Academic literature on the topic 'Digital media – Cross-cultural studies'

What should a postdigital cultural studies look like? Identifying economies of attention is central to the study of media and culture. Calling for renewed focus on attention as power, this article pairs three long-established lessons of cultural studies with three examples of contemporary digital immersion: deepfakes and manipulated media; algorithmic culture; and, the digital afterlife industry. In doing so, the critical questions that drive cultural studies emerge as ever relevant in a postdigital, post-truth landscape.

This collection brings together key themes that integrate the scholarship on migration, digital media, and emotion. Drawing from a variety of conceptual, theoretical, and methodological traditions that cross-cut academic disciplines, the articles in this issue explore the emotional facets of digitally mediated migrant socialities in a variety of socio-cultural and geographic locales. These examinations raise important questions about how digital media ubiquity shapes global migration experiences and multicultural media publics at various scales. How are relations of intimacy and care at a distance articulated and experienced through social media? What does it mean to imagine home as a digitally mediated experience? In what unexpected ways are platforms reshaping migrant subjectivities? In this introductory article we address these and other questions, outlining how we believe the study of emotion can help us think more comprehensively about the digital mediation of migrants’ social lives in the current media age.

This paper analyzes the political implications of aesthetic mimicry in the popular mobile game, Onmyoji. Created by the Chinese company, NetEase, Onmyoji takes advantage of the expansive network of signifiers revolving around the historical Japanese figure, Abe-no-Seimei, and co-opts this network to display a recognizable Japanese popular aesthetic. By remixing elements of Japanese culture, Onmyoji presents a commodifiable and mediated image of Japanese cultural authenticity that is recognizable globally. Mimicry and the co-opting of another nation’s cultural signifiers initiates a negotiated process of ambivalent national self-empowerment that has since resulted in shifting labor flows within the digital entertainment industries in East Asia. The malleability of cultural signifiers allows for the purposeful framing of global media texts. Such multivalent encodings of recognizable symbols emerge from the provocative slippages between media boundaries. This, in turn, engages with the dialectical processes of nation branding within the framework of transnational co-production models.

The deep-rooted changes that have taken place in the media world over recent years have brought about changes in both television itself and in the relationships established with this medium. Consequently, it is important to understand how young people watch television today, in order to design strategies to help them develop the capacities they require to ensure responsible use. With this aim, the present study analyzes the television viewing habits of 553 adolescents (267 boys and 286 girls), aged between 14 and 19, from Ireland, Spain and Mexico. Through the implementation of two questionnaires (CH-TV 0.2 and VAL-TV 0.2), four viewing patterns were detected that can be generalized to all the contexts studied. Two of these patterns clearly distinguish between boys (critical-cultural) and girls (social-conversational), with boys viewing more cultural and information-oriented programs, and girls tending to watch shows with a view to talking about them later with their friends. Two of the variables which best distinguish between the other two patterns identified are the perception of a conflictive climate (conflictive-passive viewing) and the perception of responsible parental mediation (committed-positive viewing). Moreover, preferred television genre was found to be the factor with the greatest discriminatory power in relation to these patterns, while time spent watching television, perceived realism and cultural context were not found to be significant. Los profundos cambios acaecidos en la configuración del contexto mediático en los últimos tiempos, han generado cambios tanto en el medio televisivo como en las relaciones establecidas con él. Es por ello que, resulta necesario conocer cómo consumen la televisión los jóvenes actuales en aras de crear estrategias que ayuden a capacitarlos en la utilización de este medio. Con este fin, en esta investigación se han estudiado las pautas de consumo televisivo de 553 adolescentes (267 chicos y 286 chicas) de Irlanda, España y México, de edades comprendidas entre 14 y 19 años. Mediante la aplicación de dos cuestionarios (CH-TV 0.2 y VAL-TV 0.2), se han podido detectar cuatro pautas de consumo generalizables a todos los contextos estudiados. Dos de estas pautas, diferencian el consumo entre hombres (Crítico-Cultural) y mujeres (Social-Conversacional), siendo ellos los que realizan un consumo más cultural e informativo y ellas, más dirigido a entablar conversación con sus amistades. En lo que a las otras dos pautas se refiere, la percepción de un clima conflictivo (consumo Conflictivo-Pasivo) o la de una mediación responsable (consumo Comprometido-Positivo) son algunas de las variables que marcan las diferencias. Además, se han detectado aquellos factores que presentan mayor poder discriminativo en la configuración de estas pautas, siendo la preferencia mostrada hacia los géneros televisivos el factor más discriminante entre los estudiados. Sin embargo, la permanencia, el realismo percibido y el contexto cultural no han resultado ser determinantes.

