Studien “Harmlös - eller inte?”  undersöker memes skapade av den högerextrema organisationen Nordiska motståndsrörelsen (NMR) för att se hur de framställer etablissemanget i  kopplat till covid-19. Studien undersöker även hur dessa memes är konstruerade. Memes är ett framgångsrikt digitalt verktyg som används på internet. Deras största kännetecken är ironi och humor. På senare tid har memes även börjat användas som opinionsverktyg då de levererar budskap snabbt och effektivt. Högerextrema organisationer i synnerhet använder memes särskilt flitigt för att nå ut och locka nya följare. Teorier som använts för att uppnå studiens syfte är representationsteorin, ideologier samt teorin om intertextualitet. Analysen har genomförts på 13 memes i bild- och textform genom en kritisk diskursanalys baserad på en anpassad version av Carvalhos (2008) modell för diskursanalys. Analysstegen som används är layout & struktur, objekt & aktörer, språk, grammatik och retorik samt ideologiska ståndpunkter. Resultatet visar att Nordiska Motståndsrörelsen i sina memes anpassar nyheter som rör coronapandemin till att passa sin fiendebild. NMR framställer etablissemanget som något främmande och opålitligt i samband med Covid-19. NMR använder humor, ironi och satir för att kritisera makthavarna. Dessutom finns starka kopplingar till högerextrema idéer, bland annat antisemitism, homofobi samt våld- och dödshot. / The study "Harmless - or not?" examines memes created by Swedish far-right organization The Nordic Resistance Movement (NMR) to see how they portray the establishment in connection with covid-19. The study also examines how these memes are constructed. Memes are a successful digital tool used on the internet. Their biggest characteristics are irony and humor. Recently, memes have also started to see use as tools of opinion-making, as users can derive meaning from them quickly and efficiently. Right-wing extremist organizations in particular use memes particularly extensively to reach out and attract new followers. Theories used to achieve the purpose of the study are ideology, the theory of representation and the theory of intertextuality. The analysis has been carried out on 13 memes in image and text form through a critical discourse analysis based on an adapted version of Carvalho's (2008) model for  discourse analysis. The analysis steps used are layout & structure, objects & actors, language, grammar and rhetoric as well as ideological positions. The result shows that the Nordic Resistance Movement in its memes adapts news related to the corona pandemic to fit its image of the enemy. NMR portrays the establishment as something alien and hostile in connection with Covid-19. NMR uses humor, irony and satire to criticize those in power. In addition, there are strong links to right-wing extremist ideas, including anti-Semitism, homophobia and threats of violence and death.

Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. An online component can be found at http://memeducation.org/

