LATEST VERSION FROM ARGENTINA YMP
YOUTH MEDIA PARTICIPATION
PRELIMINARY INTERIEWS 2009, FALL (23.11.2009, upd)
Introduction
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1,5-2 pages
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Test interviews on youth engagement with media in YMP project
In the research plan of YMP both quantitative and qualitative data were seen vital as a way to approach versatile and complex youth engagement with media. The beginning of the qualitative part of YMP was conducted with the focused interviews. Through them we explored the rich uses of new media from the perspective of media uses. In the first preliminary test interviews we approached the basic themes of media participation, such as the availability of technologies, their uses, gained and needed media skills, social and personal meaning making processes as well as productivity in large. We anticipated the complex areas of the media converge ahead. We knew that media participation or youth engagement with media is not about media appliances but happens in the brains of the single users and especially through their networks (Jenkins 2006, 3). So we kept the questions very open. And the results were rewarding.
This qualitative data became a rich ground and kaleidoscope for our study, and it was used as basic information for the qualitative research in our international survey. We had decided that after these preliminary interviews and from the base of their results in each country around
The preliminary (test) interviews were collected and their transcriptions were done during the Fall 2009. The final interviews started after the analyzing the preliminary interviews, on January 2010, and later the data of both preliminary and the final interviews shall be combined. The joint results of all interviews and other qualitative data shall be reported in the conferences of Sweden (World Summit in Karlstad, 2010) and Egypt (Cairo, 2011) and the article about them shall be published in late 2010.
The preliminary interviews vs. forthcoming final interviews
The preliminary focused interviews are also part of the final data. Thus the basic background info of the interviewees (age, sex, family relationships, ) was collected along with the permits from their parents (from those under 15 years old in
To the preliminary interviews we agreed to interview boys and girls from cities and from the rural areas, and special groups were interviewed, too. Special groups like kids from media projects or arts schools of creative writing or the special classes of the immigrants were included in Finnish data. In
In
In
All the interviews were done at their homes and only two at the Institute Office. So all the permissions were sent in advance to parents. In the permission we asked for the full name of children and parents and also their documents. But in the interviews and transcriptions we only used the first name of the kids.
When we talked about the anonymous characteristic of the interview most of the kids didn’t like it; they thought that the research could get them to be on a TV program or an internet site.
The amount of the final interviews in each country depen
ds on the size of the groups. There shall be 24 interview sessions, each including 1-3 informants.
12 interviews of girls, meaning:
3 interviews from rural are (high income) (11–12, 14–15 and 17–18 years old)
3 interviews from rural area (low income;
3 interviews from capital area (high income),
3 interviews from capital are (low income).
12 interviews of boys, meaning:
3 interviews from rural are (high income)
3 interviews from rural area (low income;
3 interviews from capital area (high income),
3 interviews from capital are (low income).
The preliminary interviews were done separately for boys and girls. As we had already knowledge that boys and girls were better informants when separated, we followed this principal from the beginning. We saw no reason to test that, and during the interviews the decision felt right. Long, partially almost intimate talks about identity work, skills, knowledge and abilities would possibly not happened in mixed groups, especially when was talked about the technical skills.
However, we mixed the age groups at some level, and tested what would be a good size for the groups. The age groups of the final interviews are: 11–12, 14–15 and 17–18. The test groups of the preliminary children included children from all the age groups between 8–17 year olds. We realized in a very early stage also that in the final interviews the size of the groups must be limited from another reason as well. It is very hard to get to all the possible media practicalities, skills or practices as well as the deeper meaning making processes in a large group. The time just simply run out, for a two and a half hours interview was somewhat long enough for the brains of one interviewer, and it was more useful to have less informants in each interview than to start arranging additional interviews to the larger groups.
Focused interview as the methodology of studying media participation
We chose the interviews, and specially focused interviews (also: semi structured interviews) as our method. The focused interview owever, this mmmahas been used successfully for collecting versatile qualitative data from everyday practices, as well as when studying ideas and values of the people or groups. It is a nuanced tool both for interviewer and interviewed, as certain, specified themes may be used to keep up the conversation and focus its content, but at the same time the conversation can be held flexible, thus giving space to the unexpected themes or issues. This also offers possibility to reach deeper structures of the conversation as well as the meaning making processes: the values, identity, feelings and attitudes etc. giving the interviewee the active role in a situation. It has been used – mostly due to these qualities as a tool for gathering information about people’s intimate or difficult experiences.
In the situation of the focused interview the children was given the status of the expert, hers or his ideas were respected, and he/she was the expert. During the first preliminary interviews we in each country (Argentina, Egypt, Finland) very soon found out how the best way to relax the interviewees was to start the conversation by giving them a change to open the computer and check their favorite sites, or asking about the properties of their mobile phone or game console etc. It usually gave a good start for the interview, and loosened the possible suspiciousness, especially when the interviewer kept up the focus towards the interviewee’s interests. When this was tested (starting and accomplishing the interview without the computer etc. gadget) the difference was clear.
From the research questions to the interviews
The basic research questions in the research plan were:
1. What kinds of commonalities and differences can be described in youth media participation – and non participation – internationally, especially regarding Western and developing countries?
2. What kinds of prerequisites, possibilities and challenges are youth facing in their agent positions in relation to media in different regions of the world?
3. What kinds of media literacies are the young practicing and developing in different regions of the world?
In the focused interview we focused on the third question, and the deeper analyze shall show how (and if) we can get to the genuinely comparative research.
The loose themes in the conversations about the media use and media participation were in the beginning:
- Global and local participation, glocality
- Sub-cultures
- Self pride, identity
- Social networks and shared meanings
- Globality, internationality, languages,
- Generations
- Skills
- Regulations, limits
The background questions concerned:
- the family situation and friends
- available media equipments (phone, mobiles, net, newspapers, magazines, satellite, tv, radio, fax etc
- use of media
- social aspects of media use
- economical investing to the media, personal and in the family
- media uses in schools
- possible projects, societies or processes where media was used
- leisure time activities and media use
- specialties and skills and media uses
After the first interviews it looked clear that it is useful to concentrate those age groups, in which the modes and the processes of participation, activism and or even civic actions becomes visible and the communication about the meaning making processes is possible. At the youngest age group the social means of media use were dominant, as well as playing with others and learning of the new skills. These were interesting, but we were looking at the more nuanced ways of using media for certain purposes. The analyzing of the ways of learning new skills was also extremely interesting as such, for it was done in great deal the ways that passed the guidance of school, parents and home, even the kids were strictly under guidance (what came to availability of the media and the programs such as games) of home, so their media use was mostly controlled and limited in many ways.