This paper argues that a focus on digital literacy could be critical to the further development of a content-rich interaction between cultural institutions and communities of interest. Passive cultural audiences and active cultural participants will continue to expect higher levels of interactivity with institutionally located content. Social media could redefine the exchange of information and meaning between content-rich cultural institutions and content-hungry, digitally literate communities of interest. The digitally literate community not only consumes digital culture, it can produce and distribute its own artefacts in collaboration with the institution.

Although we live in a global society, educators face many challenges in finding meaningful ways to connect students to people of other cultures. This paper offers a case study of a collaboration between teachers in the US and Turkey, where 7th grade students interacted with each other via online social media as a means to promote cultural understanding. In a close analysis of a single learning activity, we found that children had opportunities to share ideas informally through social media, using their digital voices to share meaning using online writing, posting of images and hyperlinks. This study found that students valued the opportunity to develop relationships with each other and generally engaged in sharing their common interests in Hollywood movies, actors, celebrities, videogames and television shows. However, not all teachers valued the use of popular culture as a means to find common ground. Indeed, teachers had widely differing perspectives of the value of this activity. Through informal communication about popular culture in a «Getting to Know You» activity, students themselves discovered that their common ground knowledge tended to be US-centric, as American students lacked access to Turkish popular culture. However, the learning activity enabled students themselves to recognize asymmetrical power dynamics that exist in global media culture. Si bien vivimos en una sociedad global, los educadores se enfrentan a numerosos desafíos a la hora de hallar formas significativas de conectar a los alumnos con gente de otras culturas. Este artículo muestra un caso práctico de colaboración entre profesores de los Estados Unidos y Turquía, en el que alumnos de séptimo grado interactuaron entre sí a través de las redes sociales con el fin de promover la comprensión cultural. Al analizar una única actividad de aprendizaje hallamos que los alumnos tenían la oportunidad de compartir ideas informalmente a través de las redes sociales, usando su voz digital para compartir significados mediante la escritura online, publicación de imágenes e hipervínculos. Este estudio halló que los alumnos valoraban la oportunidad de relacionarse entre sí y tendían a compartir su interés común en películas de Hollywood, actores, famosos, videojuegos y programas de televisión. Sin embargo, no todos los profesores valoraban el uso de la cultura popular como medio para la búsqueda de puntos en común. En efecto, los profesores tenían perspectivas muy distintas sobre el valor de esta actividad. Mediante la comunicación informal en torno a la cultura popular en una actividad de conocimiento mutuo, los propios alumnos descubrieron que sus conocimientos en común tendían a estar centrados en los Estados Unidos, en tanto en cuanto los alumnos americanos no tenían acceso a la cultura popular turca. Sin embargo, la actividad de aprendizaje permitió a los propios alumnos reconocer las dinámicas de poder asimétrico que existen en la cultura mediática global.

The restrictions on ownership in the Australian broadcasting legislation reflect the recognition that the media industries are more than mere producers of consumer goods and services; instead, the nature of their output gives them a more fundamental influence on society. It is claimed by some that the arrival of the new media technologies, especially digitalisation and the Internet, has undermined the rationale for the current restrictions on media ownership. This claim is based on the assumption that the new technologies will bring about a significant increase in the number of media outlets, and that the restrictions established for the ‘old’ media will become unnecessary, ineffective and/or irrelevant. This paper points out, however, that there are divergent views concerning the implications of the new technologies for the structure and ownership of the media, and that it would be premature to remove restrictions on media ownership. In the short term at least, any liberalisation of the concentration or cross-media restrictions is more likely to bring about greater ownership consolidation with adverse consequences for media diversity and the health of democracy in Australia.

