Articles
Pratiche mediali, social media e influencers nella formazione e nell’espressione identitaria dei bambini: una ricerca esplorativa
Published 2021-11-29
Keywords
- influencers,
- social media,
- primary school,
- identity
Abstract
With the spread of social media, we witnessed the multiplication of web’s figures such as influencers and content creators. The pupils in the last years of primary schools (9-11 years old), engaged in a complex task of defining their own identity, are strongly exposed to entertainment contents conveyed by social networks and online video platforms. The present exploratory study, which involved 173 students from a primary school in Emilia-Romagna Region (Italy), aims to investigate the role of social media and influencers in the formation and expression of the identities of children, highlighting a universe little known and only superficially explored by teachers and adults with educational roles. The contribution has the twofold objective of: investigating children’s practices related to social networks (in particular those based on video content such as YouTube, Twitch, TikTok, Instagram and Snapchat) to offer an overview of the situation in an age group increasingly targeted by these social networks; making a reflection on how much the figures of content creators and influencers play a role in the identity formation of children in 4th and 5th year of primary school. The results lead to new research questions and educational path to make teachers and parents more aware of this issue.
References
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Lou, C., & Yuan, S. (2019). Influencer marketing: how message value and credibility affect consumer trust of branded content on social media. In Journal of Interactive Advertising, 19, 58–73. https://10.1080/15252019.2018.1533501
Lou, C., & Kim, H. K. (2019). Fancying the New Rich and Famous? Explicating the Roles of Influencer Content, Credibility, and Parental Mediation in Adolescents’ Parasocial Relationship, Materialism, and Purchase Intentions. Frontiers in Psychology. 10, 2567. https://10.3389/fpsyg.2019.02567
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Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., & Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. Retrieved from https://doi.org/10.21953/lse.47fdeqj01ofo
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Twenge, J. M. (2018). Iperconnessi (Ed. Italia). Torino: Einaudi.
Aran-Ramspott, S., Fedele, M., & Tarragó, A. (2018). YouTubers' social functions and their influence on pre-adolescence. Comunicar, 57, 71-80. https://10.3916/C57-2018-07
Beyens, I., Pouwels, J. L., van Driel, I. I. et al. (2020) The effect of social media on well-being differs from adolescent to adolescent. Sci Rep, 10, 10763. https://10.1038/s41598-020-67727-7
Bernete, F. (2009). Usos de las TIC, relaciones sociales y cambios en la socialización de los jóvenes. Revista de Estudios de Juventud. 88, 97-114. Retrieved from http://www.injuve.es/sites/default/files/RJ88-08.pdf
Bickart, B., Schindler, R. M. (2001). Internet Forums As Influential Sources Of Consumer Information. In Journal of Interactive Marketing. 15 (3). 31–40. Retrieved from https://10.1002/dir.1014.
Bissaca, E., Cerulo, M., Scarcelli, C. M. (2020). Giovani e social network. Emozioni, costruzione dell’identità e media digitali. Roma: Carrocci Editore.
Bocci, F., De Castro, M., Zona, U. (2020). Non solo marketing. L'ecosistema YouTube come opportunità per l'autonarrazione della disabilità e dell'inclusione. In MeTis. Mondi educativi. Temi, indagini, suggestioni, v.10, 1, 121-138. https://10.30557/MT0011
boyd, danah. (2014). It’s Complicated: The Social Lives of Networked Teens. New Heaven and London: Yale University Press.
Buckingham, D. (2020). Un manifesto per la media education (Trad. Ital.). Milano: Mondadori Università.
Caronia, L. (2002). La socializzazione ai media. Contesti, interazioni e pratiche educative. Milano: Guerini e Associati.
Censis (2020). 54° rapporto sulla situazione sociale del paese 2020. Milano: FrancoAngeli.
Champeaux, H., Mangiavacchi, L., Marchetta, F., Piccoli, L. (2020). Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown. In IZA Discussion Papers, 13819. Retrieved from: https://www.econstor.eu/handle/10419/227346
Charmaz, K. (2006). Constructing Grounded Theory. London: SAGE Publications. https:// 10.1186/s12868-016-0320-5
CIRF Centro Internazionale Studi Famiglia (2017) (a cura di). Le relazioni familiari nell’era delle reti digitali. Cinisello Balsamo: Edizioni San Paolo.
Côté, J. E., & Levine, C. G. (2016). Identity Formation, Youth, and Development. New York: Psychology Press.
Erikson, E. H. (1968). Identity: youth and crisis. New York: W. W. Norton Company.
Eugeni, R. (2015). La condizione Postmediale: media, linguaggi e narrazioni. Brescia: La Scuola.
Fornasari, A. (2017). Social Privacy. Informare, comunicare, educare ai tempi del web 3.0. Mondo Digitale, 16(71), 1-13. Retrieved from http://mondodigitale.aicanet.net/2017-4/articoli/MD71_FORNASARI_ARTICOLO_.pdf
Floridi, L. (2017). La quarta rivoluzione. Come l’infosfera sta trasformando il mondo. Milano: Raffaello Cortina.
Freberg, K., Graham, K., McGaughey, K., & Freberg, L. A. (2011). Who are the social media influencers? A study of public perceptions of personality. Public Relat. Rev. 37, 90–92. https://10.1016/j.pubrev.2010.11.001
Gardner, H., & Davis, K. (2014). The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World. Yale University Press.