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-08-23T18:27:53Z No. of bitstreams: 2 idjane_mendes_freitas_macedo.pdf: 1518861 bytes, checksum: 71a8469cb87af32c95965c964ce15a27 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-23T18:27:53Z (GMT). No. of bitstreams: 2 idjane_mendes_freitas_macedo.pdf: 1518861 bytes, checksum: 71a8469cb87af32c95965c964ce15a27 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-08 / Digital technologies have broadened the concept of reading in relation to the strategies and effects produced by online reading and have given rise to new textual genres. The present work sought to analyze reading strategies and their effects for the understanding of the genre Meme, in Digital Information and Communication Technology (TDIC) and in print. We are interested in investigating the reading strategies used by students in the first year of high school and their effects when they read the genre Meme, because some institutions insist on working genres of the digital environment outside their real context. As a theoretical contribution, we turn to the theory of genders, from the perspective of Bakhtin and Marcuschi; aspects related to Digital Literacy - proposed by Ribeiro; to the multimodal aspects of the genre in the perspective of Dionísio, Vasconcelos, Fonte and Caiado and the reading strategies proposed by Solé and Coscarelli. The research was qualitative, with application of two didactic sequences (SD). We elaborated and applied an SD for the work with the online reading, in a digital device - smartphone - and an SD for the reading in the printed, with the purpose of analyzing the strategies of reading Memes used by the students and, consequently, the effects produced by them. We recorded, in an observation diary, the strategies students used to read Memes. Subsequently, we conducted a semi-structured interview with the subjects, aiming to analyze the comprehensive reading of the genre Meme. We understand that reading in a digital environment raises many questions regarding the language, emerging genres and reading strategies related to them, as well as the articulation between language, social action and digital technology. Therefore, analyzing the comprehension of the Meme genre in Digital Technologies is a way of understanding the influence that the digital environment has on students in reading emerging genres. We conclude that reading, in the digital environment, requires new reading strategies, which add to the reading strategies in the print and which require the practice of new reading skills of different genres, in different devices. / As tecnologias digitais ampliaram o conceito de leitura, no tocante às estratégias e efeitos produzidos pela leitura online e fizeram emergir novos gêneros textuais. O presente trabalho buscou analisar as estratégias de leitura e seus efeitos para a compreensão do gênero Meme, em Tecnologia Digital da Informação e Comunicação (TDIC) e no impresso. Interessa-nos investigar as estratégias de leitura utilizadas por estudantes do 1º ano do ensino médio e os efeitos delas quando leem o gênero Meme, isso porque algumas instituições de ensino insistem em trabalhar gêneros do meio digital fora do seu contexto real. Como aporte teórico, recorremos à teoria dos gêneros, na perspectiva de Bakhtin e Marcuschi; aos aspectos relacionados ao Letramento Digital - propostos por Ribeiro; aos aspectos multimodais do gênero na perspectiva de Dionísio, Vasconcelos, Fonte e Caiado e às estratégias de leitura propostas por Solé e Coscarelli. A pesquisa foi de cunho qualitativo, com aplicação de duas sequências didáticas (SD). Elaboramos e aplicamos uma SD para o trabalho com a leitura online, em dispositivo digital - smartphone - e uma SD para a leitura no impresso, objetivando analisar as estratégias de leitura de Memes utilizadas pelos discentes e, consequentemente, os efeitos produzidos por elas. Registramos, em um diário de observação, as estratégias utilizadas pelos estudantes para ler Memes. Posteriormente, realizamos uma entrevista semiestruturada com os sujeitos, objetivando analisar a leitura compreensiva do gênero Meme. Entendemos que a leitura em ambiente digital levanta muitos questionamentos em relação à língua, aos gêneros emergentes e às estratégias de leitura relacionadas a eles, bem como a articulação entre linguagem, ação social e tecnologia digital. Logo, analisar como se dá a leitura compreensiva do gênero Meme em Tecnologias Digitais é uma forma de compreender a influência que o ambiente digital exerce sobre os estudantes na leitura de gêneros emergentes. Concluímos que ler, no ambiente digital, requer novas estratégias de leitura, que se somam às estratégias de leitura no impresso e que exigem a prática de novas habilidades de leitura de diferentes gêneros, em diferentes dispositivos.

Denna uppsats utför en jämförande analys mellan två snarlika memes, vaporwave och fashwave, för att se närmare på hur deras gemensamma drag används för att kommunicera både högerextrema och icke-högerextrema budskap. Alltså: Vad är det för skillnader mellan memesen, och vad är det i vaporwave estetiska framtoner som gör den retoriskt attraktiv för en högerextrem variant i form av fashwave? Vad tillför dessa till framförandet av det högerextrema budskapet? Med en teoretisk grund i doxologi och konceptet "det imaginära" och med Roland Barthes semiologiska begreppsapparat som metodiskt redskap visar uppsatsen på att de centrala dragen hos båda memesen har likheter och skillnader. Att fashwave tar sig an vaporwaves suggestiva och mångtyda natur och spetsar till den till ett tydligt, riktat högerextremt budskap. Den doxologiska mångfalden som återfinns i memen vaporwave försvinner, och fashwave knyts således an till en högerextrem doxa. Det som tillföres i framförandet av det högerextrema budskapet är en farkost för att kunna sprida sig utåt, att högerextremister kan presenteras utåt som en modern rörelse med en uppfattad konträr placering emot de man uppfattar som "det andra". Och det är mot detta andra, som självbilden skapas.

