Catalan Teenagers’ Identity, Literacy and Language Practices on YouTube

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dc.contributor.affiliationUniversidade de Santiago de Compostela. Departamento de Pedagoxía e Didácticaes_ES
dc.contributor.authorVázquez Calvo, Boris
dc.contributor.authorElf, Nikolaj
dc.contributor.authorGewerc Barujel, Adriana
dc.contributor.editorFreiermuth, Mark R.
dc.contributor.editorZarrinabadi, Nourollah
dc.date.accessioned2024-01-31T07:40:22Z
dc.date.available2024-01-31T07:40:22Z
dc.date.issued2020
dc.description.abstractThis chapter addresses the interconnection between identity building and the use and learning of language and literacy online. We will do so through a case study that investigates the specifics of three Catalan teenage language users and learners who use YouTube as a multimodal space of confluence for making meaning. We will particularly address three research questions: 1. How do teenage language users and learners in Catalonia appropriate YouTube? 2. What means of performing identity do teenagers in Catalonia employ on YouTube? 3. How do teenagers in Catalonia as youtubers develop such means of identity representation and performance in relation to language and literacy practices?es_ES
dc.description.sponsorshipThis research was supported in part by a postdoctoral grant from the autonomous government of Galicia (Xunta de Galicia, Spain) awarded to Boris Vazquez-Calvo (ED481B 2017/007). This research was also supported by the research project ForVid (Ministry of Science, Innovation and Universities—National Research Agency, Spain: Video as a language learning format in and outside schools, RTI2018-100790-B-I00). There is also collaboration with the research project CDEPI (FEDER/Ministry of Science, Innovation and Universities—National Research Agency, Spain: Competencia digital y e-inclusión del alumnado de educación primaria de Galicia: el papel de la escuela, la familia y el entorno próximo, EDU2015-67975-C3-1-P).es_ES
dc.identifier.citationVazquez-Calvo, B., Elf, N., Gewerc, A. (2020). Catalan Teenagers’ Identity, Literacy and Language Practices on YouTube. In: Freiermuth, M.R., Zarrinabadi, N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34212-8_10es_ES
dc.identifier.doi10.1007/978-3-030-34212-8_10
dc.identifier.isbn978-3-030-34211-1
dc.identifier.isbn978-3-030-34212-8
dc.identifier.urihttp://hdl.handle.net/10347/32125
dc.language.isoenges_ES
dc.publisherPalgrave Macmillanes_ES
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/RTI2018-100790-B-I00/ES/EL VIDEO COMO FORMATO DE APRENDIZAJE LINGUISTICO DENTRO Y FUERA DEL AULA/es_ES
dc.relation.projectIDinfo:eu-repo/grantAgreement/MINECO//EDU2015-67975-C3-1-P/ES/COMPETENCIA DIGITAL EN ESTUDIANTES DE EDUCACION OBLIGATORIA: ENTORNOS SOCIOFAMILIARES, PROCESOS DE APROPIACION Y PROPUESTAS DE E-INCLUSION/es_ES
dc.rights© The Authors 2020es_ES
dc.rights.accessRightsopen accesses_ES
dc.subjectCatalan teenagerses_ES
dc.subjectIdentityes_ES
dc.subjectLiteracyes_ES
dc.subjectLanguage practiceses_ES
dc.subjectYoutubees_ES
dc.titleCatalan Teenagers’ Identity, Literacy and Language Practices on YouTubees_ES
dc.typebook partes_ES
dc.type.hasVersionAMes_ES
dspace.entity.typePublication
relation.isAuthorOfPublication0c26f48c-e814-4132-9413-82e799887355
relation.isAuthorOfPublication3f153be5-06fb-4f9b-ab89-8d467b7318d3
relation.isAuthorOfPublication.latestForDiscovery0c26f48c-e814-4132-9413-82e799887355

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