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    Copyright
    Editorial Advisory Board
    List of Reviewers
    List of Contributors
    Foreword
    Preface
    Acknowledgment
    About the Editors
    Ch. I. How the Crowd Can Teach
    Ch. II. Social Networking and Schools: Early Responses and Implicationsfor Practice
    Ch. III. Cyber-Identities and Social Life in Cyberspace
    Ch. IV. Weblogs in Higher Education
    Ch. V. Social Navigation and Local Folksonomies: Technical and Design Considerations for a Mobile Information System
    Ch. VI. Social Cognitive Ontology and User Driven Healthcare
    Ch. VII. Social Identities, Group Formation, and the Analysis of Online Communities
    Ch. VIII. The Emergence of Agency in Online Social Networks
    Ch. IX. Exploiting Collaborative Tagging Systems to Unveil the User-Experience of Web Contents: An Operative Proposal
    Ch. X. The Roles of Social Networks and Communities in Open Education Programs
    Ch. XI. Distributed Learning Environments and Social Software: In Search for a Framework of Design
    Ch. XII. Exploring the Role of Social Software in Higher Education
    Ch. XIII. Identifying New Virtual Competencies for the Digital Age: Essential Tools for Entry Level Workers
    Appx. A. SOURCE OF VIRTUAL COMPETENCIES USED IN THE FUTURE WORKER COMPETENCIES QUESTIONNAIRE
    Ch. XIV. Social Structures of Online Religious Communities
    Ch. XV. Living, Working, Teaching and Learning by Social Software
    Ch. XVI. Supporting Student Blogging in Higher Education
    Ch. XVII. Blogs as a Social Networking Tool to Build Community
    Ch. XVIII. A Model for Knowledge and Innovation in Online Education
    Ch. XIX. Using Social Software for Teaching and Learning in Higher Education
    Ch. XX. The Potential of Enterprise Social Software in Integrating Exploitative and Explorative Knowledge Strategies
    Ch. XXI. Personal Knowledge Management Skills for Lifelong-Learners 2.0
    Ch. XXII. Reconceptualising Information Literacy for the Web 2.0 Environment?
    Ch. XXIII. Pedagogical Responses to Social Software in Universities
    Ch. XXIV. Knowledge Media Tools to Foster Social Learning
    Ch. XXV. A Critical Cultural Reading of "YouTube"
    ABSTRACT
    QUESTIONING DOMINANT DISCOURSES ON WEB 2.0, SNS AND YOUTUBE
    THEORETICAL GROUNDING, RESEARCH FOCUS AND METHODOLOGICAL FRAMEWORK
    A CRITICAL ANALYSIS OF YOUTUBE
    Navigational Options and Strategies in the Construction of Popularity and News Worthiness
    CONCLUSION
    REFERENCES
    ENDNOTES
    KEY TERMS
    Ch. XXVI. The Personal Research Portal
    Ch. XXVII. Ambient Pedagogies, Meaningful Learning and Social Software
    Ch. XXVIII. Interactivity Redefined for the Social Web
    Ch. XXIX. Transliteracy as a Unifying Perspective
    Ch. XXX. Bridging the Gap Between Web 2.0 and Higher Education
    Ch. XXXI. Destructive Creativity on the Social Web: Learning through Wikis in Higher Education
    Ch. XXXII. Presence in Social Networks
    Compilation of References
    About the Contributors
    Index
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    Chapter XXV. A Critical Cultural Reading of "YouTube"

    Chapter XXV. A Critical Cultural Reading of "YouTube"

    Luc Pauwels
    University of Antwerp Belgium

    Patricia Hellriegel
    Lessius University College Belgium


      

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