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Recent studies have found trans individuals to experience high rates of eating disorders. Prior studies have mixed findings of eating disorder rates of trans/nonbinary people with eating disorders. Recent and prior studies, though, have primarily originated within Public Health and Psychology, with little to no research examining trans/nonbinary people's experiences with eating disorders in the field of Sociology. As such, we analyzed 16 blogs and vlogs (video blogs) of trans/nonbinary people speaking and/or writing about the onset of their eating disorders, reasons for development of eating disorders, and experiences in accessing treatment. Content analysis of these blogs and vlogs serve as an exploratory analysis to provide suggestions for future research, including: institutional cisnormativity in eating disorder treatment, the use of eating disorders as a way of coping with the anxieties of doing gender in a binary society, and the relations of body dysmorphia and gender dysphoria. [ABSTRACT FROM AUTHOR]

Background/Context: After-school programs that focus on integrating computer programming and mathematics in authentic environments are seldomly accessible to students from culturally and linguistically diverse backgrounds, particularly bilingual Latina students in rural contexts. Providing a context that broadens Latina students' participation in mathematics and computer programming requires educators to carefully examine how verbal and nonverbal language is used to interact and to position students as they learn new concepts in middle school. This is also an important stage for adolescents because they are likely to make decisions about their future careers in STEM. Having access to discourse and teaching practices that invite students to participate in mathematics and computer programming affords them opportunities to engage with these fields. Purpose/Focus of Study: This case study analyzes how small-group interactions mediated the positionings of Cindy, a bilingual Latina, as she learned binary numbers in an after-school program that integrated computer programming and mathematics (CPM). Setting: The Advancing Out-of-School Learning in Mathematics and Engineering (AOLME) program was held in a rural bilingual (Spanish and English) middle school in the Southwest. The after-school program was designed to provide experiences for primarily Latinx students to learn how to integrate mathematics with computer programming using Raspberry Pi and Python as a platform. Our case study explores how Cindy was positioned as she interacted with two undergraduate engineering students who served as facilitators while learning binary numbers with a group of three middle school students. Research Design: This single intrinsic case focused on exploring how small-group interactions among four students mediated Cindy's positionings as she learned binary numbers through her participation in AOLME. Data sources included twelve 90-minute video sessions and Cindy's journal and curriculum binder. Video logs were created, and transcripts were coded to describe verbal and nonverbal interactions among the facilitators and Cindy. Analysis of select episodes was conducted using systemic functional linguistics (SFL), specifically language modality, to identify how positioning took place. These episodes and positioning analysis describe how Cindy, with others, navigated the process of learning binary numbers under the stereotype that female students are not as good at mathematics as male students. Findings: From our analysis, three themes that emerged from the data portray Cindy's experiences learning binary numbers. The major themes are: (1) Cindy's struggle to reveal her understanding of binary numbers in a competitive context, (2) Cindy's use of "fake it until you make it" to hide her cognitive dissonance, and (3) the use of Spanish and peers' support to resolve Cindy's understanding of binary numbers. The positioning patterns observed help us learn how, when Cindy's bilingualism was viewed and promoted as an asset, this social context worked as a generative axis that addressed the challenges of learning binary numbers. The contrasting episodes highlight the facilitators' productive teaching strategies and relations that nurtured Cindy's social and intellectual participation in CPM. Conclusions/Recommendations: Cindy's case demonstrates how the facilitator's teaching, and participants' interactions and discourse practices contributed to her qualitatively different positionings while she learned binary numbers, and how she persevered in this process. Analysis of communication acts supported our understanding of how Cindy's positionings underpinned the discourse; how the facilitators' and students' discourse formed, shaped, or shifted Cindy's positioning; and how discourse was larger than gender storylines that went beyond classroom interactions. Cindy's case reveals the danger of placing students in "struggle" instead of a "productive struggle." The findings illustrated that when Cindy was placed in struggle when confronting responding moves by the facilitator, her "safe" reaction was hiding and avoiding. In contrast, we also learned about the importance of empathetic, nurturing supporting responses that encourage students' productive struggle to do better. We invite instructors to notice students' hiding or avoiding and consider Cindy's case. Furthermore, we recommend that teachers notice their choice of language because this is important in terms of positioning students. We also highlight Cindy's agency as she chose to take up her friend's suggestion to "fake it" rather than give up. [ABSTRACT FROM AUTHOR]

