Abstracts
Abstract
Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.
Résumé
Au fil des années où j’amenais mes élèves du secondaire au théâtre, la révolution numérique a investi les écoles, les classes et même les salles de théâtre. Ceci a remis en question mon objectif de contribuer positivement à la formation identitaire des étudiants en les exposant à la dimension en direct des pièces. En réaction aux demandes d’étudier les manières dont les vies en et hors ligne des jeunes sont inter reliées, une étude de cas qualitative d’un an portant sur les étudiants qui fréquentent le théâtre a été réalisée. Celle-ci indique que les réalités en ligne imprègnent de façon notable la formation identitaire des étudiants et que les expériences scolaires non numériques, telles qu’assister à une pièce de théâtre, sont souvent consommées sous l’influence des vies numériques des étudiants. Des sorties traditionnelles comme une visite au théâtre sont influencées par et combinées au vécu en ligne, contribuant ainsi à une nouvelle formation « iDentitaire ».
Appendices
Bibliography
- Awan, F., & Gauntlett, D. (2014). Creative and visual methods in audience research. In V. Nightingale (Ed.), The handbook of media audiences (pp. 360-379). Chichester, United Kingdom: Wiley-Blackwell.
- Barker, M. (2003). “Crash,” theatre audiences, and the idea of liveness. Studies in Theatre and Performance, 23(1), 21-39.
- Bourdieu, P. (1997). Forms of capital. In A. H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: Culture, economy, society (pp. 46-58). Oxford, United Kingdom: Oxford University Press.
- boyd, d. (2014). It’s complicated. New Haven, CT: Yale University Press.
- Brubaker, R., & Cooper, F. (2000). Beyond “identity”. Theory and Society, 29(1), 1-47.
- Burwell, C. (2010). Rewriting the script: Toward a politics of young people’s digital media participation. Review of Education, Pedagogy, and Cultural Studies, 32(4-5), 382-402.
- Code, J. (2013). Agency and identity in social media. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media (pp. 37-57). Hershey, PA: Information Science Reference.
- Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Thousand Oaks, CA: Sage.
- Davies, C., & Eynon, R. (2013). Teenagers and technology. New York, NY: Routledge.
- Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1-32). Thousand Oaks, CA: Sage.
- Elwell, J. S. (2013). The transmediated self: Life between the digital and the analog. Convergence:The International Journal of Research into New Media Technologies, 20(2), 233-249. doi: 10.1177/1354856513501423
- Erikson, E. (1968). Identity: Youth and crisis. New York, NY: Norton.
- Gleason, P. (1983). Identifying identity. The Journal of American History, 69(4), 910-931.
- Goffman, E. (1959). The presentation of self in everyday life. New York, NY: Anchor Books.
- Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social networks. Learning, Media and Technology, 34(2), 119-140. doi: 10.1080/17439880902923580
- Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259. doi: 10.3102/0013189X09336671
- Hosenfeld, C. (1999). Louise Rosenblatt: A voice that would not be silenced. In D. Mendelsohn (Ed.), Expanding our vision: Insights for language teachers (pp. 110-129). Oxford, United Kingdom: Oxford University Press.
- Jäkälä, M., & Berki, E. (2013). Communities, communication, and online identities. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media (pp. 1-13). Hershey, PA: Information Science General.
- Jenkins, R. (2004). Social identity (2nd ed.). New York, NY: Routledge.
- Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 887-907). Thousand Oaks, CA: Sage.
- Kuksa, I. (2009). Cultural use of cyberspace: Paradigms of digital reality. In A. Oddey & C. White (Eds.), Modes of spectating (pp. 83-98). Bristol, United Kingdom: Intellect Books.
- Marwick, A. E., & Boyd, D. (2010). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New Media & Society, 13(1), 114-133. doi: 10.1177/1461444810365313
- McCarthy, C., Giardina, M. D., Harewood, S. J., & Park, J.-K. (2003). Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity. Harvard Educational Review, 73(3), 449-466.
- Merchant, G. (2006). Identity, social networks and online communication. E-Learning, 3(2), 235-235. doi: 10.2304/elea.2006.3.2.235
- Merchant, G. (2012). Unravelling the social network: Theory and research. Learning, Media and Technology, 37(1), 4-19. doi: 10.1080/17439884.2011.567992
- Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis (3rd ed.). London, United Kingdom: Sage.
- Morley, D. (2003). The nationwide audience. In W. Brooker & D. Jermyn (Eds.), The audience studies reader (pp. 95-111). London, United Kingdom: Routledge.
- Reason, M. (2004). Theatre audiences and perceptions of ‘liveness’ in performance. Participations, 1(2). Retrieved from http://www.participations.org/volume%201/issue%202/1_02_reason_article.htm
- Saldana, J. (2013). The coding manual for qualitative researchers (2nd ed.). London, United Kingdom: Sage.
- Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
- The Government Office for Science. (2013). Foresight future identities: Final project report. London, United Kingdom: The Government Office for Science.
- Tulloch, J. (2000). Approaching theatre audiences: Active school students and commoditised high culture. Contemporary Theatre Review, 10(2), 85-104.
- Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York, NY: Basic Books.
- Williams, S., Lundquist, K., Fleming, S., & Parslow, P. (2013). This is me: Digital identity and reputation on the internet. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media (pp. 104-117). Hershey, PA: Information Science General.