However, the more interesting results came from the elder kids. Thus we left away the age group of the 8–9 years old children from our research and concentrated to our research questions through their responses.
Phases of the interviews
Finland
By the end of November 14 Finnish children had been interviewed, from capital area and from the rural area, between 8-18 years old, from poorer and wealthier areas. There were children from several special groups: one boy from the Swedish speaking group, three girls from the families of immigrants from the area of Eastern Europe, children who participated to a special media project, talented boys, girls and boys alike and kids from the group of the creative writing school from children.
In Finland the interviewer concentrated first at following the hobbies, interests and skills of the kids and tried to learn how to lead the interviewees to talk about the media participation through them. It really was not hard to avoid ever being more skillful with new media than the kids, and that was not hard at all. As in other countries, the skills and knowledge of the media, programs, sites and their uses were stunning. Many times the kids talked about the certain games or computer programs in which I had never heard of, and when they talked about facebook or youtube or livejournals they shared with me stuff I had no earlier knowledge. The sessions ended usually very satisfying feeling for all of us: the young had had my full attention and I had learned a lot. What I realized the most clearly was enormous variations in media use: generalizations in those studies that have been done from certain users of a certain site, like irc gallery cannot be generalized slightly, if sometimes not at all.
The interviews were done for maximum three children at the time. The interviews lasted from half an hour to more than two hours, and in all interviews there was a feeling that a longer and more intense conversation could have been possible, if not needed. That happened during the first interviews, but later not, so this means that it would be good to practice the skills of the interviewer with a small amount of preliminary interviews.
Very little was needed, if any, to get – at least formal – trust from the children, and practically no questions were made about the research or the researcher after the basic information was given to interviewees. The situation in each interview was surprisingly relaxed, for the kids clearly had got accustomed with the interview situation or research event in general. Only in one situation the 8 years old boy clearly “did his duty”, but even he was open minded, answered well, and gave the interviewer a good presentation about his internet skills. The reason for that may be that in Finland a lot of research is done at schools, so the schoolchildren simply may be used to that.
All the children and their parents were informed about the interview and the info form (attached) was given to them and to their parents. If the interview was done at school, the permit was asked also first from the communal officials of the school, and the teachers. In some cases the interviews were done in a media centre or in a library and later ones in the classrooms of creative writing. Rest of the interviews were done at the homes of the children.
The Interviews were carried out in
The interviews were carried out on two phases: during the first phase, six interviews were carried out. All of them were carried out in
In all , the data gatehred from all 12 interviews (14 children), were very rich and informative about the world of children and their relationship with media in general and the new media in particular. It is also worthy mentioning that I have learnt a lot of these interviews about the world of children and the skills they have in dealing with the new media.
Before carrying out the interviews, the necessary official approval was obtained. A letter from the General Authority for Population and Statistics was obtained. For any research to be carried out in
The main question sought in these interviews was:
What kinds of media literacy are the young practicing and developing in different regions of the world?
The interviews concentrated on children’s media use and their literacy in this respect. They also tackled the way children use media specially the new media, i.e. the internet and the mobile phone. They also aimed at finding out about children’s sources of information on the media, their interests and skills.
In Argentina the preinterviews were done to 14 children and adolescents between 10 and 18 years old, from rural and urban, from poorer and wealthier areas.
We started in September and worked up to early December. We also did a Day With the Media with 31 children on November 5th. Then we interview 10 children more in April.
We found that kids could talk for ever if you let them show their spaces on internet. At the first moment they filled ashamed to show to you for example, their Facebook, Youtube or Fotologs, but after a little time they start showing and talking about the different skills and things that they are able to do and how they use them in their every day life, and basically the sense of meaning that these activities have for them.
That was the reason why some interviews were very long, 2 or three hours, it is very easy to talk with the kids because you are just watching the photos and the messages and the questions have to do with these issues.
If they do not have internet access at home or if they don’t usually use internet the time spent on the interviews was much shorter.
I did more interviews on April 2010; in total 23 interviews. In these last interviews I talked more with adolescents because I found in the preliminary interviews that the participation focus was much clear in the older kids.
We found also that if we have to talked about participation, older children and the most vulnerable, make a different sense about new technology, they talked about new opportunities for them to be included,
In the interviews kids were asked to talk about the media stuff at their homes, family ways, sisters and brothers, school and friends. Then we started asking about how they used media in their every day life.
Finally if the internet was there you just said…show me how you use internet daily. Here the main questions were much easier to be answered. In which ways young people use the media for their own purposes, identity work and participation in activities and / or public discussions, and also if they don’t use, if such was the case.
We did interviews with people from one of the poorest suburban neighbourhoods from
The analyze of the interviews – ”the scapes”
As a very typical approach for the study that deals with the unknown territories we used as an approach the methodological tools of grounded theory. It simply means constant sensible analyze during the collection of the data and dialogue with it (Glaser & Strauss 1967). It could be seen as a handy tool not only to create new theory, but also new models with a certain kind of approach towards the collected data (Glaser 2002; Glaser & Holton 2004). It was needed in the beginning of the global comparative research to open new areas of the idea of “media participation” and their complex forms.