YouTube-based ASMR (Autonomous Sensory Meridian Response) has become widely popular in South Korea as a readily accessible mode of self-care. However, ASMR scholarship in South Korea has largely overlooked a discussion of its engagement with gender norms. This essay fills the gap by analyzing South Korean male ASMRtists performing digital care through "boyfriend role plays" and "boy's love (BL) role plays." Probing into these examples from the perspective of digital gender, I argue that the ASMR's haptic encounter has the potential to turn the ASMRtist, the audience, and the Internet itself into active performers rehearsing the possibility of subverting the offline society's normative expectations of gender roles. [ABSTRACT FROM AUTHOR]

Informational video blogs are a popular method of communication among students that may be fruitful educational tools, but their potential benefits and risks remain unclear. Streaming videos created by YouTubers are often consumed for entertainment, which may lead students to develop habits that hinder in-depth information processing. We aimed to test this hypothesis by comparing students' perceived attention to task, metacognitive calibration of their level of comprehension, and comprehension outcomes between reading text blogs and watching video blogs. We also examined the influence of notetaking. 188 lower secondary students read two text blog entries and watched two video blog entries, and completed a series of tasks. Results showed no statistically significant effect of blog format and notetaking on students' perceived on-task attention, metacognitive calibration, and comprehension of blog entries. Nevertheless, we found a triple interaction effect of format, notetaking, and students' reading comprehension on blog entry comprehension. Only students low in reading comprehension benefited from notetaking and only when they read the text blog entries. These results indicate that video blogs can be as suitable for learning as text blogs and that notetaking can help struggling readers overcome their difficulties when learning from text blogs but not from video blogs. [ABSTRACT FROM AUTHOR]

Based on participant-driven media use tracking and self-reflexive media use Vlogs, this article explores how young adult media users make sense of their user agency vis-à-vis algorithms in digital media and how they try actualizing it through reflexive and mundane enactments of algorithmic systems. The article proposes to adapt the concept of 'small acts of engagement' to grasp the productive and agentic potentials of how users enact algorithms purposively in daily media use. By engaging research participants actively in reflections to better understand, and possibly respond to the influence of algorithmic power in daily media use, the study unfolds common boundaries of users' reflexive capabilities, showing how exercising user agency in a datafied age is increasingly complex and prospective, yet not merely limited by algorithmic power. As a result, the article discusses the methodological implications and potentials of engaging media users in reflections and actions to shape their communicative agency, which might be a possible step towards mobilizing algorithmic literacy. [ABSTRACT FROM AUTHOR]

Recent advances in social commerce and mobile technology have led to the emergence of new professions such as vlogging, blogging and virtual pop-up store owning. Starting initially as hobbies, the services provided by these 'new professionals' have become ubiquitous and are being used by customers from many different countries and backgrounds. This paper reports on a study that first explored the views and opinions of new professionals from several fields (using a qualitative approach), and then the views of their potential customers (a quantitative study informed by UTAUT2—the extended Unified Theory of Acceptance and Use of Technology). The results indicated that new professionals both create and co-create value with their customers, peers, and some existing, traditionally established professions. The results also indicated that the intended audience/customers of the new professional businesses had a positive perception of their long-term commercial sustainability. Customers' intention to use the new professional services in the future were predicted mostly by the behavioral characteristics of hedonic motivation and habit. The research contributes by empirically investigating the value creation and co-creation processes in a context that is yet to attract academic interest. It proposes a value creation and co-creation framework that draws on the interactions of the main players. [ABSTRACT FROM AUTHOR]

The article examines the vlogging practices of Chinese international students during the COVID-19 pandemic and their positive roles in coping with the double bind. By doing thematic analysis of the content of vlog videos generated by Chinese international students on both Chinese and English audio-visual platforms, we identify three overarching themes of their vlogging stories: 'everyday personal experience sharing', 'vlogger-generated citizen journalism' and 'producing counternarratives'. We argue that Chinese international students creatively practice 'actualizing digital citizenship' through dual vlogging. Their vlogging implies a strong sense of civic engagement, connectivity and empowerment, and is conducive to the self-resilience of the affected group as well as their identity and solidarity building in the crisis. Our research advocates for a shift of digital citizenship studies to recognize the flexible, individualized and loosely networked 'actualizing digital citizenship' practice. We also call attention to take the everyday digital practices of the international students seriously to understand their concerns, needs and resilience in the uncertain and difficult times in order to better support this vulnerable cohort. [ABSTRACT FROM AUTHOR]

