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This surveys hypothesis is based on the notion that all citizens have the right to access information of the municipality they live in. The aim of the study is to examine how residents of Vilhelmina municipality take note of the current information, and also how they would proceed to access information in the future. In order to conceptualise the results these following theories were used: digital divide, digital immigrants, digital native, uses and gratification theory, social capital, communications strategies and two-way communication. The survey is conducted with four focus group interviews and one separate interview with a person working at the municipal office. The focus groups were divided into age categories in order to see the similarities and differences between the groups' media habits and preferences of future communications. The study material consists of the transcribed texts from the abovementioned interviews. The results of this research demonstrate that there is significant difference between age groups. According to the early theory of digital divide the gap in information between groups exists only due to the individual’s ability to access the Internet, which not match this study’s results. More current updates of the theory of digital divide declare that motivation may be a cause to the gap.  During the course of this research the issue of motivation emerged and a few of the interview participants stated motivation to find information as a key point. With the help of the participants requests communications strategies were presented for future communication based on the target groups' media choices. / Undersökningens utgångspunkt är att alla medborgare har rätt att ta del av information av kommunen de bor i. Studiens syfte var att undersöka hur invånare i Vilhelmina kommun tar del av information nu och hur de skulle vilja gå tillväga i framtiden. För att synliggöra och begripliggöra resultatet användes teorierna digital divide, digital immigrant, digital natives, uses and gratification theory, socialt kapital, inifrån- och utifrånstrategier samt tvåvägskommunikation. Undersökningen genomfördes med fyra fokusgruppsintervjuer samt en informantintervju med en insatt person från Vilhelmina kommuns kommunkontor. Fokusgrupperna var indelade i ålderskategorier för att kunna se likheter och skillnader mellan gruppernas medievanor och önskemål på framtida kommunikation. Studiens material bestod av de transkriberade texterna från de tidigare nämnda intervjuerna. Resultatet påvisade att det finns stora skillnader mellan åldersgrupperna, dock inte så stora gap som den tidiga teorin om digital divide, utan att skillnaderna mellan åldersgrupperna låg i vilka medier de använde som huvudkälla. Samt var skillnaderna mellan grupperna hur motiverade de var att sätta sig in i kommunal information. Med hjälp av deltagarnas önskemål samt kommunikationsstrategier gavs förslag på framtida kommunikation baserat på målgruppernas medieval.

The world is dominated by digital media that have become central to many children’s lives. Children born in the last 30 years have become known as ‘digital natives’, as digital technology has always been part of their experiential field. The use of such media in play therapy could offer innovative ways of enhancing dialogue with those children in whose field they are included, as they have been to date unexplored in play therapy interventions, possibly resulting in missed therapeutic opportunities. This mixed methods research took the form of an email questionnaire sent out to play therapists in South Africa to ascertain whether digital technology is being used in therapy and, if so, which digital media are being used and how. Additionally, a focus group interview was conducted using the same questionnaire to ensure data triangulation. The data gathered were analysed qualitatively, and an understanding was gained regarding the current use of digital media in play therapy. / Social Work / M. Diac. (Play Therapy)

This thesis deals with philosophical questions, related to modern-day technologies and their impact on the future generations education. It specifically focuses on the paradigmatic transformation of everyday empirical experience (of the world) among people who were born into the digital age. They are called "digital natives", and they feel comfortable in the cyberspace´s infosphere. In terms of the philosophy of education, the "digital dementia" is understood as a principal inability and unwillingness to get out of personalised "bubble universe". The goal of education is (in this thesis) understood as a skill how to perform a personal turn-around and how to actively participate their own "philosophy of life", that means to seek for the meaning of the life and live autonomous and authentic lives.

The world is dominated by digital media that have become central to many children’s lives. Children born in the last 30 years have become known as ‘digital natives’, as digital technology has always been part of their experiential field. The use of such media in play therapy could offer innovative ways of enhancing dialogue with those children in whose field they are included, as they have been to date unexplored in play therapy interventions, possibly resulting in missed therapeutic opportunities. This mixed methods research took the form of an email questionnaire sent out to play therapists in South Africa to ascertain whether digital technology is being used in therapy and, if so, which digital media are being used and how. Additionally, a focus group interview was conducted using the same questionnaire to ensure data triangulation. The data gathered were analysed qualitatively, and an understanding was gained regarding the current use of digital media in play therapy. / Social Work / M. Diac. (Play Therapy)