Digital and electronic learning portfolios (e-portfolios) are playing a growing role in supporting admission to tertiary study and employment by visual creatives. Despite the growing importance of digital portfolios, we know very little about how professionals or students use theirs. This thesis contributes to knowledge by describing how South African high school students curated varied e-portfolio styles while developing disciplinary personas as visual artists. The study documents the technological and material inequalities between these students at two schools in Cape Town. By contrast to many celebratory accounts of contemporary new media literacies, it provides cautionary case studies of how young people’s privileged or marginalized circumstances shape their digital portfolios as well. A four-year longitudinal action research project (2009-2013) enabled the recording and analysis of students’ development as visual artists via e-portfolios at an independent (2009-2012) and a government school (2012-2013). Each school represented one of the two types of secondary schooling recognised by the South African government. All student e-portfolios were analysed along with producers’ dissimilar contexts. Teachers often promoted highbrow cultural norms entrenched by white, English medium schooling. The predominance of such norms could disadvantage socially marginalized youths and those developing repertoires in creative industry, crafts or fan art. Furthermore, major technological inequalities caused further exclusion. Differences in connectivity and infrastructure between the two research sites and individuals’ home environments were apparent. While the project supported the development of new literacies, the intervention nonetheless inadvertently reproduced the symbolic advantages of privileged youths. Important distinctions existed between participants’ use of media technologies. Resourceintensive communications proved gatekeepers to under-resourced students and stopped them fully articulating their abilities in their e-portfolios. Non-connected students had the most limited exposure to developing a digital hexis while remediating artworks, presenting personas and benefiting from online affinity spaces. By contrast, well-connected students created comprehensive showcases curating links to their productions in varied affinity groups. Male teens from affluent homes were better positioned to negotiate their classroom identities, as well as their entrepreneurial and other personas. Cultural capital acquired in their homes, such as media production skills, needed to resonate with the broader ethos of the school in its class and cultural dimensions. By contrast, certain creative industry, fan art and craft productions seemed precluded by assimilationist assumptions. At the same time, young women grappled with the risks and benefits of online visibility. An important side effect of validating media produced outside school is that privileged teens may amplify their symbolic advantages by easily adding distinctive personas. Under-resourced students must contend with the dual challenges of media ecologies as gatekeepers and an exclusionary cultural environment. Black teens from working class homes were faced with many hidden infrastructural and cultural challenges that contributed to their individual achievements falling short of similarly motivated peers. Equitable digital portfolio education must address both infrastructural inequality and decolonisation.

Early adolescence (e.g., 10-14 years old) is a time during which health habits and behaviors first develop that carry over into adulthood. This age range is also a time when changes are often first observed in typical sleep patterns, such as a delay in bedtimes, decreased total sleep times, and increased sleep problems. Electronic media and social networking have become essential to adolescent interpersonal communication and are negatively associated with adolescent sleep. Room and/or bed sharing practices and having a parent-set bedtime are still common in this age range, though no study has examined the relationship between these culturally influenced practices and the sleep of racially/ethnically diverse early adolescents. The current study examined if differences exist between 1272 Caucasian, Hispanic/Latino, and African American early adolescents (ages 10-14 years) on self-reported bedtime, SOL, TST, and sleep efficiency, and whether these differences persist when taking into account presence of electronic media in the bedroom (i.e., TV, videogame console, computer, cellphone), media use at bedtime (i.e., watching TV, playing video/computer games, social networking, texting), room sharing, and parent-set bedtimes. Preliminary results showed that females reported worse sleep than males (i.e., longer sleep onset latency, shorter TST, and lower sleep efficiency, with a trend for having a later bedtime), and that African Americans and Hispanics reported later bedtimes than Caucasians, Hispanics reported shorter sleep onset latency and longer sleep efficiency than Caucasians, and African Americans reported shorter total sleep time than Caucasians. Presence of any type of media in the bedroom or use of any type of electronic media at bedtime was associated with later bedtimes and shorter total sleep times, but not with SOL or sleep efficiency. Parent-set bedtimes were associated with earlier bedtimes, longer sleep onset latency, longer TST, and lower sleep efficiency. After controlling for significant bedtime factors, only the main effects for TST became non-significant, while the interaction became significant. Hispanic females reported shorter TST than Hispanic males, African American females reported shorter TST compared to Caucasian females, and Caucasian males reported shorter TST compared to Hispanic males. Intervention strategies such as parent education and sleep education in schools targeting the bedtime behaviors and sleeping habits of adolescents are discussed.