White Canadian Simon and Martina Stawski's Eat Your Kimchi vlog complicates the interpretation of YouTube fandom as counter-hegemonic. Combining performance studies and media studies, we suggest "white-expat-fans" to explicate their racialized, spatialized and fannish negotiation and (dis)identification with K-pop. As fans, they identify with K-pop and subordinate themselves to its singers. As expatriates lived in South Korea and fulltime bloggers, they are responsive to local culture and financially rely on K-pop fans locally and globally. As whites, they parody, mock, and pathologize K-pop as a feminized Oriental Other and reclaim racial privilege, compensating their feeling of marginalization from spatial and fannish orientations. [ABSTRACT FROM AUTHOR]

Objective: In recent years, vlogging or a trending term, especially among YouTube viewers, has increasingly bombarded content on Google's video site. This study examines the antecedents and consequences of credibility and parasocial interactions on food shopping intentions. Design/Methods/Approach: The data was obtained through a survey of 117 followers of one of the five favorite food vlogger accounts of the Indonesian people based on a survey conducted by CNBC Indonesia (2020) and who have shopped for food products at least three times in the last six months. Data analysis is performed using the Structural Equation Model-Partial Least Square (SEM-PLS) to test the suitability of the hypothesized model. Findings: The findings of this study suggest that food stall owners can consider choosing celebrities or ambassadors to have their products reviewed to attract wider consumers. Originality: This study explores the attractiveness of celebrities on social media, especially YouTube, which can influence the purchase intention of their followers and the role of parasocial interaction and credibility in these interactions and results. Practical/Policy implication: The results of this study indicate that company management pays attention to who is right to promote their products. Influencers who will be used as promotional materials must also be in line with the products produced by the company so that there is no mistake in getting a wider consumer. [ABSTRACT FROM AUTHOR]

The Lothian Diary Project is an interdisciplinary effort to collect self-recorded audio or video diaries of people's experiences of COVID-19 in and around Edinburgh, Scotland. In this paper we describe how the project emerged from a desire to support community members. The diaries have been disseminated through public events, a website, an oral history project, and engagement with policymakers. The data collection method encouraged the participation of people with disabilities, racialized individuals, immigrants, and low-proficiency English/Scots speakers, all of whom are more likely to be negatively affected by COVID-19. This is of interest to sociolinguists, given that these groups have been under-represented in previous studies of linguistic variation in Edinburgh. We detail our programme of partnering with local charities to help ensure that digitally disadvantaged groups and their caregivers are represented. Accompanying survey and demographic data means that this self-recorded speech can be used to complement existing Edinburgh speech corpora. Additional sociolinguistic goals include a narrative analysis and a stylistic analysis, to characterize how different people engage creatively with the act of creating a COVID-19 diary, especially as compared to vlogs and other video diaries. [ABSTRACT FROM AUTHOR]

Imagine that you have logged onto a video Zoom meeting, and you notice that one of the participants is driving. He fumbles with the phone, trying to align the camera with his face, looking from the phone to the road ahead. Other participants on the call either say nothing or thank him for being willing to participate from his car. That is distracted driving, and if he collides with a car or pedestrian due to that distraction, each of those meeting participants could be held liable for distracting the driver. In addition, they would be witnesses to his distracted driving in the lawsuit that would likely result in his employer being held liable. This Article summarizes the risks of employer liability arising from distracted driving and proposes policies to reduce the risk of that liability. [ABSTRACT FROM AUTHOR]

With the advent of the Internet and multiscreen, producers of audio and video content have had to generate new formats to be listened to and watched in a timeless way, in order to respond to new consumer demands. In this context, audio podcasting (podcasting) and video podcasting (vodcasting) have become increasingly popular in recent times. The pandemic caused by COVID-19 was a turning point for these new audiovisual formats, when some channels opted to include them in part of their programming. Such is the case of the Eurosport vodcast 'Confinados', which is the subject of this research. The main objective of this article is to find out what its structure is like and to examine the contents developed through the analysis of this vodcast. The methodology used, specifically, is the content analysis of its different episodes, broadcasted during the first state of alarm in Spain, from March 2020. We highlight the peculiar case of 'Confinados', which has taken the opposite path to the podcasts that appeared as radio or television on demand, since it emerged as a vodcast and became a television programme. We highlight the step taken by Eurosport towards a new way of informing, in the middle of a pandemic, to adapt to the needs of the receivers, as well as the contribution to specialisation in sports journalism, by having experts and journalists in this field, with specificity and brevity in their topics and a wide range of audiovisual journalistic genres. [ABSTRACT FROM AUTHOR]