Esta investigação teve como objetivo principal identificar as ações de aprendizagem utilizadas por jovens nativos digitais em sua interação com redes hipermidiáticas, em especial jogos computacionais disponíveis na Internet, mais conhecidos como games, que têm o inglês como língua de comunicação comum a todos seus usuários, com características próprias do que Crystal (1997) e Graddol (2006) descrevem como uma língua franca. O trabalho se propôs a realizar um estudo exploratório descritivo, com base em pesquisa de natureza qualitativa cujos dados foram obtidos em 03 (três) sessões individuais de observação nãoparticipativa, seguidas de entrevistas semi-estruturadas de autoconfrontação com cada um dos sujeitos. Foram selecionados para a investigação, 03 (três) sujeitos de 21 anos de idade, alunos do 3º semestre de diferentes cursos universitários, cujo nível de proficiência em língua inglesa, à época da coleta, correspondia ao nível intermediário ou B1 do Quadro Comum Europeu de Referência (QCER). As sessões de observação consistiram em sessões individuais de videogravação da interação do sujeito enquanto jogava um game online. Segmentos videogravados dessa sessão foram exibidos aos sujeitos durante a entrevista em que a pesquisadora perguntava a respeito das ações e opções do sujeito durante sua interação com o jogo. A análise do corpus foi feita à luz de um quadro teórico que incluiu conceitos de hipermídia, hipertexto e jogos eletrônicos abordados a partir das idéias de Lévy (2000a, 2000b, 2003 e 2006), Santaella (2004 e 2009) e Johnson (1997, 2005), bem como algumas características do perfil da geração das tecnologias de interação, descritos como nativos digitais por Marc Prensky (2001a, 2001b e 2006). As ações dos sujeitos em sua interação foram analisadas sob o ponto de vista da aprendizagem a partir da teoria Vygotskiana, associando ainda à interpretação os conceitos de língua franca. Os procedimentos de videogravação e autoconfrontação permitiram que a pesquisadora pudesse vislumbrar como esses jovens utilizam ações como cooperação e exploração com o fim de aprender e construir conhecimento. Foi possível, por exemplo, perceber como o nativo digital aprende enquanto explora, ação descrita como learning on the fly ; isto é, eles aprendem enquanto estão usando um recurso digital. Em seus relatos, também foi possível identificar o uso que fazem de recursos como fóruns, listas de discussão, ferramentas de mensagens instantâneas, como meios para interagir de forma colaborativa e cooperativa em busca de soluções para problemas comuns e para aperfeiçoamento de seu desempenho nos games. A análise que se faz, à luz do quadro teórico, é que essas relações que os nativos digitais estabelecem em suas redes sociais podem contribuir para suas formas de aprender. A posição da pesquisadora é que, pais e educadores, precisam começar a enxergar além da tela dos computadores dos nossos jovens e compreender a influência dessa forma de interagir em sua aprendizagem para poder repensar e modificar algumas práticas pedagógicas. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-30T19:30:43Z No. of bitstreams: 1 Dissertacao Cristina Maria Pescador.pdf: 2204255 bytes, checksum: 477d88d7828029b94fd32acfd6479748 (MD5) / Made available in DSpace on 2014-05-30T19:30:43Z (GMT). No. of bitstreams: 1 Dissertacao Cristina Maria Pescador.pdf: 2204255 bytes, checksum: 477d88d7828029b94fd32acfd6479748 (MD5) / The main purpose of this research was to identify learning actions employed by digital native youngsters on their interaction with hypermediatic environments, especially computer games available on the Internet, which have English as the language used for communication amongst all users featuring what Crystal (1997) and Graddol (2006) have described as a lingua franca. The study carried out a qualitative research which was based on data collected during 3 sessions of non-participant observation, followed by semi-structured interviews of self-confrontation. Subjects selected for the research were 3 (three) 21-year-old college students, on the third semester of their major programs, and whose proficiency level in English, at the time, corresponded to the intermediate level or to the B1 descriptor of the Common European Framework of Reference. Observation sessions were individual recorded sessions of the subject´s interaction while playing a game online. Later, segments of that session were shown to each subject during the interview and the researcher would then ask the subject questions about his/her actions and choices during the game. The corpus was analyzed at the light of a theoretical framework that included concepts regarding hypermedia, hypertext and electronic games, based on Lévy (2000a, 2000b, 2003, and 2006), Santaella (2004 and 2009) and Johnson (1997, 2005), as well as some characteristics that describe the profile of the generation of the interaction technologies, the digital natives as Marc Prensky (2001a, 2001b e 2006) calls them. The subjects´ actions and their interactions were analyzed from the Vygotskian point of view, and concepts related to a lingua franca were associated to the interpretation. The procedures adopted video recording and self-confrontation enabled the researcher to catch a glimpse of how these youngsters use actions such as cooperation and exploration with the purpose of learning and building knowledge. It was possible, for instance, to observe how digital natives can learn while they explore, which is described as learning on the fly; i.e. they learn how to use digital resources while using them. In their interviews, it was also possible to identify how they use resources such as forums, discussions lists, instant message tools, as means to interact collaboratively and cooperatively, aiming at solutions for problems they might have in common and at the improvement of their performance in the games. Analyzing that at the light of theory it is thought that the relationships that digitals natives establish in their social networks may contribute towards how they learn. It is the researcher´s opinion that parents and educators need to start looking beyond the computer screen of these kids and understand the influence this way of interacting may have on their learning in order to be able to rethink and modify a few teaching practices.

