On the Language of Internet Memes
On the Language of Internet Memes
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发表时间：
2015
期刊：
影响因子：
2.8
通讯作者：
De la Rosa-Carrillo;E. León
中科院分区：
文献类型：
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作者：
De la Rosa-Carrillo;E. León
互联网模因横向，有时超越网络空间的背后不可能可爱的LOLcats说残缺不全的英语和咆哮的言论图像宏字符总是在寻找有人破坏。不再是道金斯（2006）在20世纪70年代末引入的文化基因的抽象概念，模因现在已经成为互联网用户通过发布，分享和重新混合数字内容来交流笑话，情感和观点的特定品牌的方言的同义词。为了这项研究的目的，互联网模因的语言被理解为视觉的，简洁的，能够邀请积极参与的用户谁遇到的数字内容在线展示上述特点。网络模因探索通过艺术为基础的教育研究框架，首先确定的公约，塑造他们，然后询问这些公约在两个不同的研究阶段。在第一阶段，作为艺术和视觉文化教育的博士生，研究人员通过生成数字内容来参与课堂阅读和作业，这些内容不仅回应了手头的学术主题，而且通过与互联网模因相关的形式，如图像宏和动画GIF。在第二阶段，研究者成为一个模因扫盲促进者，在为期一个月的暑期艺术营中，三个不同年龄组的学习者被引导阅读，写作和混合模因，他们也接触到其他艺术创作过程，如插图，表演和雕塑。每组学习者都参与了适合年龄的模因类型：1）最年轻的一组，6岁和7岁，写了《小故事》和《出生时分离》模因; 2）中间的一组，8-10岁，使用图像宏和感知模因; 3）而最年长的一组，11-13岁，生成图像宏和动画GIF。从这两个研究阶段出现的数字内容被收集为数据，并通过模因，演员网络理论，面向对象的本体论，混音理论和故障研究的混合分析，因为研究人员再次改变形状，成为一个研究骑师从每个研究领域自由抽样。一个案例是互联网模因被理解为一个演员网络模因集体，个人cybernauts，软件和源材料都是演员相互关联，并通过共享的作者使彼此制定集体机构。此外，还确定了具体的教育背景，其中互联网模因的语言可以将技术，讲故事，视觉思维和混音实践融入艺术和视觉文化教育。最后，研究报告的文件扩展了互联网模因的解释学和现象学的经验，他们引起的，否则在传统的学术散文缺席。一章接一章的论文是精心制作的旅程，从学术到异想天开，从演讲厅到图像板（互联网模因诞生的地方），从...
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…