“讽刺模因”和数字素养:通过多模态文本探索身份

Vinicio Ntouvlis, J. Geenen
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引用次数: 0

摘要

这项研究考察了所谓的“讽刺模因”,一种看似难以理解的模因互联网内容,作为有意义的数字多模态文本。考虑到网络模因的符号建构模式及其社会功能,本研究将这两个问题联系起来,提出:讽刺模因的挑衅性“荒谬”设计是如何组织和连接到网络(群体)身份建构的?采用数字民族志方法,我们采用多模态话语方法的组合,以联合分析符号学设计模式及其背后的社会行为。分析表明,尽管具有荒谬的外观,讽刺模因依赖于独特的设计策略,这些策略有助于构建植根于数字素养的(群体)身份。具体来说,讽刺模因构成了一般的混合体,其中符号学实践与互联网模因中“文化程度较低”的人物角色有关。我们的研究结果表明,数字素养可以通过数字文本制作和文本共享在超多样性身份的构建中发挥核心作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Ironic memes” and digital literacies: Exploring identity through multimodal texts
This study examines so-called “ironic memes,” a seemingly inscrutable genre of memetic Internet content, as meaningful digital multimodal text. Considering Internet memes’ semiotic construction patterns and their social functions, this study connects these two concerns, asking: How is the provocatively “nonsensical” design of ironic memes organized and connected to the construction of (group) identities online? Adopting a digital ethnographic approach, we employ a combination of multimodal discursive methods in order to jointly analyze semiotic design patterns and the social actions underlying them. The analysis suggests that, despite their nonsensical appearance, ironic memes rely on distinct design strategies that contribute to the construction of (group) identities rooted in digital literacies. Specifically, ironic memes constitute generic hybrids where semiotic practices are associated with personas that are “less literate” in Internet memeing. Our findings indicate that digital literacies can feature as central in the construction of superdiverse identities through digital text-making and text-sharing.
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