In our analyze of the interviews we tried to remember that we researchers were also in a sort of triangulation relationship as we all in three countries tried to approach our informants not only in a context of our own cultures but also as parts of the global media culture in our comparative research project. In our interviews also the personal and the social point of views were present simultaneously. Thirdly we knew that the forthcoming quantitative data shall be collected based on these interviews, and that gave a special meaning to each of the interview. In Finnish case the complexity of the research also in a national level was seen most clearly in the situation when the children of the immigrant family were interviewed. The idea of triangulation should be seen here in all these levels of analyze even we shall use only one method, focused interview (Eskola & Suoranta 1998, 69–70; Denzin 1970).Overall we tried to override the walls between subjective experiences and the shared cultural reality and find the complex processes between them (Alasuutari 1999, 88) upholding a critical distance towards our attitudes, ideas and visions as citizens of three different cultures.
The approach in our analysis was multi-sited as its nature (Marcus 1995, 95–117). Anthropologist George E. Marcus describes with the term multi-sited ethnography the research where spaces and landscapes are analyzed simultaneously in a larger social context. The main difference to the previous model in anthropology was changing from macro perspective to larger one, like studying the immigrants of a small Hispanic village through the point of view of a capitalist market system. This gives an opportunity connect crossing of separated spaces and places in the same study. Marcus points to the remarkable ways multi-sited research has been used efficiently referring to the American cultural anthropologist Arjun Appadurai (1990) who has pointed out the weaknesses of the comparative research of the market analysts. He explains how by using the traditional economical analyses of the capitalism even the major cultural affects and changes stay invisible. They can be seen through analyzing the mediascapes, technoscapes, ethnoscapes, financescapes and ideoscapes (Appadurai 1990). This way it is possible to see and understand what for example in Finland or in Argentina or in Egypt mean in the ideoscape level the neo liberalism terms like ”organizing the production”, ”free markets”, “social media”, or ”civil rights”.
Thus multi-sited approach is useful in the comparative research or ours, when we make the interviews of the people in different economical spaces, of the different sex and gender, of different age group and in different social contexts. Marcus (1995, 105–106) stresses the ability of multi-sited research to bring into light the complex chains, paths, relations and positions as well as the processes – in our case in personal, social, global and local media participation and its meaning making processes. In the analyses of the focused interviews I shall analyze the materiality (gadgets, economy, uses), material moves (producing and its relationships with media and markets), metaphors (of the speech act), personal experiences (stories, power relations) in larger context.
Comparing the results
Technoscape
As background information the basic info was asked from all the interviewees; about the amount of the media and technological gadgets they had around them at home, at school and otherwise. In Finland all the interviewees had access to internet and everyone had a mobile phone. At homes television, radio, AV gadgets and usually at least one computer were available. Hardly anyone had phone line to home anymore. Some had game consoles, and satellite plates. There were slight differences between the kids from the poorer or the wealthier classes, what comes to the quality or the amount of the technology in use, but the ways of uses were very similar: keeping up the social network, fun and play, gathering knowledge and finally enhancing one’s own skills were important, in this order from the youngest to the eldest. As a background it have to be noted that in each school and in all libraries there are free access to internet.
In
In fayoum, the rural area, 2 girls (F and F, 13 & 14 years) mentioned that they did not have mobile phones. One girl (F, 13 years) added ”my father promised me a mobile phone when I pass exams of this year, and I think I will need it then so that my parents can contact me and know where I am”. Among the three girls one did not have computer at home. However, she indicated that she uses the net either in her friends' or relatives' homes. The two others girls have and have access to the net at thier homes.
It was also found that children from the rural area were using other traditional media, i.e. newspapers, magazines televsion and radio more than those of Cairo. This matches findings from a previous study (Asran, 1998). Television was more important than any other medium for children in rural area. That is normal as they did not have out door activities like the Cairo children. This finding does not contadict reults of previous studies carried out on Egyptian children (Tayie, 2008)
In Argentina almost all the children that we interview has access to internet, the cybercafé is a place were kids that don’t have internet in their homes used to go.
The TV sets are at all the homes, and it is very interesting to see that in the poorest neighborhoods kids have more than one television and that the cellular phones are more sophisticated that the ones owned by kids from middle class. Satellite television is more common in rural areas.
Music is a very important issue and a common use for both sexes but it becomes more and more important when they are adolescents. Music means a lot of things and has to do with identity, tribal groups, and ways of being different, accompanying differences in dressing, talk and also values in life. Most of the kids we interviewed download music from internet and they listen to it on their computers or on their mp3 or mp4.
They also download videos to share and some adolescents also do their own videos and upload them on Youtube.
Radio and music stations are a good possibility for adolescents but mostly they listen to internet music on their own MP3 or MP4.
Videogames are especially important for boys and the cybercafé and arcades are places where also kids that live in Buenos Aires streets go almost every day[1].
1 Merlo Flores, Tatiana (2004); Hambre de Inclusión e Identidad, Buenos Aires, Anales de la Educación N° 2, Ministerio de Educación.
http://news.bbc.co.uk/1/hi/technology/3731908.stm; http://news.bbc.co.uk/1/hi/technology/3368761.stm
Videogames improve street children's learning skills and social inclusion, Argentine research finds out.
Against all odds, most of the street children in Argentina's capital Buenos Aires are breaking the digital divide thanks to their passion for videogames, a local NGO has found out. According with this study, eight out of ten of the up to 5,000 kids living or working in the streets of Buenos Aires are regular video game players, mostly in cyber cafés and arcades. 80% are regular video game players 95% of boys go to cyber cafés and arcades almost daily Girls prefer home console games 66% prefer non violent games
We found in the research done with kids living in Buenos Aires streets, which they were expecting to have enough skills to go to the richest neighbourhoods and beat those kids. The most important things to them were to know all the tricks and move on to the other step. The goals were the motivation. We could not find such a deep explanation in the preinterviews done. Anyway it was clear that the preference with videogames has to do with the projection of their own interests and the identification with characters that have something to do with their own lives. Most of the kids said that when you already know all the game it is over, you have to go to another one.
