ERA

Download the full-sized PDF of The Role of Social Media in the Facilitation of Complex Discourses Between Young Adult Author and ReaderDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R38C9RF3X

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

The Role of Social Media in the Facilitation of Complex Discourses Between Young Adult Author and Reader Open Access

Descriptions

Other title
Subject/Keyword
Social Media
Young Adults
You Adult Authors
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
MacCallum, Bethany M
Supervisor and department
Mackey, Margaret (School of Library and Information Studies)
Examining committee member and department
Mackey, Margaret (School of Library and Information Studies)
Oliphant, Tami (School of Library and Information Studies)
McClay, Jill (Faculty of Education)
Department
School of Library and Information Studies
Specialization

Date accepted
2016-05-03T11:40:03Z
Graduation date
2016-06
Degree
Master of Library and Information Studies
Degree level
Master's
Abstract
This study examines the use of social media by Young Adult (YA) authors Scott Westerfeld and John Green and young adults to determine whether social media facilitates discourses of complex themes in YA literature. Related literature demonstrates the potential benefits of social media to help students develop critical thinking skills by introducing direct student/author interaction; however, there is a lack of empirical studies that observe these direct student/author relationships. Content analysis was used to observe and analyse 455 tweets, 555 blog posts, and 81 YouTube videos by Westerfeld and Green produced during the period of September 2012 to March 2013. Qualitative analysis was employed to analyse 14 interviews with participants between the ages of 11 and 17. The results indicated that while these three social media tools did facilitate direct author/reader engagement, this engagement can only take place if young adults are social media users. Interviews revealed that while social media usage was not prevalent with these participants due to internet safety issues, they would consider using social media to engage with authors in a controlled setting.
Language
English
DOI
doi:10.7939/R38C9RF3X
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
Citation for previous publication

File Details

Date Uploaded
Date Modified
2016-05-03T17:40:13.258+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (PDF/A)
Mime type: application/pdf
File size: 24318132
Last modified: 2016:11:16 15:02:35-07:00
Filename: MacCallum_Bethany_M_201605_Masters.pdf
Original checksum: 53e9f633b00de8b23c11fd54901e5865
Activity of users you follow
User Activity Date