Tag Archives: YouTube

Week 9 Discussion

Q1. Based on the unit so far, and the readings for this week, are you able to define what you think is meant by the term ‘participatory culture’?  What do you think are the most important elements that enable such a culture, and how are these elements supported by a platform such as YouTube?

For me, YouTube is the ultimate participatory culture vehicle, as Jenkins’s suggests in his MIT video. It is the place to go to “create, to share, to express [myself] through every possible media channel” (What is Participatory Culture?, n.d.), allowing me to also connect with other users via comments and links to other websites. These are the most important aspects because this is what enables me to take part in the YouTube community. The website is full of a mix of amateur and professional works by people from all walks of life (Burgess & Green 2009 p 90), which is another attractive feature. I rather like the fact that I can contribute to this community with my own works.

Another way in which I can participate in this culture is through my blog which I started writing when I first started my uni studies. Basically I post weekly discussions, but also reflections about how I am finding the course, my lack of sleep and to share my panic at impending assessments. I can upload written posts or video or photos or links to other blogs that I find interesting or funny. I get some nice comments and some weird comments, but it’s all entertaining and part of the experience of this culture.

Q2. The YouTube slogan ‘Broadcast Yourself’ is emblematic of both ‘participatory culture’ and ‘web 2.0’:

Are these two concepts separable?  Do the tools drive the culture, or does a cultural need drive the construction of the tools?

While it is very easy to use O’Reilly’s (2005) buzz word ‘web 2.0’ to describe what participatory culture could be, such as collaboration of both user participation and the tools they use to evolve the web, such as open source software (Firefox), Jenkins (2010) explains that Web 2.0 is just a “business model”. The author goes on to elucidate that commercialising this concept has widen the relationship between consumers and the owners of web 2.0 websites such as Facebook or YouTube. One major complaint is the fact that consumers/producers often relinquish control over their content due to TOS changes. Jenkins (2010) also adds that web 2.0 tools reduce contributors into customers.

This sounds like a bleak outcome to me, even though, Jenkins is referring to the educational aspects of web 2.0, I still think YouTube is quite a website where you can find almost anything of interest and if you find anything that is offensive, you need only to keep searching until you find what you are looking for. I believe that we should have the agency to make our decisions regarding uploading content to YouTube, in other words, you should always read the fine print and know the rules and regulations. While there’s a chance of people wanting to “broadcast” themselves, there will always be someone who is willing to meet the demand and supply the tools for people to do that.

Q3. What exactly is being created and what sorts of creativity do you see at work on YouTube?  Why do you think they matter?

Having watched An anthropological introduction to YouTube (2008) by Wesch really brings home what type of creativity we are seeing uploaded to YouTube. At the time of his discourse, 88% of content was new and original, with around 200, 000 3 minute videos about anything and everything. What seems important is that most of these are addressing the lack of community users feel, by building and nurturing an online community with other YouTube users. Creativity, I think is paramount because everyone who uploads videos is seeking to express their “individualism… independence… and commercialisation” (Wesch, 2008) is so many different ways and styles, it makes sense users will want to stand out from the deluge.

From cat videos to make up tutorials to people’s rendition to favourite songs, YouTube has everything one could ever hope to find. Recently, my daughter saw Disney’s Frozen at the cinemas and has been glued to YouTube, watching whatever clips she can find of her favourite characters. Have I mentioned that she is three years old? YouTube is that ease to navigate that a toddler can search and find content that feeds her obsession. Users have gotten creative in uploading content that belongs to Disney (we all know they are walking a fine line here with copyright), for example, some clips are compilations of ads of the movie that have the soundtrack added to it, while others have other people singing the soundtrack to one still image of the protagonist.

Another type of creativity, for me is when I find something so good I have to share it friends; generally these videos are not just creative, but funny and inspiring. My all time favourite is this video.