Includes bibliographical references (p. 278-292).
This thesis explores emerging patterns of communication in student video production and the extent to which such patterns signify cultural border crossings in a South African upper income group school context. The investigation was carried out with specific reference to the politics of difference, an educational philosophy defined by Henry Giroux (2006) as border pedagogy. Within the framework of multimodal pedagogy, four learners from diverse cultural backgrounds collaborated with one another in a timeframe of three days to create digital video productions using guidelines provided by the researcher. The production unit was observed in order to answer questions around the utilisation of video production in the classroom, as well as how learners interact and negotiate cultural issues while producing video. The data was analysed with a custom-made multimodal toolkit as proposed by Baldry and Thibault (2006). By employing Kress and Van Leeuwen's four strata of Discourse, Design, Production and Distribution various types of data illuminated themes around social memory, race, the influence of class difference, and gender representation. Assessment techniques in terms of the multimodal theories of Kress and Van Leeuwen (2001) also enabled the researcher to look at the way in which meaning is made "in any and every sign, at every level, and in any mode" (Kress & Van Leeuwen, 2001: 4). The classroom intervention was designed to encourage adolescents as "unique hybrids" (Bhabha 1994) to cross borders of cultural identity, hypothesising that difference might emerge more clearly in the negotiation and video production process, than what might crystallise in analyzing the final video production. Metaphorical border crossing in a cultural and racial sense might become more apparent in production than final product. The negotiation of Border Difference took preference over the ultimate erosion of these borders.

Digital media have become an integral part of many people’s everyday lives and constitute an intimate presence therein. Utilizing the concept of digital intimacy to focus on these recent developments, this doctoral dissertation takes the perspectives of feminist cultural studies and affect theory to analyze how digital media are becoming more intimate and how in turn intimacy is remediated within digital cultures. This research brings together three different strategic examples of digital intimacy. The first is chosen from the context of online hate and harassment, and works to counteract digital forms of intimidation. The second is from the world of software development training initiatives tailored for women and designed to make them digitally intimate. The third investigates the digital subculture around ASMR (‘autonomous sensory meridian response’), which is an intimate multi-sensory stimulation induced by such things as online video clips. It is argued that these three initiatives are good illustrations of contemporary gender relations in digital cultures, and also do digital media differently. This  means that they develop and apply sometimes straightforward, sometimes rather playful strategies to counteract gender-based inimicalities (such as forms of discrimination or exclusion, or objectification) within digital cultures. The thesis argues that such digitally intimate strategies can be utilized analytically in order to contribute to contemporary feminist internet politics.
Digitala medier har blivit en integrerad del av och en intim närvaro i många människors vardag. Med hjälp av begreppet digital intimitet, som tar dessa förändringar på allvar, analyserar denna avhandling hur digitala medier blir mer intima och hur intimitet remedieras i digitala kulturer. Detta görs utifrån perspektiv hämtade från feministiska kulturstudier och affektteori. Tre olika strategiska exempel på digital intimitet diskuteras. Det första exemplet hanterar näthat och trakasserier online och utgör ett slags  motståndsstrategier. Det andra handlar om utbildningsinitiativ inom programmering riktade till kvinnor, ämnade att ge kvinnor större digital tillgång, närhet och närvaro. Det tredje fallet undersöker den digitala subkulturen kring ASMR (’autonomous sensory meridian response’), en intim multi-sensorisk stimulering som ofta understöds av videoklipp online. Det hävdas här att dessa strategiska exempel, först och främst, synliggör samtida genusrelationer i digitala kulturer, men även visar hur digitala medier gör genus på nya sätt. Med detta menas att i medierna både bevaras genuskonventioner och tillämpas nya, ibland lekfulla strategier för att motverka könsrelaterad fientlighet inom digitala kulturer. Avhandlingen hävdar att de tre studerade strategierna för digital intimitet kan användas analytiskt för att bidra till en samtida feministisk internetpolitik.

This essay deals with the relationship of cultural institutions and the digital age. With the COVID-19 crises serving as a backdrop to this research paper, the not-often-questioned ideas on what cultural institutions are are reassessed. With the backbone of cultural life being presented by the almost fifty percent of cultural workers who are self – employed, we first address a more accurate definition of what a cultural institution is, judging by the state of the industry. Following this, a clear and novel differentiation between digital interfaces and virtual presence that is possible in the realm of culture is made.These terms are coined in this paper due to the need to make these two both important and valid strategies more understandable. Making these distinctions clear in practice, numerous opportunities in the digital realm for cultural institutions are presented.