[2]Socioscape
As it was earlier mentioned the differences between the age groups brought one particular view, or ´scape´ to the results. Where the youngest kids were mostly interested in gaming and showing and being visible in the web pages or in the picture galleries, very soon there came other needs to be fulfilled. One exception became visible through the special group in Finland: among the over 16 years old daughters of the immigrant families (X, Y, Z) the possibility of showing, the visibility of the young in the net was still clearly very important, as for the younger kids. It seemed to be connected for the strong cultural aspect of the meaning making processes. For these young adults internet and new media in general were important keys and ties to their own culture and cultural identity as well as to their social network, especially members of the family and relatives abroad. For many their family could literally be connected only through the internet, when the relatives from different countries or even from different continents were in one’s facebook, or their cousins and friends around the world joined in picture gallery to exchange the latest news and comments. , Thus visibility has many different meanings depending on the culture, age and possibly also sex. New media was also used for joining the Finnish or broadly thinking to the western culture. These interviewees listened and collected both Finnish and the music of their families home cultures, studied art and fashion, or simply for kept in touch with one’s own culture in abroad. In this sense it was striking how negatively these children of the Finnish immigrant families reacted towards any news, as too painful to follow. Clearly war and harsh experiences in their own countries had left marks this “socioscape” experience.
The situation of children's use of the net in
The social background factor also had great effects on the Egyptian children’s access and dealing with the media. It was clarified that children from high-income have access to all media, especially the new media, i.e. the net and the mobile phone. Children from lower income families, as was the case of girls interviewed from Fayoum (F, F and R), did all not have access to the new media (the net and mobile phones). They were using the television and newspapers more than those from high-income families. It was also found that they were also using television more than newspapers or magazines. Their preferred programmes on television were mainly religious programmes.
Parents of children from low income families (for instance girls from Fayoum) were more involved in their children’s use of the media. These children also mentioned that they discuss some contents of newspapers and magazines with their parents, mainly fathers.
It was also observed that children from high income families were more open to talk about many things including the intimate things they were doing with the mobile phone or the internet for instance. Children from low income families were less open, and sometimes they were very conservative.
In Argentina social differences are very clear in the social meaning of media, especially when they have some more skills. The two adolescents that have a video experience in a community place and belong to a very poor neighborhood, are absolutely sure about what they want to do with the new technology. They want to have their voices heard, to show the other face of the life they are living with a lot of other kids. They talked about discrimination, exclusion, about TV news showing them as the worst in society.
They are dreaming to do their own internet news program, where kids from their neighborhood can feel that they are represented, recognize themselves on this news. They want to have the opportunity and they are going to tell the truth about what is going on in the poorest places from Argentina. They don’t believe in television or radio news, they think that they are lying, just doing a good entertainment with news as a way to have people distracted about the political corruption.
Kids and adolescents from other social levels repeat all the news specially the television bad ones, as part of their every day life. They are much afraid of robbers, murderers and the like. They talked about being stressed about every day life and to watch comedies on TV or internet as a way to get relaxed, and laugh and be happier when they are depressed or stressed.
School, in despite of what we thought, it’s not the place where kids learn about how to use the new technology. In the rural area they do not have internet at school, and in other places the school internet doesn’t allow them to learn things that give them motivation. School internet is used basically to learn how to use word, excel etc. Internet is not free as in Finland. There a lot of cybercafés in most of the cities around the country and also in other cities in Latin America and these are the places to have access to internet when they are not able to have their own connection.
Videogames are especially important for boys and the cybercafé and arcades are places where also kids that live or spend most of their day in
Girls usually play with games that they find on Facebook as an example: one about pets or homes where they are able to buy things. Boys use a lot sports games and also home consoles.
As for the games it is interesting to see how each one chooses the game that has to do with their preferences, and Ezekiel tells us "I like cars a lot I always watch the races on TV and now I have four cars in the garage" when asked what it meant to him to have four cars he just explained that there was a game “where you make your cars, you put on them different things, you buy and sell…I already have four”, Ezekiel lives in one of the poorest neighbourhoods in the suburbs of Buenos Aires and plays football every day "in the neighbourhood or in the street" and then adds "I also like football games, you learn from them."
Sol plays “house” and also “pets” and buys and sells; and her favourite animals are dogs "I love dogs, I have been a dog in another life."
The older kids play action games or build cities. But when Edward explains the game of cops and robbers he likes to be the thief just as Ezekiel, both live in the same neighbourhood Villa Fiorito, Maradona´s birthplace.
It seems that all children and teens play but that their choices have something to do with their own interests and sometimes the group´s . “You play “Counter Strike” but only because others will play it, it is not the one I really like”. Ezekiel 16.
Florencia likes a fish play and Packman, she used to have fish of her own and she played Packman to be able to beat her older cousin.
In “What Video Games have to Teach Us About Learning and Literacy”[3], James Paul Gee relates the process involved in playing video game. He says that video games are an extension of socially situated cognition. By actively engaging with virtual characters he thinks that gamers explore multiple identities and in the processes have an opportunity to learn more about their own capacity and limitations. He says that gamers when they become more sophisticated, they begin to build patterns of knowledge, apply their learning in new situations, engage in problem-solving, and these build confidence in their skills and knowledge.
We found in the research done with kids living in Buenos Aires streets that they were expecting to have enough skills to go to the richest neighbourhoods and beat those kids. The most important things to them were to know all the tricks and move on to the other step. The goals were the motivation. We could not find such a deep explanation in the preinterviews done. Anyway it was clear that the preference with videogames has to do with the projection of their own interests and the identification with characters that have something to do with their own lives. Most of the kids said that when you already know all the game it is over, you have to go to another one.
Genderscape, techniscape, fandomscape
In Finland, generally, it was remarkable, how easily the young adults, fourteen years old and elder talked about very intimate things even about sex and gender to the interviewee. In
In
[4] Giddens, Anthony (1995) ; Modernidad e Identidad; Barcelona, Península.
The image of their own bodies is very important for young girls, and they rehearse to be top models as you see on TV and magazines. Debord Guy (1995)[5] explains how “In the society of the spectacle” the apparent diversities and contrasts of these phenomena stem from the social organization of appearances, whose essential nature must itself be recognized. And he continues saying that the spectacle is an affirmation of appearances and an identification of all human social life with appearances. But is the opposite of dialogue.
