THE MEMES FANDOM: MAGNIFYING MEMES AS AN AGENT OF CHANGE (original) (raw)

Memes and education: opportunities, approaches and perspectives

Geopolitical, Social Security and Freedom Journal

This article presents the results of an international research of using Internet-memes in education process. The writing team set out to explore the reasons and ways of using Internet memes in education in different language spaces – English, Italian, Russian and Chinese. To achieve this goal, a number of tasks were formulated, including: 1. to study the linguistic factor of the use of memes in the educational process, 2. to classify the ways of using memes depending on the purpose, 3. to analyze the content of memes in the liberal, ideological, as well as in the field of exact sciences. The first part of the research made by Alexander Malakhov (PFUR) reveals the basic concepts associated with Internet memes. The second one written by Olga Matys (PFUR) is about using memes in a sphere of Russian liberal education in journalism. The third part of the research made by Ludovico De Serio (University of Genoa) presents an analysis using memes during studying math. The last but not the le...

Memes as the Phenomenon of Modern Digital Culture

WISDOM

The article analyzes an Internet meme as the newest information product of the society and a result of its intellectual and artistic practices. The analysis of the role of the Internet memes, created by means of the popular artistic images modification in the modern digital culture is made. Such methods as semiotic and hermeneutic analysis of the Internet memes are used in the research work. The authors seek to explore the reasons for the popularity of memes in the processes of symbolic production and exchange in contemporary society and the modern digital culture, which is the purpose of this study. We consider that Internet meme created by using and modifying artistic images is a new phenomenon in human public life and new type of communication. As a hypothesis, a distinctive feature of the Internet meme is the surprise and laughter it causes in the “man of the Internet”. The main result of this article is the analysis the role of Internet memes in the newest information space and...

Joy of Learning Through Internet Memes

International Journal of Engineering Pedagogy (iJEP), 2020

The currency of today’s social media is influence. The influence is any action or reaction by which you can drive your thoughts on people’s mind through social platforms. Internet memes are getting very popular in today’s generation. With the rise of technology and technological devices, the ability of concentration of young minds has drastically reduced. In a typical case, the classroom-based teaching tools like blackboard, PPT, videos are no more appreciated by the newer generation. This is because today's generation is practical oriented and wants skills to acquire and do not want traditional teaching which enforce memory rather than knowledge. They want class-room-based teaching methods to be innovative. Looking at the popularity of the memes, the paper shares and experiences of use of internet memes from existing papers available on the internet. Based on the available literature survey, the two research questions were formed in order to examine the perception on memes in s...

Internet memes: classroom perspectives in the context of digital cultures

2019

espanolEste articulo objetiva presentar reflexiones acerca de la adopcion de memes de internet como posibilidades para la ensenanza en el contexto de las culturas digitales. Los memes implican en la edicion, comparticion, lectura y reacciones a una gran variedad de textos graficos, videos, fotos y canciones que reflejan nuestras relaciones cotidianas. El estudio se basa en la perspectiva de los multiletramentos (COPE y KALANTZIS, 2000, 2008, LANKSHEAR y KNOBEL, 2007, LEMKE, 2009, MENEZES DE SOUZA, 2011), asi como en los estudios sobre los memes realizados por Dawkins (1976), Shifman (2013, 2014), Shifman et al (2016), Chagas (2017, 2018) y Glaveanu (2018). Las sugerencias de ensenanza se basan en las categorias de analisis de memes; en el remixado de memes con el proposito de explorar los discursos de ideologias dominantes, aspectos de raza, edad, genero y clase social; y la lectura y escritura de los memes politicos como instrumentos de persuasion. EnglishThis paper aims at present...

On the Language of Internet Memes [Dissertation]

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/

Language Learning: Taking Memes into Account, Is It Accessible?