This study explores the learning impact of introducing vlogs and blogs to graduate international business case studies. Data were collected over a four-year period from graduate business programs to compare assignment performances from students when case studies were presented with versus without the inclusion of vlogs and blogs. A rubric measuring six criteria was used to evaluate case study submissions and identify areas drawing upon specific learning skills. A crosswalk between the rubric and Bloom's taxonomy of cognitive levels linked student performance and these skills. Group comparisons of the 535 observations showed the inclusion of vlogs and blogs led to statistically significant improvement in students' learning outcomes in overall scores, failing rates, and high-score achievements. A performance examination of th3e international business case studies against the six specific grading criteria also showed marked advances in students' higher-level thinking skills of analysis, evaluation, and synthesis or creation, which have been linked to developing cross-cultural awareness. The study indicates that instructors should thoughtfully curate sets of vlogs and blogs pertaining to products, services, values, cultures, and economic systems from multiple diverse origins to use in administering international business case studies used in their course curricula. [ABSTRACT FROM AUTHOR]

On YouTube, transition vlogs can be incredibly helpful for folks curious about or currently undergoing a gender transition process, contributing to affective counterpublics on the platform. However, the visibility created by transition vlogs also contribute to stereotypes that presents gender transition as a linear process that begins in one gender and ends in another, reinforcing binary gender stereotypes and medical transition as both achievable and accessible to all. Despite extensive literature on gender transition vlogs on YouTube, there remains a gap in understanding how trans YouTubers’ everyday lived experiences are depicted in vlogs. Against this backdrop, this paper investigates YouTuber Kat Blaque’s series “True Tea” as contributing to a disruption of transnormativity on the platform. Considering much remains unknown about QTBIPOC creators on YouTube, this study highlights how Blaque’s vlogs address both subversive and mundane aspects of intersectional identities. Drawing on a Critical Feminist Discourse Analysis of 10 videos selected from Blaque’s series “True Tea”, I show how vlogs about topics other than transition by trans YouTubers contribute to dissipating stereotypes about trans folks’ lived experiences by decentering medicalizing discourses. Themes in her videos relating to passing and transnormativity; pronouns and woke culture; and romance and sexual attraction reveal that Kat Blaque’s vlogs contribute to a decentering of transnormativity. These findings are significant to the literature of trans vlogs on YouTube, as they highlight the diverse and intersectional nature of Black trans womens’ lived experiences. This study finds that increased attention into the intersectional identities of trans YouTubers aids in resisting the notion of neoliberal logic of the individual by situating their experiences as singular and contributing to the trans creative vernacular of the platform. [ABSTRACT FROM AUTHOR]

Mimic vlogs -- that is, a form of fictional web series that tell stories utilising a vlog format -- draw on audience expectations to elicit a particular response. Mimic vlogs use the conventions of an authentic format to tell a story in away that resembles a genre audiences know and trust, much like mockumen taries and other forms of parodies. It is integral to understand how viewers approach and understand these videos, particularly on a platform such as YouTube which hosts both amateur, professional, user-generated, and professionally-produced content. Mimic vlogs constitute a small part of a much larger phenomenon of replica content online, such as deep fakes, cheap fakes, fake news, misinformation and disinformation. This exploratory paper draws on primary data from YouTube viewers to investigate what methods audience members use to identify video content. Participants watched and responded to a series of eight videos made up of both user-generated vlogs and fictional mimic vlogs to determine the elements viewers considered while categorising the videos. The approaches participants employed were frequently unreliable, with participants coming to different conclusions based on the same piece of information. Contributing factors to this effect included the viewers' perceptions around authenticity, plausibility, and markers of quality in each video. The results of this research illustrate the ways in which audiences read texts in different ways. This is in line with Stuart Hall's encoding and decoding theory (1980) and broader audience reception studies which suggest that audiences play a vital role in interpreting texts and their meaning. Consequently, this research shows how audiences are vulnerable to even low-stakes replica content online, in part, because of their decoding of textual elements. [ABSTRACT FROM AUTHOR]

Higher education institutes are continuously exploiting technology to improve the delivery of courses. This paper reviews the use of mobile learning applications in higher education institutes to; i) identify publication trends, ii) types of mobile learning applications used, and iii) categorize the research papers published. The applied method is the Systematic Mapping Study. A Systematic mapping study was conducted using 103 papers retrieved from six different databases. The findings of this mapping study showed an increased research interest in the field and a variety of mobile learning applications used (learning management, vodcast and podcast, game-based learning, collaborative learning, and language learning applications). The published studies are mainly solution-oriented that focus on the use of mobile learning applications. The results were helpful to position future research activities. [ABSTRACT FROM AUTHOR]