Esta investigação teve como objetivo principal identificar as ações de aprendizagem utilizadas por jovens nativos digitais em sua interação com redes hipermidiáticas, em especial jogos computacionais disponíveis na Internet, mais conhecidos como games, que têm o inglês como língua de comunicação comum a todos seus usuários, com características próprias do que Crystal (1997) e Graddol (2006) descrevem como uma língua franca. O trabalho se propôs a realizar um estudo exploratório descritivo, com base em pesquisa de natureza qualitativa cujos dados foram obtidos em 03 (três) sessões individuais de observação nãoparticipativa, seguidas de entrevistas semi-estruturadas de autoconfrontação com cada um dos sujeitos. Foram selecionados para a investigação, 03 (três) sujeitos de 21 anos de idade, alunos do 3º semestre de diferentes cursos universitários, cujo nível de proficiência em língua inglesa, à época da coleta, correspondia ao nível intermediário ou B1 do Quadro Comum Europeu de Referência (QCER). As sessões de observação consistiram em sessões individuais de videogravação da interação do sujeito enquanto jogava um game online. Segmentos videogravados dessa sessão foram exibidos aos sujeitos durante a entrevista em que a pesquisadora perguntava a respeito das ações e opções do sujeito durante sua interação com o jogo. A análise do corpus foi feita à luz de um quadro teórico que incluiu conceitos de hipermídia, hipertexto e jogos eletrônicos abordados a partir das idéias de Lévy (2000a, 2000b, 2003 e 2006), Santaella (2004 e 2009) e Johnson (1997, 2005), bem como algumas características do perfil da geração das tecnologias de interação, descritos como nativos digitais por Marc Prensky (2001a, 2001b e 2006). As ações dos sujeitos em sua interação foram analisadas sob o ponto de vista da aprendizagem a partir da teoria Vygotskiana, associando ainda à interpretação os conceitos de língua franca. Os procedimentos de videogravação e autoconfrontação permitiram que a pesquisadora pudesse vislumbrar como esses jovens utilizam ações como cooperação e exploração com o fim de aprender e construir conhecimento. Foi possível, por exemplo, perceber como o nativo digital aprende enquanto explora, ação descrita como learning on the fly ; isto é, eles aprendem enquanto estão usando um recurso digital. Em seus relatos, também foi possível identificar o uso que fazem de recursos como fóruns, listas de discussão, ferramentas de mensagens instantâneas, como meios para interagir de forma colaborativa e cooperativa em busca de soluções para problemas comuns e para aperfeiçoamento de seu desempenho nos games. A análise que se faz, à luz do quadro teórico, é que essas relações que os nativos digitais estabelecem em suas redes sociais podem contribuir para suas formas de aprender. A posição da pesquisadora é que, pais e educadores, precisam começar a enxergar além da tela dos computadores dos nossos jovens e compreender a influência dessa forma de interagir em sua aprendizagem para poder repensar e modificar algumas práticas pedagógicas. / The main purpose of this research was to identify learning actions employed by digital native youngsters on their interaction with hypermediatic environments, especially computer games available on the Internet, which have English as the language used for communication amongst all users featuring what Crystal (1997) and Graddol (2006) have described as a lingua franca. The study carried out a qualitative research which was based on data collected during 3 sessions of non-participant observation, followed by semi-structured interviews of self-confrontation. Subjects selected for the research were 3 (three) 21-year-old college students, on the third semester of their major programs, and whose proficiency level in English, at the time, corresponded to the intermediate level or to the B1 descriptor of the Common European Framework of Reference. Observation sessions were individual recorded sessions of the subject´s interaction while playing a game online. Later, segments of that session were shown to each subject during the interview and the researcher would then ask the subject questions about his/her actions and choices during the game. The corpus was analyzed at the light of a theoretical framework that included concepts regarding hypermedia, hypertext and electronic games, based on Lévy (2000a, 2000b, 2003, and 2006), Santaella (2004 and 2009) and Johnson (1997, 2005), as well as some characteristics that describe the profile of the generation of the interaction technologies, the digital natives as Marc Prensky (2001a, 2001b e 2006) calls them. The subjects´ actions and their interactions were analyzed from the Vygotskian point of view, and concepts related to a lingua franca were associated to the interpretation. The procedures adopted video recording and self-confrontation enabled the researcher to catch a glimpse of how these youngsters use actions such as cooperation and exploration with the purpose of learning and building knowledge. It was possible, for instance, to observe how digital natives can learn while they explore, which is described as learning on the fly; i.e. they learn how to use digital resources while using them. In their interviews, it was also possible to identify how they use resources such as forums, discussions lists, instant message tools, as means to interact collaboratively and cooperatively, aiming at solutions for problems they might have in common and at the improvement of their performance in the games. Analyzing that at the light of theory it is thought that the relationships that digitals natives establish in their social networks may contribute towards how they learn. It is the researcher´s opinion that parents and educators need to start looking beyond the computer screen of these kids and understand the influence this way of interacting may have on their learning in order to be able to rethink and modify a few teaching practices.