An anthropological introduction to YouTube. (2008). Retrieved from

Jenkins, H. (2010, May 24). Why Participatory Culture Is Not Web 2.0: Some Basic Distinctions. Confessions of an aca-fan/The official weblog of Henry Jenkins. Retrieved February 2, 2014, from

O’Reilly, T. (2005, September 30). What Is Web 2.0 – O’Reilly Media. Retrieved November 2, 2013, from

What is Participatory Culture? (n.d.). Retrieved from

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Posted by on 02/02/2014 in WEB207


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2.2 Don’t touch that! Copyright, ownership and institutional control

1.    Summarise the main points from the reading and the talk by Lawrence Lessig.

M/C Journal, Vol. 11, No. 6 (2008) – ‘recover’

Recovering Fair Use, Steve Collins

Copyright law has become the hot topic of conversation due to the ever changing landscape of the internet and the sites that distribute content across the world. In this reading, I learned that even though the term Prosumerism is not new, it has taken new significance lately because the very act of creating using other people’s ideas (new or old) is what defines this generation according to Lessing,2007.

Using YouTube as an example, who use the term “Broadcast Yourself”, the video sharing web site allows for a democratised media process, in other words, a more equal footing, and give people the the tools to put their message across. However, big media corporations have in the past “actively defended their intellectual property through law suits, take down notices and technological reinforcements.” (Collins, 2008).

So, even though YouTube users might not be earning any money from the use of copyrighted material, many of the big media companies are suing, and winning, setting precedents which Collins calls “absurd”. He proceeds to explain that Fair use was put in place to “prevent oppressive monopolies” but has become almost Blackstonian in it’s approach.  He believes that with fair use, “balance can be restored.” The court system agrees that copyright was “intended to promote creativity” and any misconceptions about copyright laws must be cleared. In doing so, new creators would benefit and indeed balance can be achieved. (Collins, 2008).

Lawrence Lessig on “laws that strangle creativity”2007

I enjoyed Lessing’s talk on “Laws that choke creativity” and found it an interesting watch. He starts of with three concepts of “user generated content” which includes culture as a read-write culture (participatory) or a read only culture (we are just consumers); Land or property that is protected by law and broadcasting technology, the terror of the content industry.

The way he puts his point across is clever. First, Lessing informs us that we began as a read-write culture by being able to tell our stories, or sing our songs from today and yesterday, but slowly began to loose the freedom of expression to big corporations. For example, phonograph giant Victor who monopolised  the recording of sound from 1901 to 1929. Secondly, property laws were devised to protect citizen from trespassers, but these laws needed to be updated to suit the times. His example of planes needing clearance every time they flew over different portions of land makes it clear that these laws although useful long ago where indeed vague and antique. Thirdly, the ASCAP vs BMI case where a David and Goliath battle seem to develop in the early 1940’s, it was the unprecedented shift of customers to a lesser quality public domain provided by BMI that proved competition and a more democratic view for broadcasting, was the way to go.

“In my view the most significant thing to recognise about what this internet is doing is its opportunity to revive the read-write culture that Sausa romantised. Digital technology is the opportunity for the revival of these vocal cords that he spoke so passionately to Congress about.” (Lessing, 2007).

Lessing claims that spreading user generated content in business today is invaluable, because people do it for the love of it, not for the money. When people stop being just consumers and just producers and start using something new and something old they make something interesting.

He is quick to point out that he is not endorsing piracy, instead he talks “about people taking and creating, using other people’s content, using digital technologies to say things differently.” (Lessing, 2007).

Pointing out that kids today are more technology-minded, Lessing says that this sort of creativity are the new tools that have been embraced. However, these tools come with the taboo of being illegal and the here is where the trespassing plane law comes in. Yet another example of a Blackstonian approach (as per Steve Collins journal entry, 2008). But with the idea represented by BMI, that with competition, balance can be achieved.

Lessing proposes two changes that can bring balance about and those are Artists/creators more open to fair use and for organisations to help build the read-write culture which will enable “free content or freer content [to] grow on a neutral platform, where they both exist simultaneously, so that more free can compete with less free and the opportunity to develop the creativity in that competition can teach the lessons of the other.” (Lessing, 2007).

