The dynamic development of new technologies influences consumers in many different ways reaching far beyond the shift in consumption patterns, challenging the way consumers live their lives. The role of new information technologies is continually growing in our daily lives changing the way we see the self and the world around us. Consequently, the advent of the computer culture incites a radical rethinking of who we are and the nature of being human, which clearly illustrates the postmodern age. As a result, over the past decades consumer research has moved away from simply viewing consumers as information processors to consumers as socially conceptualized beings. This Consumer Culture Theory (CCT) movement views consumers and consumer behaviour as articulations of meanings and materiality within the productive of complex cultural milieu. This ethnographic thesis focuses on the three-dimensional virtual world of Second Life, which is a 'Real Life' simulation and where the residents represent themselves through 'avatars', creating a kind of virtual materiality. This raises interesting questions for consumer researchers, not just about how consumption is enacted, produced and articulated within this environment, but also in relation to theoretical and methodological issues. More specifically, this thesis critically examines the development of interpretive consumer research and the emergence of the Consumer Culture Theory framework in the context of the juxtaposition of reality and hyperreality and takes a position which goes beyond the 'body in the net/physical body' binary. Therefore, this thesis places the 'avatar-as-consumer' at the centre of the research focus. The current thesis develops a theoretical framework which examines the role of consumption in resolving key paradoxes. Moreover, it extends the netnography framework from mainly text based research to the visual characteristics of virtual worlds so that it can be useful for the study of complex online environments and as a result, how the role of the researcher goes beyond netnography to virtualography is discussed.

This study seeks to explore relationships between Logo turtle graphics and visual literacy by addressing two related questions: (a) can traditional visual literacy concepts, as found in the published literature, be synthesized in terms of Logo turtle graphics, and (b) do the literature and "hands-on" experience with turtle graphics indicate that visual competencies are pertinent to graphics-based electronic communications in computer culture? The findings of this research illustrate that Logo turtle graphics is a self-contained model to teach visual literacy skills pertinent to computer culture. This model is drawn from synthesizing published literature and the classroom experience of Logo learners, which is demonstrated through their visual solutions to Logo assignments. A visual analysis and interpretation of the subjects' work concludes that the principles and competencies associated with traditional visual literacy skills manifest during the Logo turtle graphics experience. The subjects of this study demonstrate that visual literacy pertinent to computer culture includes reading, writing, and drawing alphanumerics and pictographic information with linguistic equivalence. The logic for this symbolic metaphor is body-syntonic spatial experience explained in geometric terms. The Logo learner employs computational models for visual ideas and visual-verbal symbols for spatial ideas in the course of doing turtle graphics.

The dynamic development of new technologies influences consumers in many different ways reaching far beyond the shift in consumption patterns, challenging the way consumers live their lives. The role of new information technologies is continually growing in our daily lives changing the way we see the self and the world around us. Consequently, the advent of the computer culture incites a radical rethinking of who we are and the nature of being human, which clearly illustrates the postmodern age. As a result, over the past decades consumer research has moved away from simply viewing consumers as information processors to consumers as socially conceptualized beings. This Consumer Culture Theory (CCT) movement views consumers and consumer behaviour as articulations of meanings and materiality within the productive of complex cultural milieu. This ethnographic thesis focuses on the three-dimensional virtual world of Second Life, which is a ¿Real Life¿ simulation and where the residents represent themselves through ¿avatars¿, creating a kind of virtual materiality. This raises interesting questions for consumer researchers, not just about how consumption is enacted, produced and articulated within this environment, but also in relation to theoretical and methodological issues. More specifically, this thesis critically examines the development of interpretive consumer research and the emergence of the Consumer Culture Theory framework in the context of the juxtaposition of reality and hyperreality and takes a position which goes beyond the 'body in the net/physical body' binary. Therefore, this thesis places the ¿avatar-as-consumer¿ at the centre of the research focus. The current thesis develops a theoretical framework which examines the role of consumption in resolving key paradoxes. Moreover, it extends the netnography framework from mainly text based research to the visual characteristics of virtual worlds so that it can be useful for the study of complex online environments and as a result, how the role of the researcher goes beyond netnography to virtualography is discussed.