This study investigates the effect of a vlogging project on Malaysian ESL students' speaking performance in a secondary school. Additionally, the students' experience and perception of making and using vlogs in their language learning were also investigated. To this end, a mixed-methods approach was adopted and the data was collected from 73 participants. A quasi-experiment was conducted to determine the effect of the vlogging project while a questionnaire and a retrospective self-report were utilised to obtain the participants' views pertaining to their experience in creating vlogs. The findings indicate statistically significant improvement in the ESL students' speaking scores. Additionally, the participants viewed the vlogging project positively and perceived it as a student-friendly learning tool which can also promote self-evaluation and function as a source of motivation. Drawing on the findings, ESL teachers should consider the pedagogical benefits of vlogs and incorporate them as an instructional technique in the language classrooms. This study indicates that the use of vlogs warrants further research in order to inform the feasibility and pedagogical impact of using vlogs to enhance students' speaking skills. [ABSTRACT FROM AUTHOR]

Advancement in technology has helped many businesses to enter and prosper in digital world. Many of the business are presenting their culinarians and services through vlogs to attract more customers. Millennials are the major users of these vlogs to get awareness and information on food and restaurants service updates. Therefore, the objective of this study is to identify and examine the factors that impacts the Millennials to access food vlogger reviews. Primary data was collected by structural questionnaires distributed to 400 millennials from Palghar District, Maharashtra Statewho have subscribed for food vlogs in YouTube and have purchased food items based on online reviews. The data was run through SMARTPLS 3.0 for analysis. Secondary data sources were referred from journal papers, books and writeups. The results of the study states smart phone app usefulness, perceived benefit and perceived enjoyment influences millennials attitude towards purchase intention, however, subjective norms have no influence on millennials attitude towards purchase intentions based on food vloggers review. The study helps in understanding the factors affecting the millennials to buy the food products-preconsumption and post-consumption based on food vlogs reviews. [ABSTRACT FROM AUTHOR]

Computer‐aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings. Five designers engaged in a think‐aloud of a design challenge used with precollege students. Video and log data were collected and analyzed. Emergent themes that emerged across designers included problem definition, problem decomposition, and systematic but not tightly controlled exploration. We discuss the implications for designing instruction with CAD simulations in precollege settings. [ABSTRACT FROM AUTHOR]

Rewilding memory provides the basis for a new theoretical and practical agenda to bring greater neurological human diversity and ecological diversity into research and teaching on memory, mind and media. The article develops the concept of 'more-than-human-memory' to refer to the co-construction of memories between diverse humans and the environment. The article draws on research that examined a transmedia corpus of 40 neurodivergent memory works (life writing, memoirs, autobiographical art, blogs and videos). It found that memory works by autistic people consistently remember the self in terms of the co-composition of human memories through and with the media and matter of environmental memories. The article explores the ways in which some autistic people's memory works decentre human memories through deep ecological memory, conversations with vibrant objects and memories of animating energies. The research suggests that such memories 'rewild' or eco-neuroqueer the human-centred and normatively biased assumptions of memory, mind and media that underpin psychology, philosophy of mind, media and memory studies. It contributes a new angle to research that addresses the dialogical relationship between what Barnier and Hoskins (2018) have termed 'memory in the mind' and 'memory in the wild'. It also goes beyond extended mind theory that understands human memory as enhanced and extended through non-biological tools and suggests the significance to memory of the more-than-human living world. Importantly, it highlights connections between autistic more-than-human-memories and the conceptualisation and practices associated with the more-than-human in research shaped by eco-psychology, Indigenous Studies and Environmental Humanities. [ABSTRACT FROM AUTHOR]