In this way adolescents talked about being beautiful in the photos, the importance of the first impression, of the boys opinions, some never feel pretty enough in the photos, they try to have especial cameras to take the photos not using their cellphones. because they do not give out good images. Also, a girl 14 years old did a Facebook with a different name and used a photo of a very beautiful model; just to feel how would be to receive wonderful comments from boys.
But when girls talked about the messages that accompanied these photos, they said that they are very silly, stupid, nonsensical. They will never say anything about their real emotions or how they really think or feel; sometimes they used to upload music letters as a way to express themselves.
The language of the spectacle, says Guy Debord, consists of signs of the dominant system of production. And the more he identifies with the dominant images of need, the less he understands his own life and his own desires.
5-Debord, Guy (1998); The society of the spectale”; Buenos Aires;
Most of the interviewed adolescents, that usually use Facebook or Fotolog, talked and showed, how some of their friends or just girls from the same class or school, need to show themselves with a very sensuous identity as a way to get attention from boys and be more popular. Fourteen year old girls, appear on Facebooks from the interviewed girls, as models showing underwear just like any magazine, or in sensous positions even with boys. The interviewed girls felt ashamed to have these photos and they started explaining about them. It was difficult to continue going deeper in this important issue that has to do with identity, with models, with the sense of meaning that bodies have for this generation.
As Eliseo Verón[6] says : the Fotolog work as a little dispositive where bodies are in the scene given themselves to the lecturer in a big scale, just to give a presentation of little evidence about themselves.
6- Verón Eliseo, Cuerpo y Mesa cuerpo en democracia audiovisual; Apres Demain, Paris, 1995
Stars project this general banality into images of permitted roles. As specialists of apparent life, stars sever as superficial objects that people can identify with in order to compensate for the fragmented life that they have to live; say Debord.
Finally we agree with Guy Debord when he says that spectacle is not a collection of image; it is a social relation between people that is mediated by images.
When we found that this kind of participation is very important for adolescents in Argentina, we could not avoid asking ourselves about the women’s role in our societies and human rights in order to gender.
There were also boys from the poorest neighbourhood that have Fotologs and present themselves without shirts showing their muscles or tattoos, but mostly the boys have photos of themselves doing sports or with friends.
Both, boys and girls became fans of different people, mostly stars and also fans of products or stores. They have been asked to be fans and they just have to sign. Usually without age or sex differences they just voted and became fans, it is a kind of game but has to do with reinforcement of consumer values. For example they became fans to some kind of Mac Donald’s hamburgers that they are not selling any more in this place. More than 25.000 kids and adolescents sign up to ask for this especial sandwich.
“It is a sale of sociability itself in the form of “exiting conversation” and “meetings with celebrities”.[7]
The trivialization of the intimate life is also everyday conversation at school and with friends, it is almost the only theme that especially girls have today, they don’t talk, as much as they used to about television programmes[8].
8- Merlo Flores, Tatiana, TV as I would like you to be, Presentation World Summit on Children and Media, Greece, 2003 ; Revista Comunicar, Huelva, España, 2006
This spectacularization of life cannot be understood as a mere visual excess produced by mass media technologies; it seems that is a young and adolescent new worldview.
Girls and the technoscape
All the three Finnish girls, G and B and D knew how to use technology for their purposes and how to enhance one’s own skills. Their special interests (horses, anime, manga and AMV), their identity work and the social activity walked hand in hand. Interestingly, they all disliked of the idea of putting their pictures to picture galleries or related sites. They were very conscious of using the new media to their needs. The girls G and B, came from the area of not so good reputation of the capital area, D was the daughter of single parent.
The media participation theme came up in the interview of the girls G and B when the horse girl told how she had joined a campaign targeted to the drivers who did not realize how to pass the horse on the road. Both girls had also signed different king of petitions in the net and were aware of the multiple forms of civic activities in internet.
However, totally different interview was the one I did to the sisters G and B, ages 14 and 15. They were sports girls from a quite wealthy family, and their most important pages were facebook and picture gallery where they like to send pictures and attend the quizzes. They had no needs to use the other media or other programs to create substance for their purposes. However their use of computer had started remarkably later than it was case for G, B. or D, and they did not have computers in their own room. This interview of G and B lasted only half an hour and it was very unsatisfied from its results, ad as a interviewer I felt that I had failed. Basically I got information about the technology there was in the family; mobile phones, DVD, television and computer. The family is very sporty and there is very little time spent in the front of the tv. Girls had a radio-CD player, but very little music CD:s or other formats. However they use mobile phone for listening music. They did not use new media for their own purposes; neither did they see any use of new media as a tool for participation or civic activity, but it was very important public social arena. In this case I felt that making another interview later, perhaps after half a year would bring totally different picture. In the way this interview underlined the age question of the media participation in
From
All three girls from
The girls from
When asked about their hopes or expectations from media, they said that they would like to see TV programs tailored for each age category and not only two categories of programs, for young children and adults.
Though girls were free in terms of their use of the new media, they were controlled sometimes by their parents on what they should or should not see on television at home. One girl (M) said that she has some kind of self control on what should not see and which do not match culture and traditions. Apparently she meant pornography programmes.
Girls from the rural area were, to a great extent, different and they were very conservative. None of them has ever mentioned a single word about intimate things. Their use of media was mainly for education and informative purposes bearing in mind that they were mainly using the traditional media especially television. Only one girl did not have access to the internet. Two girls (F & R) had mobile phones and they mentioned that they have had them recently.
It was also clear that girls from the rural areas were using newspapers, magazines and television more than those from
When asked about their expectations from the media, they indicated that they expect more serious and educational programmes. They also hope to see more programmes which reflect the reality in their own geographical area.
In Argentina we didn’t find important differences between boys and girls in the access and availability of technologies, if they don’t have internet in their own homes they used to go to cybercafés.
The cellular phones are absolutely common, between adolescents, and they are a very important technology especially when they don’t use internet to be connected.
Internet and television works at the same time in almost all the homes, both are switch for many hours without differences between boys and girls.
Both girls and boys use internet in the same way: they open at the same time Facebook or Fotolog and the MSN and start using both. Music is also important for both sexes.