It is imperative to allow people today more freedom of expression through work that they have made mixing the old with the new. To remove the knowledge that what they are making could constitute as copyright infringement. These laws should be rejuvenated.

2.    Identify any problems about copyright that you are likely to encounter in your remediation assignment. Assume the text that you will remediate is the text you chose as a favourite in your first entry.

As I have chosen to do a montage of photos of Colin Firth’s Mr Darcy from both the BBC Wordwide’s Pride and Prejudice and Bridget Jones’s Diary from Universal Studios, I searched many websites to obtain said photos, many of these websites did not have reference or point of origin, however some photos were subject to copyright. So far however, I haven’t had any problem with the visual.

However, music, I can confirm is another matter all together! I decided to go through the uploading process to see what it entails using YouTube. Upon uploading my ‘fanvid’  I received an email from YouTube informing me that I might have issues. Because I am using the song ‘I Found Love’ by C + C Music Factory, Sony 1995, my video clip cannot be shown in some countries (currently Germany). And so it cannot be seen on my blog, it must be seen on the YouTube website. I am advised to check regularly to see if this has changed but other than that I am told to do nothing, thank goodness. Below is a copy of the email and what appears after I click on the link ‘the Content ID Matches section of your account’.

“Dear evie08eric,

Your video, MED104 Engaging Media Remediation Project, may have content that is owned or licensed by Sony Music Entertainment.

No action is required on your part; however, if you are interested in learning how this affects your video, please visit the Content ID Matches section of your account for more information.

– The YouTube Team”

Your video, MED104 Engaging Media Remediation Project , may include content that is owned or administered by these entities:

  • Entity: Sony Music Entertainment Content Type: Sound Recording

As a result, your video is blocked in these locations:


What should I do?

No action is required on your part. Your video is still available everywhere not listed above. In some cases ads may appear next to your video.

What can I do about my video’s status?

Please note that the video’s status can change, if the policies chosen by the content owners change. You may want to check back periodically to see if you have new options available to you.

Under certain circumstances, you may dispute this copyright claim. These are:

  • if the content is mistakenly identified and is actually completely your original creation;
  • if you believe your use does not infringe copyright (e.g. it is fair use under US law);
  • if you are actually licensed by the owner to use this content.

I need more information. I want to learn more about the dispute process.

Please take a few minutes to visit our Help Center section on Policy and Copyright Guidelines, where you can learn more about copyright law and our Content Identification Service.

I then took the copyright tutorial on the YouTube website and found it to be well written and comprehensive enough for me, explaining what copyright means, infringement and creative commons licensing. They also listed several links should I want to investigate further such as Fair Use Project Stanford Center for Internet and Society. Very interesting reading!

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Posted by on 03/23/2011 in MED104


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MED104: Engaging Media Learning Portfolio. 1.1 Introduction: How does the media engage you? How do you engage with the media?

1.1 Activity Discussion

I just wanted to put down on screen (?) before I turn in for the night. Because I’m a stay at home mum, I depend a lot on the internet for just about everything from entertainment, to social networking, to news.

We have a PC, a laptop, PS2 and a PS3. On the PC, I have Facebook and twitter as the social aspects, as I chat to my friends and family this way more than on the phone. Also I depend on YouTube to find out visually what’s going on in the world and if the Wiggles have a new song out. Very important to my two year old! We catch up on newspapers from Oz as well as the USA and I particularly like a website called Stumble Upon, simply because it’s FUN.

Both the landline and the mobile get rarely used, the TV is mostly used to watch movies or children’s shows, like… You guessed it, the Wiggles.

I’m 31 and I love technology, I love it so much that I’m teaching my children how to access the net and how to play their movies and they are quite smart about it too. I believe that as long as I’m there to make sure they don’t get into mischief they are Ok. As a parent I’m teaching them skills that they will use in the future, but also setting up safetynets so that I know that they will be well- safe, as they delve more into the web as they get older. Like giving your child a bike, you must first put training wheels and make sure you are there to catch them if they fall.

