Week 5 Journal: Networked Publics, New Media and Global Citizenry

On Youth Engagement with Digital Media – Power, Citizenship, and Democracy

Youth engagement with digital media platforms really intrigues me. During the first few weeks of school, my high school students write me letters of introduction, and one of the topics that I ask them to discuss and describe is their relationship with social media. I thought about this while reading Bennett’s (2008) work about the paradigms of youth engagement – or lack thereof – with online networks. (p. 2) Just as Bennett (2008) asserts, my students fall into these two general categories: those that describe themselves as extremely connected and engaged with their social media networks – relying on them heavily for a sense of belonging, affirmation, and information – and those that adamantly disassociate with these platforms. Many of my students write about the ways that digital media connections can be distracting, although (unsurprisingly) they usually explain that the distractions only apply to others… Those that say they willingly stay away from digital connectedness offer up negative examples of digital networks – bullying, discrimination, depressing or inaccurate news, etc.

I found it interesting that Bennett (2008) exposes the ways that we often attach value to engaged young people, since many subscribe to this notion that being engaged means one is concerned with civic matters (whatever that really covers, as Buckingham – quoted in Bennett – points out.) (p. 3-4) An inclusion of a quote by Cathy Davidson in Bennett (2008) furthers this discussion: “. . . I think we have a unique opportunity to take advantage of peer-to-peer sites for creative, imaginative, activist learning purposes. That is a lot harder mission than critiquing the young. . . . I want to be attuned to what youth themselves say about the alternative forms of learning and social networking afforded by Web 2.0.” (p. 3) We much more easily question or critique the way young people organize and/or connect online, but how much do we know about what they want to get out of these experiences?

Recuero (2012) delves into this question in her presentation about expanding social media activity in Brazil, especially among youth ages 16-25. With Brazil’s networked population now estimated at second in the world, it is certainly a force to be reckoned with. In a similar vein, Sassen (2006) describes the appeal and perhaps the hope that new iterations of technologies could raise participation and the distribution of knowledge, resources, access to power, etc. Her argument is that despite the best efforts of social / government agencies to provide access and education around technology and connectedness, there tends to be a huge barrier in the form of bureaucratic expectations and requirements. But even with increased participation and connection, how do we measure what’s “good” or “positive engagement”?

Further, Recuero (2012) brings up the idea that social media networks have the huge advantage of exposing youth to diverse perspectives and opinions, even if this exposure doesn’t lead to actual transformation of ideals. She addresses the problem of “discursive violence” that comes out of networked interactions, and also wonders about the backlash of this violent rhetoric – pointing out that there appears to be a trend away from commenting on and confronting differing perspectives. If this is true, how helpful are social and political networks in this vast online space? Obviously, violent or incendiary language does not open the door to productive communication, nor lead to understanding or changed perspectives. But backing away from confrontation seems problematic in its own right.  

Finally, in my own life, reading, and observations, I know that many social, political movements have gained traction because of social media; in some ways, the borderless nature of these networks gives the movements strength and momentum. Marches, rallies, and demonstrations are organized through social media, and crowd-sourced information circulates in new, virtually unfettered ways. Regardless of the differences in opinion surrounding the utility of social media mobilization, it is definitely here to stay.

References:

Bennett, W. L. (2008). Changing citizenship in the digital age. Civic Life Online: Learning How Digital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press. 1–24.


Crystal, D. (2004). Language and the Internet. Cambridge University Press.


Recuero, R. (2012). Digital youth, social movements, and democracy in Brazil. Retrieved from http://connectedlearning.tv/raquel-recuero-digital-youth-social-movements-and-democracy-brazil

Sassen, S. (2006). Networks, Power, and Democracy.  Retrieved from https://www.youtube.com/watch?v=Hpw1GpHzAbc&feature=youtu.be