Digital User-Generated Content and Emerging Digital Literacy
| dc.contributor.affiliation | Elizabeth Fanning - University of Virginia | |
| dc.contributor.author | Fanning, Elizabeth | |
| dc.date.accessioned | 2020-07-30T22:25:42Z | |
| dc.date.available | 2020-07-30T22:25:42Z | |
| dc.date.issued | 2009 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69240 | |
| dc.title | Digital User-Generated Content and Emerging Digital Literacy | |
| dc.type | Conference Paper | |
| dcterms.abstract | Video mashing, game modding, Youtube, wikis, blogs, and the communities that rise up around them are becoming yet another facet of the communication landscape. But how effective are these expressions in communicating meaning? What is their potential role in learning? This research examined if the intent of a message in user-generated content is conveyed or lost in its interpretation by other users or readers, and if gender similarities or differences between a content creator and content interpreter have an effect on the agreement between message intent and interpretation. Examples of digital user-generated content, specifically digital stories and movies, were used to examine the types of information that appear to convey effectively. Participants were asked to either create or review user-generated content. Both groups were asked to respond to questions about facts, feelings, and projections conveyed through the content. Questions pertained to facts, feelings, and projections conveyed in the content. Content creator responses were compared with participant responses. Data analysis indicated that while digital user-generated content may be an effective form of articulation and communication, the identity of the creator is indeterminable. | |
| dcterms.extent | 21 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
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