This thesis studies online fan communities, using the recent popularity of chess on live streamingplatform Twitch.tv as a case study to examine audience and cultural convergence between high and popular culture in a digital community setting. Bourdieu’s theoretical concepts field and capital are utilised in order to investigate changing structures and norms within this converging chess field. Affordances of the Twitch platform, too, are considered as key role players in the transformation ofchess culture online. Through participant observation in a live stream channel and through content analysis of online forum materials discussing the Twitch-hosted amateur chess "PogChamps"tournament, the study’s findings suggest that the introduction of a new platform like Twitch into a fieldlike the chess field can fundamentally restructure the community. This can occur because of platform affordances that offer new means for community members to accumulate valuable capital by setting new terms for what constitutes valuable capital and what it means to be "in the know" in the field. Additionally, by bringing new audiences to the chess community, Twitch is a key influencer indeveloping what can be seen as a new form of fan community centred around chess that emphasises spectacle and entertainment above game proficiency. These findings, the thesis concludes, can beapplied in similar community contexts in order to further understand the dynamic nature of online communities.

This dissertation is concerned with adaptation, in the context of new emerging digital media platforms. The project proposes that new media has allowed for the creation of a universal digital heteroglossia; a heteroglossia that contains the plurality of the unstable utterances of cinema, radio, television, the web and computer games. This has allowed for the process of adaptation to become more instantaneous in the simultaneous deployment of narratives across the digital heteroglossia. Therefore, the process of adaptation is far more dialogical, with previous variants of narratives being ‘rewired’ and gaining an ‘afterlife’ through adaptation, and through the creation of new variants and versions. The Internet has allowed for adaptation to move into a participatory mode, where fanfic writers fill in ‘gaps’ left by the creators of televisual and filmic texts. Videogames, based on pre-existing or co-existing texts, mean that players can experience moments of supreme and non-permanent adaptation themselves. This thesis suggests that this participation has democratised adaptation, and has fundamentally altered the nature of ‘traditional’ adaptation. The thesis concludes that, due to a digital heteroglossia, ‘traditional’ adaptation will decline, as the process becomes more plural and instantaneous. With previous variants of narratives being summoned back into life - due to adaptation, remaking and refashioning - it is increasingly unlikely that ‘fidelity’ strategies of adaptation will continue to be the dominant discourse, as all variants of narratives begin to exist in a dialogical plurality with one another; a mutual exchange of fluctuating source and target texts, cross-referenced through intertextuality and assembling a collage of influences.

This study takes a cultural studies approach to investigating the ways in which the articulation of vernacular creativity with digital technologies and the networked cultural public sphere might constitute sites of cultural citizenship. In the thesis, the concept of 'vernacular creativity' describes the everyday practices of material and symbolic creativity, such as storytelling and photography, that both predate digital culture and are remediated by it in particular ways. The first part of thesis, covering Chapters 2 and 3, develops a theoretical framework and cultural history of vernacular creativity in new media contexts. Chapter 2 introduces the idea of vernacular creativity and connects it to cultural studies approaches to participatory media and cultural citizenship. Chapter 3 theorises and historicises the relationships among vernacular creativity, technological innovation and new media literacy, drawing on social constructionist approaches to technology, and discussing concrete examples. The first of these examples is the mass amateurisation of photography in the first half of the twentieth century, as represented by the monopoly of popular photography by Kodak in the United States and beyond. The second is the domestication of personal computing in the second half of the twentieth century, culminating in a discussion of the Apple brand and the construction of an ideal 'creative consumer'. The second part of the thesis, covering Chapters 4 and 5, is devoted to the investigation of two major case studies drawn from contemporary new media contexts. The first of these case studies is the photosharing network flickr.com, and the second is the Digital Storytelling movement, structured around collaborative offline workshops in which participants create short multimedia works based on their biographies and personal images. These case studies are used to explore the ways vernacular creativity is being remediated in contemporary new media contexts, the socio-technical shaping of participation in digital culture, and the implications for cultural citizenship. In Chapter 6, the thesis concludes by suggesting some further implications of the research findings for cultural and media studies approaches to the relations of cultural production and the politics of popular culture.