Agnes Dian Purnama, 2016

Our students nowadays are characterized by their split identities, both as student in real life and also as netizen in virtual life. Their first identity is commonly identified with traditional classroom learning setting. Meanwhile, their second identity remarkably falls upon technology product existence where they spend most of their time virtually and breath mobile applications‘ as second life. By exercising mobile applications usage which is quite handy, they roam around the virtual world to meet their needs; downloading and uploading files, giving comments or sharing page; activities that are currently known as part of participatory culture. Taking advantage of those particular identities, memes are considered as an alternative to bridge students‘ real and virtual life as well as an attempt of utilizing current advance of technology. This paper is intended to reveal the accessibility of using memes as one of digital products in language learning. Since memes are incredibly hype and mobile, it can be used as an implementation of multi-literacies in teaching media. Students‘ addiction to visual product, catchy phrases or sentences that are embodied into memes, and youth‘s likability to participate in ―what is happening now‖ would be beneficial to be involved in learning activity.

Internet Memes as Cultural Education Tools in L2 Teaching

DEStech Transactions on Social Science, Education and Human Science, 2020

The paper considers Internet memes as cultural education tools in L2 teaching. Normally considered as humorous and highly entertaining items in social networking communication, Internet memes can also be used to acquire social and cultural awareness in the context of secondary education. Internet memes have certain similarities with lexis and text. These properties define the algorithm for working with the memes: text-like qualities of memes state the structure of the algorithm and lexis-like qualities are responsible for its variable part. It makes it possible to combine teaching methods traditionally applied to lexis and text to Internet memes in L2 with information technology tools (meme generator programs), which results in a complex of classroom activities aimed at using Internet memes as education tools. Given the cultural capital of the Internet memes, the authors believe the efficiency of the aforementioned activities in teaching L2 students language and culture.

MEMES AS A WAY OF MANІPULATION IN THE PROCESS OF DIGITAL INTERACTION

International Multidisciplinary Conference SCIENCE AND TECHNOLOGY OF THE PRESENT TIME: PRIORITY DEVELOPMENT DIRECTIONS OF UKRAINE AND POLAND, 2018

The article is devoted to the manipulative possibility of memes due to level of memes spreading on Internet social networks especially memes on political issues with both positive and negative background and informative load. The modern world of developing Internet communication spreads out using new technics, thus it is necessary for our research to highlight trendy means of interaction such as meme. Being cultural inheritance it serves to promote different intentions or simply to substitute words which are turned to show emotional state of an interlocutor to make the process of communication easier and to make the process of sharing emotions more picturesque. Communication does not stop developing and those changes depend on the numerous aspects which include lexicology, semantics, pragmatics, grammar, and what is more – psycholinguistics. The article highlights the latest studies of the scientists turned to the memes as a way to manipulate users’ thoughts and ideas. Moreover, the article provides the information which serves to highlight the basic ways and methods of pushing thoughts into the Internet users’ mind in the process of digital interaction. Summing up it is important to stress out that after working out the most popular social networks; there has arisen a need in carrying out an experiment to calculate the statistics of the level of manipulation which is caused by memes.

Memes Da Internet: Perspectivas Para a Sala De Aula No Contexto Das Culturas Digitais

Educação & Formação, 2019

This paper aims at presenting some reflections upon adopting Internet memes as possibilities for teaching in the context of digital cultures. In Brazil, millions of people interact in social media, on a daily basis, by editing, sharing, reading and reacting to a great variety of graphic texts, videos, photos, and songs that reflect their everyday relationships, namely, they produce internet memes. This study is grounded on the multiliteracies perspective (COPE & KALANTZIS, 2000, 2008; LANKSHEAR & KNOBEL, 2007; LEMKE, 2009; MENEZES DE SOUZA, 2011), as well as on the studies on memes, made by Dawkins (1976), Shifman (2013, 2014), Shifman et al (2016), Chagas (2017, 2018) and Glaveanu (2018). The teaching suggestions are based on categories of memes analysis; remixing existing memes in order to explore discourses of dominant ideologies, issues of race, age, gender and social class; and reading and writing political memes, that operate as instruments of persuasion.

Internet Memes – A New Literacy?

2014

This paper examines the recently emerged multimodal artefacts commonly known as Internet memes in the light of the new literacies that are rapidly emerging in the digital age. Attention is paid particularly to the most popular type of Internet meme – image macros – with Joseph Ducreux as a model meme, analyzing and demonstrating their features as well as their correlation with the theoretical framework of new literacies. The paper includes a brief introduction to the theory of new literacies in relation to Internet memes followed by a description of memetic selectivity, distribution, classification and the linguistic and non-linguistic peculiarities of this phenomenon that expand the traditional notion of literacy.