Browsing by Subject "YouTube"
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Item Digitizing ethnonational identities : multimediatic representations of Puerto Rican soldiers(2012-05) Avilés Santiago, Manuel Gerardo; Kumar, Shanti; Mallapragada, Madhavi; Arroyo-Martínez, Jossianna; Rivero, Yeidy; Fuller, JenifferThe silence and invisibility of Puerto Rican soldiers in fictional and non-fictional representations of U.S. Wars has motivated me to look for alternative spaces in which these unaccounted voices and images are currently being produced, stored, circulated, and memorialized. Within this framework, my dissertation explores the self-representation of Puerto Rican servicemen and women in social networking sites (SNS), (i.e. as MySpace and Facebook), in user-generated content (UGC) platforms, (i.e. YouTube), and also in web memorials. I am interested in understanding how Puerto Rican soldiers self-represent their ethnonational identity online within the overlapping of second-class citizenship. The theoretical framework proposed for this research will apply theories such as 1) articulation; 2) the notion of contact zone; and 3) colonial/racial subjectivities. To complete this goal, my research method draws on online ethnography, textual, and critical discourse analysis. Firstly, I will discuss the limited repertoire of images of Puerto Rican soldiers in TV and film. My argument is that, besides the massive omission of this history, the images and motifs that do escape de facto social censorship will be in conversation with the self-representations. The second chapter is the result of four years of the process of online ethnography on which I analyze the instances of self-representation of Puerto Rican soldiers in SNS. My interest was seeing how those spaces were inflected by an ethnonational subjectivity. The third chapter explores the ways Puerto Rican soldiers, embedded in mash-up cultures, uses UGCs platforms to upload videos that transform the soldiers from passive consumers of images to active producers of content, which tend to disrupt dominant narratives of power. The last chapter explores the emergence of web memorials dedicated to the Puerto Rican soldiers. My main argument is that these instances of self- representation in online spaces are in conversation with the moments of silences and misrepresentations of Puerto Rican soldiers in traditional media, but also have become acts of enunciation in which the particular Puerto Ricanness of the Puerto Rican soldier is affirmed within complex, layered histories of imperialism, racism, heterosexism, and second-class citizenship.Item An examination of source credibility and word of mouth best practices for social media marketing with an emphasis on Twitter(2011-12) Alexander, Lauren Elizabeth; Wilcox, Gary B.; Atkinson, LucyBecause social media is a relatively new digital medium and Twitter is an even newer medium, it is important for practitioners and academics to understand how to create and utilize the best messaging strategies to induce persuasion, win brand advocates and create a sustainable, credible presence for brands on social media platforms such as Twitter. The author seeks to examine the theoretical and practical relevance of social media, with an emphasis on Twitter as well as explore how the theories of source credibility and word-of-mouth can help to better understand and measure promotional message and strategy effectiveness.Item Global brands’ social media presence and control(2011-05) Ok, Chang Bong; Sung, Yongjun; Choi, Sejung M.This paper seeks to investigate leading global brands‘ social media presence. The analysis of the Interbrand’s 100 Best Global Brands (2010) social media pages was conducted in the current study. Based on Kaplan & Haenlein‘s classification of social media, seven social media application cases were examined. The findings suggest that there are differences in global brands‘ social media presence by brand categories and social media applications. The findings also suggest that there are different levels of global brands‘ social media control. Managerial implications and guidelines for social media marketing are also provided.Item Online use(2016-05) Rashidian, Peyman; Eastin, Matthew S.; Cicchirillo, VincentToday’s social network sites give consumers control over producing, circulating and consuming content, thus allowing platforms such as Facebook, YouTube, and Wikipedia to compete with bigger media (i.e., television, newspapers, etc.). To better understand this complex and competitive environment, the current study examines user motivations for consuming, creating, and participating on Facebook, YouTube, and Wikipedia. In order to understand why users consume, create and participate, the uses and gratifications framework is applied. Data indicate that while motivations do vary across platforms, entertainment was the most common expectancies across Facebook, YouTube, and Wikipedia for consuming, creating, and participating.Item Role model stories delivered via YouTube: evaluating the impact of health promotion focused on exercise self-efficacy and exercise behaviors(2010-05) Stanforth, M. Dixie; Mackert, Michael; Brown, Adama; Cunningham, Isabella; Steinhardt, Mary; Stout, PatriciaThe goal of this project was to utilize social modeling, one of the antecedents of self-efficacy, to determine whether participants from The University of Texas Division of Housing and Food Service (DHFS) who chose to view a bilingual exercise role model video on YouTube increased exercise self-efficacy or exercise behaviors, compared to those who