1 EINLEITUNG Digitale Medien, insbesondere internetfähige Computer, nehmen für Jugendliche einen bedeutenden Stellenwert in ihrer Freizeit ein. Den hohen Nutzungszeiten des Internets1 werden größtenteils unterhaltungsorientierte Nutzungsweisen zugeordnet. Die Situation unterscheidet sich damit nur gering von Beobachtungen aus der Zeit der Einführung des Internet an Schulen Ende der 1990er Jahre [Lit1]. Neben dem Einsatz des Computers als Unterhaltungs- und Kommunikationsmedium ist dieser auch Lern- und Arbeitsmittel. Insbesondere E-Learning-Szenarien können neue Möglichkeiten schaffen, Lerngemeinschaften einzurichten, welche den Gruppenmitgliedern das medienvermittelte und selbstgesteuerte Lernen erfahrbar machen und den Austausch sowohl über Lerninhalte als auch Erfahrungen ermöglichen. Schüler sind in diesem Kontext eine besondere Gruppe, da sich gerade unter Berücksichtigung der immer stärkeren Verbreitung der Online-Technologien im Alltag Jugendlicher die Frage stellt, ob sich die sogenannten „digital natives“2 auch in der Schule3 – bei der Nutzung des Computers als Lernwerkzeug – wiederfinden. Viele Veröffentlichungen zur Netzgeneration schließen direkt von der Mediennutzung auf die computerbezogenen Einstellungen der Jugendlichen, ohne diese Phänomene eingehend zu untersuchen [Lit2]. Eine gründliche, auch empirische Betrachtung dieser Einstellungen zur Überprüfung des Konstrukts der „digital natives“ ist somit unerlässlich und Untersuchungsgegenstand des Beitrages.

This diploma thesis deals with a phenomenon of influencers - specifically how do these producers of media content perceive their audience. The goal of this diploma thesis is to identify and understand the behavior and culture of followers from the perspective of influencers in the context of media literacy. Nowadays anyone with an internet connection can become a follower of an influencer and basic knowledge about the cyberspace is not necessary. Thanks to the qualitative research among six different influencers this diploma thesis does offer theoretical and empirical point of view on a behavior, culture and media literacy of a young digital audience. The first part of the diploma thesis is dedicated to theoretical knowledge related to the digital audience, internet and danger that comes with the usage of cyberspace as well as media literacy in the context of a new media. The next part focuses on the interpretation of the methodology of research, followed by the presentation of results of the conducted research and their summary. Based on the research the author found out that participating influencers are aware of a connection between their behavior and hobbies and behavior and hobbies of their influencers. Subjects of the research perceive their audience in a positive way, their feedback is important to...