In a crucial sense, all machines are time machines. The essays in Media Infrastructures and the Politics of Digital Time develop the central concept of hardwired temporalities to consider how technical networks hardwire and rewire patterns of time. Digital media introduce new temporal patterns in their features of instant communication, synchronous collaboration, intricate time management, and continually improved speed. They construct temporal infrastructures that affect the rhythms of lived experience and shape social relations and practices of cooperation. Interdisciplinary in method and international in scope, the volume draws together insights from media and communication studies, cultural studies, and science and technology studies while staging an important encounter between two distinct approaches to the temporal patterning of media infrastructures, a North American strain emphasizing the social and cultural experiences of lived time and a European tradition, prominent especially in Germany, focusing on technological time and time-critical processes.

AbstractThe chapter explores transformations in journalism caused by the spread of digital technologies. These include collecting and displaying information, collaboration, carrying out journalistic investigation, entrepreneurship and regimes of exploitation. The chapter pays attention to the role of the government, private media companies, technology companies, cultural institutions and other organizations that advance and regulate journalistic work in Russia in new ways. It ultimately discusses new opportunities and new challenges available to journalists. The chapter conceptualizes digital journalism vis-à-vis alternative journalism and vis-à-vis grassroots journalism. In the final section of the chapter, I define digital journalism as a world-building process, thus contributing to theories of transmedia storytelling and cross-platform collaboration.

AbstractThe history of Runet is not just a chronological account of the major events in the Russian Internet space. We take a historical approach in order to identify the boundaries of Runet as an object of investigation. This chapter offers a framework for the examination of Runet as a constantly changing socio-technical object. Due to the participatory nature of its continuous construction, Runet has been addressed as a “runaway object” (Engeström, 2008). In order to follow the development of this “runaway Runet,” we identify and follow five interrelated vectors: the technological vector, the cultural vector, the media vector, the user vector and the political vector. This allows us not only to describe the history of Runet but also to contribute to an understanding of what it is and whether there is an “end to Runet.”

AbstractThis chapter offers an overview of the main aspects of digital consumption in Russia with an emphasis on the late 2010s. It also sheds light on the tendencies that digitalization of the sphere of consumption has brought to Russian retail and consumers. In particular, we look at how digitalization has changed retail trade; what kind of digital retail platforms gained popularity in Russia; how Russian retailers utilize data related to consumption; how cross-border internet trade has been developing and how it has been regulated; and what the profile is of the typical online consumer. We also look at platforms and practices of online exchange and the sharing economy. The chapter is based on the analysis of scholarly literature on digital consumption, marketing research data and media publications to identify the current trends in consumption. It addresses the question of what challenges and opportunities the digitalization of consumption has brought about for Russia.

The paper present theoretical and practical aspects of strategic marketing planning in development of arts and cultural institutions. Focus of the paper is on developing theoretical aspects of strategic marketing planning in development of arts and cultural institutions. The theoretical part of the paper is based on modern literature in the field of strategic marketing planning, brand building, arts and culture. The key hypothesis of the paper is that development of arts and cultural institutions have to be based on strategic marketing planning, on strategic marketing analysis, implementation of marketing strategies and strategic marketing control. The special aspect of the paper are strategies of brand building of arts and cultural institutions. In the empirical research the paper will present case studies about implementation of strategic marketing planning in development of arts and cultural institutions. The empirical research will include results of questionnaire research about perception of arts and cultural institutions as brand, about approaches of experiences about arts and cultural institutions, about identity and image of arts and cultural institutions, about specific strategies that could develop arts and cultural institutions. The research in the paper will be qualitative and quantitative, with primary and secondary data. The empirical research will analyze impact of experience marketing, emotional branding strategies and traditional brand strategies in development of arts and cultural institutions brand. In the case studies the paper will present good examples of strategic marketing planning in development of arts and cultural institutions. The results of empirical research will lead to further theoretical and practical analysis of development of arts and cultural institutions. The paper present modern ways of development of arts and cultural institutions. The paper will analyze impact of social media on brand building of arts and cultural institutions. The paper will analyze new professions in arts and culture and new brand strategies that could be implement in digital environment. The paper will analyze connection between traditional strategies of brand building of arts and cultural institutions and strategies of brand building of arts and cultural institutions in digital environment. Special aspect in the paper will be given on synergy of traditional and digital marketing strategies in brand building of arts and cultural institutions.