How do views about recent developments in the media differ between students and friends/family/older generations/different cultures? Why?

I’m not too sure how to answer this question, but I’d like to try if that’s ok… My personal view on this is that technology can always get better but at the moment it’s great. I have Facebook to keep me up to date with what my friends and family are doing. I can have a chat with them or simply send them a message they can access later. I can post photos of my children for my friends to see and likewise I can view their photos.

Now, my mother is 51 to my 31 years of age and she finds computers in general terrifying. Seriously, she is very intimidated. She refuses to purchase a computer of her own and so uses mine to access Facebook and her email account. Every time, she says, “I don’t know how to log in!” Every time, I say, “Mum your username and password is your name!”

I believe that although my mum is not very old, she is very old school, so computers don’t feature much in her life and she can live quite happily without one. Another reason is that she is bilingual (as I am) and speaks predominantly Spanish, so sometimes she feels embarrassed if she misunderstands (or is misunderstood) when interacting on Facebook.

Did You Know 4.0 video

I found the video quite relevant as just recently my favourite book store, Angus and Robertson have been under stress because no one is buying books. People can buy books quite cheaply online and if you have the mind to it why not just read it off the computer screen and save more money?

I could save money, certainly, but then I would lose that special feeling of curling into my favourite chair with a nice cup of tea (it used to be wine before kids came along!) and holding in my hands my ticket to whatever time, place or genre I want to be…

Another point is the fact that people’s mobile phones can do everything a computer can do, and that doesn’t surprise me. I’ve been waiting for this since I read a book about the future in primary school (early 90’s). Unfortunately, my children have destroyed the last three phones that I’ve bought so now I just have a mobile phone that I use for emergencies only.

My husband on the other hand uses his mobile phone for wake up alarm, as a clock, access to internet (including Facebook), camera and of course, calls.

The video itself was interesting because it was simple and to the point. It used fast paced facts and music (almost too fast paced) and it was very colourful. I think the target audience might be someone like me, someone interested in technology, but not an expert. I read the comments that the video received and noticed a lot of young people having their say. Could that be that others couldn’t or they simply didn’t want to?

Re: Jenkins 2009

This is what I got from the reading.

“Partial agenda for media reform from the perspective of participatory culture”. (Jenkins, 2009). Basically individuals acting independently to make their own free choices (Wikipedia) regarding new technology and the various aspects of information sharing websites.

Jenkins goes on to point out many limitations of today’s technology from fear of cultural change, lack of access out of school and workplaces, legal battles such as copyright, fair use and privacy. I must agree to the reinvention of public institutions to better educate people and overcome social divisions being passed on to cyberspace.

The ongoing debate of us against the government is here too. But the idea is to find a balance with ongoing training and understanding the way not just young people, but how everyone is connecting to the online world using “friendship-based, interest-driven social networks.” (Jenkins, 2009).

Media that engages us – Examples

I’m a child of the 80’s and both Chucky Norris and Steve Segal came over for tea on weekends so when I saw this ad, it transported me back to my childhood!

Please enjoy!

Mobile Phones

I was just thinking… Can I propose that everything that came before the mobile phone is old media and the mobile phone that exists today Is the new media?

If I went and bought a state of the art mobile phone, what do I get? A device that can make phone calls, while seeing the person I’m speaking with; take a photo/movie; have a flashlight; have internet, where I can check emails, online banking, social network, even as of this month make claims on health insurance (NIB), play games…

In certain types of phones I can access applications that can do almost anything I wish.

In others yet, I can access Satellite Navigation Systems that can tell me where to go while on foot.

Just think, an all encompassing device, kinda reminds me of a Swiss army knife. What do you think mobiles can do in the future? Can it do a Jetsons-Style transformation into a car and vice versa? I hope so, that could solve a lot of parking problems!

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Posted by on 03/12/2011 in MED104


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