In this thesis, the practice of Chaos magick and the practice and mythology of Discordianism are compared to different subversive techniques used in internet culture and specifically in internet trolling. Chaos magick is described from the sigil-making of Austin Osman Spare through the playbacks of William S Burroughs to contemporary practitioners. The Chaos magick practices unveiled in this investigation are compared to practices in internet culture and specifically internet trolling through avariety of different themes, from memes to doxing to the chaos of apophenia.

This thesis applies the theory and method of Critical Discourse Analysis (CDA) to examine the ideological components of the First World Problems (FWP) and Third World Success (TWS) Internet memes. Drawing on analytical concepts from CDA and related perspectives, such as multimodal discourse analysis and social semiotics, the paper analyzes the visual and textual elements of a sample of the FWP and TWS memes. The paper argues that the text and images featured in the memes are ideologically salient and discursively construct oppositional binaries between “us” and “them” in terms of wealth disparity.

Esta tesis se enfoca en investigar cómo los contenidos digitales, como memes y videos de TikTok, pueden integrarse y transformarse en experiencias escénicas significativas. A través de un análisis detallado del proceso creativo y de las dos presentaciones de la obra "Abrumadora y Sobreestimulante", se revela cómo estos elementos digitales pueden convertirse en herramientas para generar piezas escénicas únicas y provocativas. La investigación no solo profundiza en la migración de contenidos digitales al ámbito escénico, sino que también propone una reevaluación de las prácticas teatrales tradicionales en la era digital. Como parte del estudio, se creó un material titulado Manual para hacer un Meme- Drama que representa una propuesta de adaptación de contenidos digitales a la escena. Aunque no busca establecer un conocimiento científico replicable, esta investigación ofrece un referente valioso para otras obras artísticas interesadas en explorar la intersección entre las artes escénicas y el contenido de las redes sociales. Se concluye que es factible adaptar los contenidos digitales al escenario, lo que implica una transformación en la dramaturgia y la estructura narrativa. Y se destaca el diseño de la experiencia de la obra, que buscaba inducir un estado ansioso similar al del "doomscrolling" y no presentar una historia. Sin embargo, el público encontró narrativas emergentes dentro de la estructura no lineal de la pieza. Esta investigación abre nuevas perspectivas para la innovación y la experimentación en las artes escénicas contemporáneas.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Nowadays, acknowledging and valuing the role of reading in language practices is to contribute to the training of critical and autonomous individuals. Thus, aiming to develop the reading literacyamong 9th grade students, of elementary education, this qualitative research, of intervencionist nature, developped a material, which includes activities, and a didactic game to foster reading strategies and text interpretation, based upon the teaching-learning of parody, one of the types of intertextuality, term originally disseminated by Kristeva (1979). It is a Pedagogical Notebook used to enhance the reading of parodistic texts, which has as theoretical bases Bakhtin ([1972] 2003),Genette (2006), Koch, Bentes and Cavalcante (2009) and Sant’anna (2000), regarding the presence of intertextuality, and the humor and irony effects in memes (multimodal texts that circulate on social networks). By using this learning object, whose methodological procedures are based upon the works of Bronckart (2006) and Dolz, Noverraz and Schneuwly (2004), it is possible to relate the use of regularities in texts that would textually define the genre structure, enabling the reading proficiency. The results were expressive, because they showed that the students before, with less reading abiliy, could improve their performance. Effectively, those who had show more fluency in the use of strategies achieved more success in reading. / Atualmente, reconhecer e valorizar o papel da leitura nas práticas de linguagem é contribuir para a formação de sujeitos críticos e autônomos. Desta forma, visando incentivar a compreensão leitora em alunos do 9º ano do Ensino Fundamental, esta pesquisa qualitativa, de natureza intervencionista, desenvolve um material com atividades e um jogo didático para estimular estratégias de leitura e interpretação de texto, fundamentando-se, para tanto, no ensino-aprendizagem da paródia, um dos tipos de intertextualidade, termo originalmente difundido por Kristeva (1979). Trata-se de um Caderno Pedagógico utilizado para trabalhar a leitura do texto parodístico, que tem como suporte teórico Bakhtin ([1972] 2003), Genette (2006), Koch, Bentes e Cavalcante (2009) e Sant’anna(2000) quanto à presença da intertextualidade e os efeitos de humor e ironia em memes (textos multimodais que circulam nas redes sociais). Por meio desse objeto de aprendizagem, cujos procedimentos metodológicos se baseiam no trabalho de Bronckart (2006) e Dolz, Noverraz e Schneuwly (2004), é possível relacionar o uso de regularidades em textos que caracterizariam a estrutura do gênero textualmente, viabilizando a proficiência em leitura. Os resultados foram expressivos, pois revelaram que alunos, antes com pouca habilidade leitora, puderam melhorar seu desempenho. Efetivamente, os que demonstraram mais fluência com o uso das estratégias obtiveram melhor êxito na leitura. / São Cristóvão, SE