Te be connected don’t have the same meaning : for girls has to do more with show off and for boys with friends and doing things together.
Both girls and boys used to see videos with friends, they like usually terror films or comedies, and they get together especially with this purpose.
Surprisingly girls and boys talked about aesthetic, but with different meanings. For girls aesthetic has to do with clothes, hair dressing, and beautiful photos. Is a way to be presented in society, and has to do with a lot of little things that make them different and at the same time equal. When boys talked about aesthetic they were interested in the videogames and the way they were able to feel that the fiction was more and more near the reality.
Bearriz Zarlo[9] say that to be young is not an age but an aesthetic in the every day life, there is a “young style”, that develop when the childhood almost disappear and born a very early adolescence.
Verón Eliseo, Cuerpo y Mesa cuerpo en democracia audiovisual; Apres Demain, Paris, 1999
Both construct themselves in the same internet laboratory. In the virtual reality they used different skills but the same goal: to get their identities, to be auto created.
Boys and the technoscape
The importance of the special interests was seen in a Finnish boys group, too. The first preliminary interview was done to a 10 year old boy T, and it was fruitfully contrasting to the interviews of the two youngest, nine year old boys O and U, who were very similar as persons with each other. Overall these three interviews showed that the meaning making processes starts become visible in pre teen age, and this interview of T highlighted it. The technological knowledge of T was remarkable, in a level that could be foreseen as a glimpse in the discussions of the barely nine years old kids. Where O and U concentrated in comparing the skills and talking about the solutions in certain games, and were really in the immersing game world, T was capable to the more analytical discussion of the meaning of the gaming while he was playing. For him it was the most important thing to be good in the game, and have fun – the fame was not so important. T also discussed the limitations of media use due to technological solutions, age limits and money, also clearly knowing more than his age group should formally been aware of. However, this more analytical tone was also due to the ways the interviewees set their questions: in this case they were different ones. Also 11 years old (?) boy A, who belonged to a minority language group was already well aware of the multiple uses of the social media like youtube, Bluetooth and the sites like Habbo (XXXXX) hotel, a guided web site created for children. Once again, the personal interests were main reason for all technology use, and especially the possibility to listen the certain music genres and artists marked the media use. Main needs of A were availability of the useful programs and technology, skills and funding of the media use. A:s taste could be described as specialized: Big Brother and Salatut elämät (a Finnish daily tv series) did not interest, but rap music, jazz, American tv show Conan O’Brien and (K-15) movies like Hellboy.
Totally different answers came from a group of three boys from a creative writing group. (First of all…8MORE LATER)
Almost 17 years old boy Y was one of those who attend the special media project in the capital area. His interview was very rich what comes to pondering of the identity, future possibilities and the meanings linked to the media project he was attending to.
This eldest male interviewee Y described in the interview his attachment to the certain music genre, and analyzed its meanings to him I details. He also talked about the parent’s attitudes towards this fan relation a fine analytic way, enlighten the age gap in the media use and the different tastes of the family members. He described how music gave possibilities to gain rare experiences in a safe way, and connected it in a philosophical ideas of identity, reality and experience. The media project Y had been attending already some time was meaningful also in more practical level, for it gave him special opportunity to gain technological skills and useful connections for the future. Still, being a member of a social group was described mostly important (one SENTECE MORE)
In
The internet was mainly used for chatting (e.g. facebook). Only one child indicated that he uses the net for educational purposes to do his assignments. They also indicated that they use the internet to download programs and films. For the younger child it was mainly chatting with his peers.
One boy indicated that he combined the net with TV, so that he can watch films downloaded from the net on TV.
Ownership of the mobile phone was 100% among boys. Those from Cairo have had and used the mobile phone for many years, whereas in rural area, they (A & O, 13 years old) were using it recently, “A” for less than 2 years and “O” for less than one year.
All Cairo boys indicated that they heavily use the mobile phone on a daily basis and at any time of the day. The young boy was not using the mobile phone as he has not got one. He said that he will have one when he grows older. He also mentioned that sometimes he calls some of his friends or his grandmother using his mother's mobile phone and that he knows how to use it. Generally speaking, boys were using the mobile phone more than girls.
Though it was not allowed to use the mobile phone at the schools, according to the school rules, all children from Cairo indicated that they hide them and use them during breaks. They all said that they put them on the silent mood while at school so that teachers won't find out about them. Boys from the rural area said they never take their mobile phone to the school as it was not allowed.
Boys from Cairo also mentioned that they use the mobile phone for the internet. Even one boy indicated that he always sees films on his mobile phone. Girls were less users of the mobile, however, they were using the net more. Boys in the rural area use the mobile phone only for calling. A said: ”I use it only in cases of emergency, the mobile phone was meant to be used only for these cases”
It was clear that the mobile phone was mainly used for messaging friends. So SMS was common among children. Through these SMS, as they mentioned, they agree on meetings and outgoings. Surprisingly, even when they are at home they never use the land lines, they mainly use their mobile phones. Boys from Fayoum were less users of SMS and they were using the land phones when thery are at homes..
Though boys from
All Cairo boys know and use the IPOD, whereas boys form the rural area have never used it or even heard about it.
In Argentina they are not important differences, as it was said in the girl’s landscape, between boys and girls in the access of media.
They like different programs, boys prefer action and comedies, but both like the Simpson talking about television. They use basically Facebook and MSN and they do it in the same way but with different purpose.
They don’t read newspapers, only sports and jokes. They know about news by television and radio.
They used internet also for school, they say that is easier to find more explanations in internet than in any school manual that only have one version but in internet you could find more and different information.
It is very similar to Finland and Egypt that kids and adolescents preferences have to do with their interests in real life. When sports are important in boy’s life, everything has to do with this matter; television, games, photos and also the themes they share with friends.
Boys are absolutely crazy about videogames, it seems that to get to different levels and to know the last games are a very important goal in their lives.
The poorest boys that live in a favela, tell us that they work and construct their own computer, better than the common ones; to be able to edit their videos. They also have an antenna, paid by six adolescents, to be able to play video games, been each one in their own homes.