Background: Mental health is an important global issue, and doctors in training need a grounding in the principles of psychiatry. Undergraduate clinical placements in psychiatry can develop core knowledge and skills as well as challenging stigma towards mental illness. The onset of the coronavirus pandemic saw disruption to undergraduate clinical placements. In a U.K. medical school, th e authors were tasked with transforming a 6‐week clinical placement in psychiatry into a primarily online course. Approach: A 4‐week online course was developed in preparation for a condensed clinical placement. A range of resources were drawn upon to address key learning objectives and to engage students in broader thinking about mental health. These included videos and blogs describing personal experiences of mental illness, as well as interviews with prominent psychiatrists. Peer‐ and tutor‐led sessions complemented these self‐directed elements and reduced social isolation. Evaluation: Sixty‐seven students undertook the course, supported by eight consultant tutors. The content and structure of the course were highly rated; however, students indicated that peer group activities could benefit from further development. Students felt prepared for clinical placements and performed equally well in summative written examinations. Feedback indicated the development of positive attitudes towards mental health and illness. Implications: This course demonstrates how, even when clinical contact is challenged, a strong focus can be maintained on social elements of learning and patients' experiences of mental illness. This approach provides opportunities to develop essential knowledge and skills alongside broader attitudinal learning that may have a de‐stigmatising effect. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the perceptions of EFL learners and teachers toward vlogs as a source of aural input for L2 listening practice inside and outside of classroom. A total of 389 EFL university students drawn from 29 listening/speaking classes and their teachers participated in this study. After four weeks of exploiting vlogs in the classroom, perceptions from students and teachers were collected through questionnaires, focus group-based discussion, and interviews. The findings of this study indicate that students found vlogs engaging, interesting, up-to-date while simultaneously being a source that will ensure learning. Teachers also had positive perceptions toward the use of vlogs in their classes to improve students' listening skill and vocabulary learning, as well as other aspects of the L2. [ABSTRACT FROM AUTHOR]

Background: The general population is increasingly using YouTube as a source of information on breast cancer, the most frequent cancer among women. Arabs are the most interested population in breast cancer on YouTube. The transmission of accurate information is important to reduce mortality rates. This cross-sectional study aims to evaluate breast cancer videos on YouTube in the Arab world. Methods: A YouTube search for "breast cancer" in Arabic was performed. The most viewed 60 videos included were evaluated for global quality (GQS score), reliability (modified DISCERN score), content (content score), and misleading claims. Recorded and calculated data included views, duration, videos power index, and viewers' interaction. Sources from legal persons (governments, universities, TV channels, physicians' groups), and blogs (online health channels, individuals) were categorized. Results: The median global quality (3/5), reliability (2/5), and content scores (4/11) were overall low. Misleading information was found in 42% of the videos. Although videos uploaded by legal persons were less popular (163,454 vs 327,488 views), they hosted more physicians (52% vs 15%), were less misleading (15% vs 64%), covered more content, and were of higher global quality and reliability than videos uploaded by blogs [p < 0.05]. While the topic of symptoms (55%) was discussed the most, genetic counseling (13%) and prevention (20%) were the least mentioned. Conclusions: YouTube is poorly informational and inaccurate on breast cancer in the Arab World where it is highly used. Although videos uploaded by legal persons tend to be more adequate, they are of lower popularity. Governments and physicians are encouraged to upload more intelligibly informational videos, guide the population to reliable sources, and support regulations. [ABSTRACT FROM AUTHOR]

This qualitative phenomenological study aims to understand and provide contextual explanation on the meaning behind the communicative action of YouTube vlogging as located in the essence of experience of the OG Filipino vlogger voice. The bracketing used is an in-depth interview, and the participant is Lincoln Velasquez, more popularly known as Cong TV, one of the top 10 individual vloggers in the Philippines (his channel having >7 million subscribers), and also one of the earliest to start in 2008, several years before vlogging became commercially lucrative in 2016. The analysis is conducted by coding, categorizing, and interpreting the interview transcript, from which 13 sub-themes emerge. By conceptually connecting the sub-themes, the grand theme of vlogging as access to possibilities is surfaced. Through an initial linkage to Sen's capability approach, a further theoretical abstraction of the grand theme to vlogging as expansion of capabilities is tentatively proposed. [ABSTRACT FROM AUTHOR]

Vlogging on YouTube is a process of self-formation whereby a vlogger constructs and presents their identity in relationship with the platform, technology and all of its participants. I frame vlogging as Automedia — a process of being and becoming — forged through the merging of self with networked digital media. In order to understand this process, I argue the researcher must engage in the same activity of automediality. I detail my autoethnography on YouTube — my eighteen months of vlogging — and discuss the knowledge I gained from my experience of being and doing on the site. My autoethnography highlights the skill, labour and time involved in vlogging, the relational way that identity is formed and maintained on the site, the conscious and ongoing work of narrativising the self, and the vulnerable nature of automedial identities and narratives of this kind. I conclude that autoethnography is an essential part of an automedial investigation. [ABSTRACT FROM AUTHOR]

Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video blogs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Results indicate that the respondents expressed mixed reactions to the approach, where some have enjoyed the experience while some feared of being judged and feeling awkward seeing themselves in vlogs. Most respondents have centered their reflections on issues they encountered during lessons, but one has shown the ability to reflect on issues beyond the classroom setting. The outcome of the study implied the need for pre-service teachers to be given additional coaching on the ‘how’ aspect of reflection. In addition, there is a need to address technical issues faced by respondents in using vlogs, as this can impede the reflecting experience and frequency of vlogs and comments posted by the participants.

