list of tasks, met through biological or social
development = cumulative.
b. Applications  Erikson’s developmental theory (developmental stages; early
childhood, middle childhood etc. needs to be able to do certain developmental
tasks before they move on to next stage)
c. Media effect example  effects depend on the age of the child and the
developmental stage they are in
2. Risks and resilience approach:
a. Basic idea  risk and protective factors explain differences between children
= cumulative risk model
b. Applications  snowball effect, turn around models

Perceptual stage (2-7): children rely on what they see, if they see something that is scary, it is
scary for them.
Conceptual stage (7+): can link more abstract concepts to scary things

Bronfenbrenner model:
1. Micro  family, peers, classroom
2. Exo  school, community, mass media
3. Macro  culture, economics, society, nationality

Features we have in the digital world and not in real life
Anonymity: can help you with exploring your identity, participate in certain groups. Also,
more extreme forms of behavior e.g., cyberbullying.
Creativity: playing around, discovering who you are

Identity: an explicit theory of oneself as a person (social, personal, gender, ethnic)
Should be constructed during adolescence through exploring online and offline

Goffman: humans have a backstage (where you completely can be yourself, offline/online)
and front stage (every situation in which you do not have complete freedom, you have to think
about what you see or do, offline/online)

Literature
Subrahmanyan & Smahel (2011)

Erikson: Adolescence is the period when individuals have to accomplish the task of
constructing an identity of the self or the ego identity. It represents the integration of existing
accumulated experience, skills, talents and opportunities offered by various social roles into
one compact and complete identity of the individual.

Period of psychosocial moratorium: a time during which adolescents can explore alternative
roles and identities.

Marcia: four identity statuses 
1. Foreclosed identity: characterized by the presence of commitment and the absence of
exploration. Adolescent is satisfied with sense of identity, but is drawn from authority
figures and the youth may tend to be rigid and conformist.


3

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