These kids were the more interested, of all that we interview, in a real participation, in a communication for social change. They want to do a News Web on Internet to be able to share with different communities their reality that is very difficult.
It seems that the most vulnerable kids, because they are the poorest or immigrant, look forward to use the technology for social purposes more than the others.
The same thing seems to happen with music as the new young aesthetic. In Latin-American the Hip Hop, the Rappers, Cumbieros… are a very strong way of participation, reinforcing the idea of belonging, with a different and clear identity, were music, lifestyle and worldview are in the same way. To similaire conclusions gets : Vianna, 1997, Bourdieu,2006; Herschmann, 2000[10] ; and they express that this is a conquest and negotiation of space and visibility, it is a « victory »…for excluded groups…: slums,, unemployed, underemployed, drugged, shown in an intense media
exposure as the main resources at their disposal for this purpose…
América Latina, Fundación Friedrich Ebert, C3 FES, www.c3fes.net.
Sherry Turkle characterized the computer as a powerful projective test.
(Turkle 1984:88)[11] He says that, like Narciso with the mirror, people working with computers can easily fall in love with the world they have built or of its performance in worlds others have created for them. His commitment to the simulated worlds affected the relationship with the real world.
It is very interested to hear what a Mexican research, Reguillo Cruz[12], says about new ways of been citizens, that are not in the academy context, but it sound to me very close to what we are founding in these preinterviews, at list in Argentina
(Reguillo Cruz, 2003, p28); explain the new forms of “polítics of youth”...it feel citizens by doing things; in wanting to became involved, to express freedom trough different languages, to join others in a logical network and changing flows not only through organizations, and when they experience their body as an autonomous territory.
And precisely these are the most persecutes and repressed by the social order, as they are considered as practical pre-political and material to the moral.
REGUILLO, Rossana (2008): “Las múltiples fronteras de la violencia: jóvenes latinoamericanos entre la precarización y el desencanto”. En Pensamiento Iberoamericano. Número 3, 2ª época.
Inclusión yciudadanía: perspectivas de la juventud en Iberoamérica.; Fundación Carolina, Madrid, 2008.
Perhaps we have to think about different ways of being citizens as the traditional dimensions of social, civil and political citizenships.
BUDGET FOR MEDIA ????
Do not we need to say something about children's budget for media??
Talking about budget for media, all Girls from Cairo were allowed to use the mobile phones which were paid by their parents. The situation for boys was a bit different. Three of them (from Cairo) were given certain air time (paid by their father) and then they buy more air time (prepaid cards) from their pocket money. It was also clear that these children spend most of their pocket money on mobile phone (air time) and also for outgoings with friends during the week ends. Two boys from Cairo were given a free use, paid for by his parents. The younger boy (S) of course did not have a mobile phone. He also did not have any money to buy media.
Boys and girls from rural area were only given limited time to talk on the mobile paid by their father. Then they did not bother about bying any credit when the time allowed is over. Newspaper and magazines were mainly paid for by the parents.
Geoscapes
(I WAS WONDERING IF THIS IS THE RIGHT PLACE FO RTHIS.. MAY WE MOVE IT A BIT UP TOWARDS A BIT AFTER THE INTRODUCTION OR WHEN WE START TALKING ABOUT COUNTRIES???
SOMETHING OF THE EACH COUNTRY IN HERE, very shortly, they way you have already written: population, economy, media, politics and stuff like that.
Egypt lies in North East of Africa with part of it in Asia (Sinai). It has long borders on both the Red Sea, in the East, and the Mediterranean in the North. Cairo is the Capital City of Egypt. Egypt is the largest county in the Arab World with respect to population which exceeds 80 million. They mainly live around the River Nile which passes in the heart of Egypt. It is estimated that 95% of the population live in only 3% of land. About 18 million live in Cairo.
17 million out of the 80 million are students at schools and universities. Regarding the education system in Egypt, education is compulsory for all children till the age of 12. There are mainly two types of schools in Egypt; Governmental and private schools. Governmental schools provide education almost for free (actually fees are very small and affordable to any one). Any child can join these schools in the age of 6. Private schools are paid for and they are privately owned. Actually some of these schools are very expensive. They provide a high quality education. Some of these school even follows the American, French, British or German educational system including curricula.
With respect to media, Egypt has a wide range of media, governmental and private. Egyptian Radio and Television Union supervises radio and televsion. It is a part of the Ministry of Information. There are 3 national TV channels as well as 6 local channels. Channel Two, which is a national cahnnel, broadcasts mainly in English and French. It is meant to serve the exaptriates who live in Egypt. There are also quite a few private TV channels.
Regarding radio, Egypt has 7 radio networks which are listened to all over the country. One radio network broadcasts in more than 40 languages, i.e. the Overseas Radio. Moreover, there are local radio stations in all parts of the country. There are also private radio stations (FM) which broadcast mainly light and musical programmes. They are the most listened to by young people.
With respect to the print media, there are 3 important governmental publishing houses which publish tens of newspapers and magazines, in Arabic, English, Frensh and German. Private and partial newspapers are also numerous. It is estimated that there are more than 500 newspapers and magazines in Egypt. Issuance of private and partial newspapers are subject to the approval of the Higher Press Council which is the regulataory organization.
Film industry is well advanced in Egypt. Egyptian film industry plays, in the Arab World, the role of Hollywood in the west. Egyptian films and TV programmes are very popular all over the Arab World. Arab TV channles rely a lot on these programmes.
Argentina
The current population of
The population also have large communities of Jews, Arabs, Armenians, Gypsies, British, French, Germans, Poles, Russians, Croatians, Ukrainians, Japanese, Chinese, Korean, Paraguayans, Bolivians, Uruguayans, Chileans, Peruvians, Brazilians, etc..