As social media has emerged to become a key site for contemporary communications and cultural production, the internet meme has penetrated every level of social networking online. Albeit being a global phenomenon with pervasive discursive power in a number of fields ranging from humour to international politics and cyber warfare, comparatively little research has been made into how internet memes work on the discursive level of identity formation and their influence on the formation of internet-based social movements. Using Reddit stock market anarchists r/WallStreetBets as case study, this thesis will use Critical Discourse Analysis to analyze how internet memes work on the level of socio-political formations and how their function can be understood in relation to entropic social environments online. This thesis investigates how internet memes are used as a tool for creation of motifs for action, identity markers, connective action, and social narrativization within an ambivalent social movement online. Introducing the novel term ”memetic discourse” as a way to understand memes as transferable units of memetically programmed content, this study shows the potential of memes to act as effective yet unstable modes of communication within networked environments.

Con la creciente expansión de las redes sociales, llegando hasta los lugares más remotos, la mayoría de las personas dedica una gran parte de su día navegando en estas plataformas y compartiendo mensajes que posteriormente se viralizan. Es así que en la actualidad muchas instituciones, como la iglesia, han tenido que adaptarse a las nuevas tendencias buscando la forma de hacer llegar sus mensajes por estos medios y encontrando en ellos un canal rápido y eficaz para llegar a más personas. El presente trabajo tiene como finalidad analizar el contenido compartido por dos páginas de memes cristianos: Humor Cristiano en Facebook y Somos Vida en Instagram. Asimismo, la interacción de los usuarios y su reacción ante dichas publicaciones. Para ello se seleccionarán los posts publicados por las dos páginas durante los primeros 15 días de la cuarentena abarcando desde el 16 de marzo hasta el 31 del mismo mes para realizar un análisis comparativo y comprender como el evangelio puede llegar a los creyentes y no creyentes por este medio. / With the increasing expansion of social networks, reaching the most remote places, most people spend a large part of their day browsing these platforms and sharing messages that later go viral. Thus, today many institutions, such as the church, have had to adapt to new trends, looking for ways to get their messages across through these means and finding in them a fast and effective channel to reach more people. The purpose of this work is to analyze the content shared by two pages of Christian memes: Humor Cristiano on Facebook and Somos Vida on Instagram. Also, the interaction of users and their reaction to such publications. For this, the posts published by the two pages during the first 15 days of the quarantine will be selected, covering from March 16 to the 31 of the same month to carry out a comparative analysis and understand how the gospel can reach believers and non-believers by this medium. / Trabajo de investigación