The article is devoted to the analysis of the actual online television and online media form of interactive transmission - interview-confrontation. On the basis of the analysis of the most popular programs based on this type of interview, we determine its genre identity, functional and compositional features, analyze the specifics of the questions. Relied on the content analysis method, the comparative-typological and historical-functional methods, conclusions are drawn about the widespread representation of interview confrontations both on traditional TV and in the sphere of network video blogging. It is emphasized that the peculiarity of the announcement of the topic in the interview is in focusing the negative attitude of the host to the position of the respondent, which is also reflected in the main part in confrontational, concretizing, programming, provocative and other forms of questions.

This study investigated how speakers of Estonian as L1 with varying degree of proficiency in English judge grammaticality of bilingual constructions English adjective + Estonian noun from the point of view of adjective agreement. Estonian is rich in inflectional morphology, and adjectives agree with nouns in case and number. The empirical evidence from English-Estonian bilingual speech shows that agreement is not always the case even when an English adjective fits into Estonian declension system. It is hypothesized that the higher proficiency in/exposure to English is, the higher is the acceptability of bilingual adjective phrases, and (non-)agreement does not play a role. To test this, an experiment was designed where the test corpus of 108 sentences consisted of real and constructed examples, both in agreement and non-agreement condition. Real sentences came from fashion and beauty blogs and vlogs. The test was administered online and the participants were asked to rate adjective acceptability. The hypothesis was confirmed: increased proficiency in English, together with younger age, had a positive correlation with acceptability of all adjective types, independent of adjective (non-)agreement. Residence and birthplace had a small effect on acceptability of some adjective types. Whether sentences were real or constructed, had only a minor effect. Male participants tended to assess real sentences lower, probably because of the topics typical for female blogs. Monosyllabic consonant-ending adjectives were exceptional, as their assessment did not depend on any factor. All in all, the study demonstrated that grammaticality judgment among the native speakers of the same L1 differs because of different degrees of bilingualism, and structural factors, such as compatibility with Estonian declension system, are not decisive. Thus, it is not clear what an ideal native speaker is. [ABSTRACT FROM AUTHOR]

The study offers an insight into the current practices of creating amateur or non-institutionalized audiovisual content for commercial distribution on the Internet. The two most common forms of this type of creativity are influencership and video blogging. They are heavily shaped by popular television formats and adapted for the technological and organizational capabilities of independent creative entrepreneurs. Based on the only comprehensive survey of young audiences‘ consumption on the internet (June-July 2020), their preferences and choice mechanisms are outlined. They reflect the genres and themes of independently distributed digital content. The third part of the study examines contemporary digital transformations of the notion of ‚filmic‘ in the context of Walter Benjamin‘s ideas from his essay The Storyteller (1936), which looks at the evolution of narrative practices over the centuries. The interaction of technological, social and cultural factors for the ongoing transformation processes is justified. [ABSTRACT FROM AUTHOR]

YouTube is a popular social media site that provides the users a space to view, upload video clips or log in and write comments. Even though many of the YouTube users remain anonymous when commenting, their language use in the comments can reflect the identity of a particular community. Therefore, a variety of computer-mediated discourse can be obtained from YouTube in deciphering a specific community or a country’s identity. This qualitative study is keen to investigate the representation of the Malaysian identity in the YouTube comments. Analysis were performed on the YouTube comments of Malaysian-related YouTube videos uploaded by famous Malaysian YouTubers. Textual analysis and coding of the YouTube comments were carried out using the NVivo software based on Herring’s (2004) Computer-Mediated Discourse Analysis (CMDA) and Braun & Clarke’s (2006) Thematic Analysis framework. Findings showed that there were various themes that were repeated in the YouTube comments discourse which is a representation of the Malaysian identities, namely feelings of love towards the country, Malaysian cuisine, language mix, being multiracial, Malaysian behaviours or stereotypes, and the birth country Malaysia. These results provide insights into the discourse that are associated with Malaysian identities and contributed knowledge to fill in the gap in literature regarding national identity in social media, particularly Malaysia. [ABSTRACT FROM AUTHOR]