Latin America is the continent with the greatest inequities in the world where 50% of the population is fifty times richer than the other half and this gap is increasing rather than decreasing. Other issues important to consider: social distance and corruption. Bernardo Kliksberg, chief consultant of the United Nations for Latin America, wrote on March and on December, 2009, two very important articles based in different research works and in secondary data that I summarized here to understand the context where we are doing this research work. The second article was titled "Why is so difficult to be a child in Latin America and in
The youngest from Mercosur with limited opportunities for development, is the title of a recent research that talks about young people in Mercosur :
Over 65 million young people between 15 and 29 years old are living in the Mercosur countries, and, according to the latest Human Development Report for Mercosur 2009-2010 "Innovate to include: Youth and Human Development ", they are the ones who can drive real change throughout the region. However, the document published by the United Nations Program for Development UNDS, reveals that “the socioeconomic conditions of these countries´ limited resources offer limited opportunities for development". But it is not just murder: the death rates of young people indicate a clear cause-specific prevalence of all external causes such as accidents, violence or suicide. Moreover, the youth of the four Mercosur countries agreed on the employment situation as facing the main problem today.
This statement is shared by almost one third of young people in Argentina.
Media landscape
Media Concentration
"The convergence of telephony, television and the Internet is perceived as a platform through which a sector which represents about 3.5% of GDP will be referred to.
"After several years research on the structure of communicational systems in Latin America (which is summarized in a forthcoming book" The owners of the word "), it was found that on average four companies dominate over 80% Billing and audiences of different media markets. Mastrini Guillermo, Universidad de Buenos Aires, 2009.
1 - Television –
Offer: The main television channels broadcasting from Buenos Aires are Channel Thirteen, America TV, Telefe, Channel 9 and Channel 7, the latter being state-owned and the only fully national in scope. Still, others are often retransmitted, in whole or in part by provincial channels. There is also an educational channel and state meeting. Argentina is also known for having a wide range of cable channels. –
Access: the majority of television households (98.6%) own TV sets. Those who do not belong to the Northwest regions of the country and 7 out of 10 have cable TV, one of the highest penetrations in Latin America.
Use: We see an average of 3.4 hours of TV daily. This means that TV remains the main cultural consumption in Argentina. The 84.9% of respondents said they get information through television news. The interviewees answered that their first search is the news and information (52.9%). The other preferences in matters of taste keep a profile linked to entertainment: movies (42.1%), sports (33.5%) and soap opera (20.8%). Apart from these preferences, a low interest in political programs (9.6%) is observed plus a significant consumption of TV programs that broadcast only music (12.5%). National system of cultural consumption, the Media Secretariat, Office of the President, 2008
2 - Computers and the Internet
In March 2008 it was estimated that the amount of computers in Argentina totaled 7 million. In late 2007, the availability of Internet reached 39.7% of the population, with more than 16 million users; in 2009 it reached an estimated 22 million broadband connections. In March 2008 it reached 2,557,413 (penetration of 6.6% of the population), one of the highest rates in the region.
The number of websites registered with the country code ( ar) in August 2008 was about 1.70 According to the latest Internet World Stats, "In Argentina there is a high percentage of users just because there are cyber centers, which in the world is expensive and here is affordable .
Mobile telephone service was privatized in 1990. There are 8.3 million telephone lines installed in a proportion of 23 lines for each group of 100 inhabitants. The penetration rate is 102 mobile phones per 100 people, with a total of 40 million lines. This high number is due in part to people with low income in recent years having access to payment plans.
3- Radio
There are nearly 1.500 radio stations, of which 260 are AM, approximately 1150 are FM. And in recent years community radios have increased. The radio is the medium which has the largest exposure to music (87.9%). In this way the radio has become a sort of "music" that accompanies all the time, and very even by objective universe. Some 57 % listens to the morning news, and then at night, only 7% is replaced by TV.
Among those who listen to music on CD the middle and upper classes stand out and those under 34.
4- Newspapers
More than 200 newspapers circulate in Argentina, of which the best selling broadsheets are published in Buenos Aires: Clarin (the largest circulation) and The Nation. Some important newspapers inside the country are: The Andes of Mendoza,
Newspapers are read by 56 % of Argentines in discontinuous ways. Sunday is the day where most are read and it is interesting to remark that local newspapers have as high reading audiences in their geographical areas as national newspapers.
5- Magazines: 30 per cent of Argentines have access to magazines.
Summary Do you mean References?
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[1]Merlo Flores, Tatiana; Hambre de Inclusión e Identidad, Anales de la Educación N° 2, Educacional Ministerio, Buenos Aires, 2004.
http://news.bbc.co.uk/1/hi/technology/3731908.stm; http://news.bbc.co.uk/1/hi/technology/3368761.stm
Videogames improve street children's learning skills and social inclusion, Argentine research finds out.
Against all odds, most of the street children in Argentina's capital Buenos Aires are breaking the digital divide thanks to their passion for videogames, a local NGO has found out. According with this study, eight out of ten of the up to 5,000 kids living or working in the streets of Buenos Aires are regular video game players, mostly in cyber cafés and arcades. 80% are regular video game players 95% of boys go to cyber cafés and arcades almost daily Girls prefer home console games 66% prefer non violent games
[4] Giddens, Anthony; Modernidad e Identidad; Barcelona, Península; 1995
[5] Debord, Guy; The society of the spectale”;
[6] Verón Eliseo, Cuerpo y Mesa cuerpo en democracia audiovisual; Apres Demain, Paris, 1995
[7] Debord, Guy; The society of the spectale”;
[8] Merlo Flores, Tatiana, TV as I would like you to be, Presentation World Summit on Children and Media, Greece, 2003
[9] Beatriz Sarlo; Escenas de la vida posmoderna, Intelectuales, arte y videocultura en
[10] América Latina, Fundación Friedrich Ebert, C3 FES, www.c3fes.net.
[11] Turkle, Sherry, “La vida en pantalla. La construcción de identidad en la era de Internet”. Ed.Paídos, Barcelona, 1997, p.228.
[12] REGUILLO, Rossana (2008): “Las múltiples fronteras de la violencia: jóvenes latinoamericanos entre
la precarización y el desencanto”. En Pensamiento Iberoamericano. Número 3, 2ª época.
(Inclusión yciudadanía: perspectivas de la juventud en Iberoamérica.) Fundación Carolina, Madrid, 2008.
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