did not. The message from their coworkers featured in the video was simple: “If I can do this, you can, too,” and personal stories and success strategies were blended together to encourage and motivate viewers. The video compilation highlighted specific success strategies, in addition to employees sharing stories about what motivated them to change, or barriers they had to overcome in order to succeed. The video clip included both Spanish and English speakers, and the alternate language translation appeared as subtitles in all frames. Participants completed surveys prior to the launch of the role model video and again after four weeks (N = 113). Neutral promotional materials, both print and electronic, were disseminated to generate awareness about the video and to compare the relative effectiveness of different techniques. E-mails were associated with the greatest spikes; YouTube tabulated 210 unique views during the four weeks. Coworker word of mouth was the primary way participants heard about the video for those who watched (52.8%) and those who did not (33.6%). Despite concerns that participants would not watch the video, 46.9% of the participants did so. Most (88.7%) of those who watched the video were able to recall specific story details, indicating the use of YouTube as a delivery platform for health interventions is promising. Mastery of exercise was the strongest predictor of exercise-self efficacy and exercise; exercise self-efficacy did not emerge as a key predictor variable. There were no differences in exercise levels, exercise self-efficacy, social support, or collective efficacy between those who watched the video and those who did not. While the exercise role model video was well-conceived and developed, allowing participants to control exposure without associated exercise sessions was not sufficient to bring about a measurable change in efficacy beliefs or exercise behaviors.Item What's on the tube? : art educators on YouTube(2012-05) Eggers, Brianna Louise; Bolin, Paul Erik, 1954-; Mayer, Melinda M.This mixed methods study focused on six individuals' experience with producing and uploading art instructional content to YouTube. The main aim was to understand the goals and motivations of educators who are not state certified classroom teachers outside of the YouTube environment. This study provides insight about how the field of art education is expanding beyond classrooms, museums, studios, and community centers. Participants had varied motivations and goals for posting their content, but commonalities were identified during data analysis. Narrative inquiry and coding were used to identify and understand meaning and themes within and across interviews. Quantitative data indicated that a shift in gender roles associated with 20th century education might be under way. Little scholarly research has been undertaken on the art educational offerings of YouTube. Although art education is a broad field, vast numbers of people in the global community turn to YouTube for free education. Looking at who offers art instruction on YouTube gives the field of art education a unique insight into its own evolution.Item YOUTUBE, POWERPOINT, AND TUTORS: THE IMPACT OF OUT-OF-CLASS LEARNING OPTIONS ON STUDENT PERFORMANCE(2010-01-16) Hamilton, Sommer B.This research project sought to measure how students in large-classroom environments respond to supplemental, out-of-class learning options. Is their performance positively impacted by tutoring or by online, always-accessible lessons? Above and beyond demographics and skills, what motivates students to engage in use of supplemental learning options? Responding to theories of ?just-in-time? learning and the learner-centered philosophy of distributed learning, this study put three out-of-class tools in place during the course of a fall semester to allow the learner to decide what form of out-of-class aid he or she would rely upon. Those three options included tutoring services, streaming voice-over-PowerPoint lessons, and short YouTube.com-hosted videos featuring the instructor. Over the course of the fall 2008 semester, students responded to two surveys intended to (1) capture their motivational approach and preferred study strategies and learning styles; and (2) capture measures of their usage of these tools and their reported perception of the tools. In tests of data to determine what led to the most improvement in student scores and what led to students? highest reported levels of satisfaction and perceived value with the course, the short, lab instructor-created videos hosted on YouTube.com were the only significant predictor among all three supplemental learning options. This finding provides broad-based support for ?just-in-time? theories of learning, in which information and help are readily available just as students are seeking that information and extra guidance. Therefore, instructors seeking to improve student performance may serve their students well by preparing materials to facilitate any-time access to course content needed to complete major assignments or prepare for exams. But there is a caveat to simply making any form of content available online or available any-time, any-place. This study advances the theory of always-available resources and learner-centered environments by further refining what type of media stimulates the most improvement in performance. The answer, in part, seems to hinge on what is most appealing to students (video plus audio, shorter material, content geared toward assignment specifics rather than broad-based lectures), and warrants future study.