Cette thèse examine la formation des citoyens à l'Âge de l'information en comparant les visions et les pratiques d’alphabétisation et d’enseignement de la culture informatique aux enfants et au grand public aux États-Unis, en France, et en Union soviétique. Les programmes d'alphabétisation et d'acculturation informatique ont été lancés dans ces trois pays dans les années 1970 avec pour objectif l'adaptation des individus à la vie dans la société informatisée telle qu'elle était envisagée par les savants, penseurs et praticiens dans chaque contexte culturel et sociopolitique. La thèse porte sur les idées et influences de trois personnes qui ont joué des rôles importants dans la promotion des initiatives d'éducation en informatique dans chacun des pays étudiés : Seymour Papert aux États-Unis, Jean-Jacques Servan-Schreiber en France, et Andrei Ershov en Union Soviétique. Selon ces pionniers, devenir alphabétisé ou cultivé en informatique signifiait plus qu’acquérir des compétences vis-à-vis de l’ordinateur ou bien apprendre à être un utilisateur passif du micro-ordinateur. Chaque pionnier envisageait une façon distincte d’incorporer la machine dans la manière de penser et d'être des individus -- comme une augmentation cognitive aux États-Unis, comme une culture en France, ou bien comme un partenaire dans l'Union Soviétique. Les hybrides hommes ordinateurs en résultant exigeaient tous une relation ludique à l'ordinateur personnel conçu comme un espace libre, non structuré et propice à l’exploration créatrice. Dans cette étude, je trace la réalisation de ces hybrides hommes-ordinateurs à partir de leurs origines dans les visions des quelques pionniers, de leur incorporation dans le matériel, les logiciels, et les programmes éducatifs, de leur développement dans les expériences locales avec les enfants et les communautés, et, enfin dans leur mise en œuvre à l'échelle de la nation. Dans ce processus d'extension, les visions des pionniers se heurtent à de puissants imaginaires sociotechniques (sociotechnical imaginaries) de l’État. Je montre alors pour chaque cas, comment, suite à la confrontation avec ces imaginaires, les visions des pionniers ne sont pas pleinement réalisées. En conclusion, je propose une lecture de la manière dont les imaginaires du Vingtième siècle de citoyens alphabétisés ou cultivés en informatique s’étendent au-delà de leurs points d'origine et se connectent à des aspects contemporains de la constitution des humains dans un monde informatisé. / In this dissertation I trace the formation of citizens of the information age by comparing visions and practices to make children and the general public computer literate or cultured in the United States, France, and the Soviet Union. Computer literacy and computer culture programs in these three countries began in the early 1970s as efforts to adapt people to life in the information society as it was envisioned by scholars, thinkers, and practitioners in each cultural and sociopolitical context. The dissertation focuses on the ideas and influence of three individuals who played formative roles in propelling computer education initiatives in each country: Seymour Papert in the United States, Jean-Jacques Servan-Schreiber in France, and Andrei Ershov in the Soviet Union. According to these pioneers, to become computer literate or computer cultured meant more than developing computer skills or learning how to passively use the personal computer. Each envisioned a distinctive way of incorporating the machine into the individual human’s ways of thinking and being—as a cognitive enhancement in the United States, as a culture in France, and as a partner in the Soviet Union. The resulting human-computer hybrids all demanded what I call a playful relationship to the personal computer, that is, a domain of free and unstructured, exploratory creativity. I trace the realization of these human-computer hybrids from their origins in the visions of a few pioneers to their embedding in particular hardware, software, and educational curricula, through to their development in localized experiments with children and communities, and finally to their implementation at the scale of the nation. In that process of extension, pioneering visions bumped up against powerful sociotechnical imaginaries of the nation state in each country, and I show how, as a result of that clash, in each national case the visions of the pioneers failed to be fully realized. In conclusion, I suggest ways in which the twentieth-century imaginaries of the computer literate citizen extend beyond their points of origin and connect to aspects of the contemporary constitutions of humans in the computerized world.