This quantitative study ascertained the benefits of project VLOGI as an intervention to the eighth-grade students in resolving the usual unattained learning competencies in Probability and Statistics, especially in the last quarter of the school year. The researcher utilized the trueexperimental research design using vlogs as an intervention to this study. There were two (2) randomly selected classes out of the six (6) heterogeneous classes in school as (1) the control group (prevailing method) and (2) the experimental group (project VLOGI) in teaching. Respondents underwent pre-test and post-test utilizing the quality assured 20-item multiple-choice type of questionnaires, reviewed and verified by an expert panel of evaluators. The researcher used descriptive and inferential analyses using the SPSS 2.0 tool to analyze and interpret the outcomes. The study's significant results showed that learners improved their academic performance in Probability and Statistics using these vlogs. Likewise, learners gained knowledge while working on their projects to create vlogs. Furthermore, by capturing learners' attention and engaging them in their learning through various social media platforms, project VLOGI was served as an alternative teaching method in any discipline. Hence, project VLOGI was strongly recommended for teachers as a replacement when they are out of class due to ancillary functions in school to foster unattained learning competencies before the school year ends. [ABSTRACT FROM AUTHOR]

While until now news programmes have been designed to be broadcast on large screen formats, especially television and computer screens, for the last decade, programmers have been making efforts to reach consumers on smaller receiver formats such as tablets and, more recently, mobile phones. Faced with this reality, television news has been redefined and reoriented, even using non-professional images for broadcasting. In this article, we review the evolution of audiovisual news, from television news to on-demand television and from there, its transition to vodcasting; all of this through an updated bibliography and the vision of television news managers. We therefore use a qualitative, descriptive and exploratory methodology, applying a questionnaire as a methodological tool. Audiovisual information has always been the most consumed and has increased with situations such as the global pandemic of the COVID-19 disease. According to a report by the Barlovento Comunicación consultancy published in June 2020, audiovisual consumption in Spain grew by 22%, both through conventional television and the Internet. The management of over-information and its adaptation to new consumption environments must be a maxim for journalistic content managers. Our study concludes, among other things, that although the forms of consumption have changed considerably and television news managers believe that they must adapt to them, so far content has been adapted to these new formats, but little material is produced expressly for video podcasting or vodcasting platforms in our country. [ABSTRACT FROM AUTHOR]

Increasingly, YouTubers are translating their self-produced videos in order to reach out to a global viewership. Those YouTubers' translations often incorporate innovative practices that prioritise displaying affinity with their audience. Non-representational subtitling is one such translation apparatus. It does not seek to reproduce speech in another language accurately but contains additional information that is not otherwise included in the content. I examine non-representational subtitles deployed in culture-brokering YouTube vlogs, as well as viewers' reactions to those subtitles. The key argument of this article is that non-representational subtitling can be utilised as a means both of expressing YouTubers' voices outside of filmed space during the translating process and of manipulating ways to address viewers' different language constituencies. I also argue that translation-driven communities are interactive transnational networks in which viewers develop a sense of community by amplifying translation-mediated information, suggesting alternative translations, and expressing their feelings. [ABSTRACT FROM AUTHOR]

Social media influencers who use video blogging, so-called "vloggers," are highly popular among adolescents. Receiving video updates on a constant basis may not only serve adolescents' informational or entertainment needs, but also fuel their fear of missing out (FoMO), which can lower their social well-being in the long term. Supportive communication with parents about digital media use might be an important resource in preventing these negative outcomes. This study used a national quota-based two-wave panel survey of early adolescents between 10 and 14 years (NT2 = 384) to investigate the influence of adolescents' perceived quality of communication with their parents on the relation between following vloggers, FoMO, and social well-being. Findings of an autoregressive panel model revealed that supportive communication with parents decreased early adolescents' FoMO directly and prevented them from experiencing FoMO in response to following vloggers. Higher levels of FoMO in turn resulted in lower social well-being over time. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present the authors' perspectives on the new narrative styles adopted by international millennial travel vloggers during the COVID-19 pandemic. They aim to promote virtual tourism, and the authors present six examples of millennial vloggers. Considering tighter government regulations relating to travel, vloggers have developed novel ways of content creation through "travel writing." Design/methodology/approach: The authors used narrative analysis to review their sample of vlogs and how specific changes in each vlogging stage are motivated by viewer expectancy. Findings: Millennial vlogger couples are using the YouTube platform to meet the demand for virtual tourism. Research limitations/implications: This study provides new ways of looking at travel vlogging as an occupation and means of entertainment. However, the current dynamic situation may well lead to further challenges for this kind of research. Practical implications: The implications relate to the provision of a better understanding of the scope for virtual tourism and how it can lead to new avenues for tourism development. Originality/value: The authors reviewed millennial vloggers during the COVID-19 pandemic and applied narratology to the vlogs to better analyse the changes caused by the pandemic. [ABSTRACT FROM AUTHOR]