Guerra, M. (2020). Una scuola autentica in un mondo virtuale. MeTis. Mondi educativi. Temi, indagini, suggestioni, 10, 1, 197-209. Retrieved from http://www.metisjournal.it/index.php/metis/article/view/368/279
Gui, M., Gerosa, T., Vitullo, A., Losi, L. (2020). L’età dello smartphone. Un’analisi dei predittori sociali dell’età di accesso al primo smartphone personale e delle sue possibili conseguenze nel tempo. Report del Centro di ricerca Benessere Digitale. Università di Milano Bicocca. Retrieved from http://www.benesseredigitale.ue/pubblicazioni
IIDEA. (2021). I videogiochi in Italia nel 2020. Dati sul mercato e sui consumi. Milano: IIDEA, Italian Interactive Digital Entertainment Association. Retrieved from https://iideassociation.com/kdocs/2003252/iidea_i_videogiochi_in_italia_nel_2020.pdf
Indire (2020). Indagine tra i docenti italiani. Pratiche didattiche durante il lockdown. Report integrativo, dicembre 2020. Retrieved from https://www.indire.it/wp-content/uploads/2020/12/Report-integrativo-Novembre-2020_con-grafici-1.pdf
ISFE. (2021). Key Facts 2020. Brussels: Europe's Video Games Industry. Retrieved from https://www.isfe.eu/wp-content/uploads/2020/08/ISFE-final-1.pdf
Istat (2019). Cittadini e ICT. Anno 2019. Retrieved from https://www.istat.it/it/archivio/236920
Istat (2020). Spazi in casa e disponibilità di computer per bambini e ragazzi. Retrieved from https://www.istat.it/it/files/2020/04/Spazi-casa-disponibilita-computer-ragazzi.pdf
Jerslev, A. (2016). In the time of the microcelebrity: Celebrification and the youtuber Zoella. International Journal of Communication, 10, 5233-5251. Retrieved from https://bit.ly/2shZq4T
Katz, E., Gurevitch, M., & Haas, H. (1973). On the Use of the Mass Media for Important Things. American Sociological Review, 38 (2), 164-181.
Lenhart, A., Smith, A., Anderson, M., Duggan, M., & Perrin, A. (2015). Teens, technology and friendships. Pew Research Center. Retrieved from https://www.pewresearch.org/2015/08/06/teens-technology-and-friendships/
Lim, S.S. (2015). Media and peer culture: Young people sharing norms and collective identities with and through media. In D. Lemish (Ed.), The Routledge International Handbook of Children, Adolescents and Media. London: Routledge.
Lou, C., & Yuan, S. (2019). Influencer marketing: how message value and credibility affect consumer trust of branded content on social media. In Journal of Interactive Advertising, 19, 58–73. https://10.1080/15252019.2018.1533501
Lou, C., & Kim, H. K. (2019). Fancying the New Rich and Famous? Explicating the Roles of Influencer Content, Credibility, and Parental Mediation in Adolescents’ Parasocial Relationship, Materialism, and Purchase Intentions. Frontiers in Psychology. 10, 2567. https://10.3389/fpsyg.2019.02567
Lupinacci, L. (2020). “Absentmindedly scrolling through nothing”: liveness and compulsory continuous connectedness in social media. In Media, Culture & Society. https://10.1177/0163443720939454
Manca, M. (2016). Generazione Hashtag. Roma: Alpes Edizioni
Mascheroni, G. & Ólafsson, K. (2018). Accesso, usi, rischi e opportunità di internet per i ragazzi italiani. I risultati di EU Kids Online 2017. Retrieved from http://globalkidsonline.net/wp-content/uploads/2017/10/EU-Kids-Online-Italy-report-06-2018.pdf
MIUR (2018). Indicazioni Nazionali e nuovi scenari. Retrieved from https://www.miur.gov.it/documents/20182/0/Indicazioni+nazionali+e+nuovi+scenari/
OCSE (2019). Skills Outlook Scoreboard. Prosperare in un mondo digitale. Retrieved from https://d110erj175o600.cloudfront.net/wp-content/uploads/2019/05/Skills-Outlook-Italy-IT.pdf
OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing.
OFCOM. (2020). Children and parents: Media use and attitudes report 2019. Retrieved from https://www.ofcom.org.uk/__data/assets/pdf_file/0023/190616/children-media-use-attitudes-2019-report.pdf
Orben, A. (2020). Teenagers, screens and social media: a narrative review of reviews and key studies. Social Psychiatry and Psychiatric Epidemiology, 55, 407–414. https://10.1007/s00127-019-01825-4
Potter, J., & McDougall, J. (2017). Digital media, culture & education. Theorising third space literacies. London: Pallgrave McMillian UK.
Rivoltella, P.C. (2015). Le virtù del digitale. Per un’etica dei media. Brescia: Morcelliana.
Scarcelli, C. M. (2015). Intimità digitali. Adolescenti, amore e sessualità ai tempi di internet. Milano: FrancoAngeli.
Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., & Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. Retrieved from https://doi.org/10.21953/lse.47fdeqj01ofo
Sultana, A., Tasnim, S., Hossain, M. M., Bhattacharya, S., and Purohit, N. (2021). Digital screen time during the COVID-19 pandemic: a public health concern. F1000Research 2021, 10:81.
Turkle, S. (1995). Life on the Screen. New York: Simon & Schuster.
Turkle, S. (2012). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books. manca luogo di edizione
Twenge, J. M. (2018). Iperconnessi (Ed. Italia). Torino: Einaudi.