Open Access (OA) is a digital library service concept that distributes a whole library collection. A special library of oral folklore can provide oral folklore collections through OA services to the community or society. The purpose of this research is to know how the application of oral folklore OA in special libraries. The research method uses descriptive qualitative through literature studies. The author collects, sorts, and analyzes references according to oral folklore studies and OA that come from books, journals, and the internet. The results showed that librarians in special libraries can look for oral folklore in the community or society through cultural documentation and research activities. Cultural documentation is the activity of searching, collecting data, recording, and storing in various media, while research is a structured observation process in oral folklore. The results of cultural documentation and oral folklore then become a special collection of special libraries that can be shared openly to the community or society. So, librarians design Library Management Systems (LMS) and formulate policies in implementing OA. In addition, librarians also organize activities to share information on oral folklore through social media settings, the internet, library websites, and organize Search Engine Optimization (SEO). The conclusion of this research is that OA services can be implemented in special libraries through good cooperation between librarians and the community or society.

The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.

Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

Depression detection is a significant issue for human well-being. In previous studies, online detection has proven effective in Twitter, enabling proactive care for depressed users. Owing to cultural differences, replicating the method to other social media platforms, such as Chinese Weibo, however, might lead to poor performance because of insufficient available labeled (self-reported depression) data for model training. In this paper, we study an interesting but challenging problem of enhancing detection in a certain target domain (e.g. Weibo) with ample Twitter data as the source domain. We first systematically analyze the depression-related feature patterns across domains and summarize two major detection challenges, namely isomerism and divergency. We further propose a cross-domain Deep Neural Network model with Feature Adaptive Transformation & Combination strategy (DNN-FATC) that transfers the relevant information across heterogeneous domains. Experiments demonstrate improved performance compared to existing heterogeneous transfer methods or training directly in the target domain (over 3.4% improvement in F1), indicating the potential of our model to enable depression detection via social media for more countries with different cultural settings.

"Background. The undergraduate community is composed of Generation Z members who constitute a social generation of digital natives who are technologically skilled. Their widespread exposure to technology accounts for their comfort with and strong knowledge of digital media. The government adoption of e-learning in academic education during the coronavirus disease (COVID-19) pandemic may be beneficial to such digitally skilled individuals. Some studies have underscored the e-learning adoption adverse psychological impact on the mental health of the younger generation. In fact, the findings underscore an increase in psychological distress, excessive fear of infection, pervasive anxiety, frustration and boredom, a high level of stress, and post-traumatic stress symptoms. We aimed to detect the protective factor for academic community during social restriction for pandemic in 2nd Italian lockdown analysing the adaptive behaviour of undergraduate in 3 field panels of academic education (life sciences, physical and engineer sciences, human and social sciences). We aimed to determine the psychological impact of prolonged e-learning on emotional regulation among undergraduate students. A secondary objective was to identify key components for preventive interventions targeted toward the academic community by investigating the buffering effect of e-learning in academic education on exposure to the pandemic. Methods. An online cross-sectional survey was conducted on 570 university students (aged 18–26 years) pursing degrees in life sciences, physical and engineering sciences, and social sciences in Italy. They were recruited using snowball sampling. We administered emotional (PDEQ, CSSQ, CAS), personality traits (BFI-10) and affinity for e-learning (AEQ) measures. Results. Our findings suggest that a majority of the university students developed peritraumatic dissociative experience and stress, but not dysfunctional coronavirus anxiety during the 2nd COVID-19 lockdown in Italy. Nevertheless, the present findings also highlight the fragility of younger Gen Z undergraduate students who are beginning their academic journey amid the COVID-19 pandemic. Further, coronavirus distress significantly predicted mental health through the mediating effect of personality traits and e-learning affinity. Conclusions. Therefore, health care professionals are encouraged to implement psychological support interventions that strengthen one’s ability to manage stressful situations and reinforce their status as a digital native. Consequently, they may realize the power of their personal strengths, which in turn may mitigate their stress and peritraumatic dissociative experience when they deal with challenges, enhance their competence, and enable them to adopt effective coping strategies."