Jugadores, escritores e influencers en redes sociales: procesos de profesionalización entre adolescentes

María-José  Establés; Mar Guerrero-Pico; Ruth S Contreras-Espinosa

doi:10.4185/RLCS-2019-1328

Authors

María-José Establés University Pompeu Fabra https://orcid.org/0000-0001-9674-3981
Mar Guerrero-Pico University Pompeu Fabra https://orcid.org/0000-0002-4887-2348
Ruth S Contreras-Espinosa University Central de Cataluña https://orcid.org/0000-0002-9699-9087

DOI:

https://doi.org/10.4185/RLCS-2019-1328

Keywords:

Transmedia literacy, eSports, influencers, teenagers, collaborative writing

Abstract

Introduction. The evolution of the media industry has prompted profound changes in the way teenagers develop their skills and access transmedia products. To be precise, the article focuses on the emergence of a grey area where media hobbies become professionalisation opportunities for young people, and profit opportunities for the industries. Methods. The study has been carried out from a mixed qualitative and quantitative methods approach. Ethnographic, statistical and textual data collection and analysis techniques have been implemented. Results. Three areas of professionalisation are detected: video games, creative writing and social networks, each with its own dynamics with respect to teenagers’ gender and the resources and platforms used. Discussion and conclusions. Teenagers who undertake professionalisation processes constitute a minority and, within this group, it is essential to strengthen the skills that allow them to understand to what extent media companies profit from their work.

Downloads

Download data is not yet available.

Author Biographies

María-José Establés, University Pompeu Fabra

María-José Establés holds a bachelor’s degree in Audiovisual Communication (UCM), a master’s degrees in Journalism (UCM) and in Communication and Learning in the Digital Society (UAH). She is currently writing her doctoral thesis at the Pompeu Fabra University, where she is analysing the different processes and strategies involved in the professionalisation of fans. This work is being financed by the programme “Aids for predoctoral contracts for the training of doctors” (BES-2015-071455) of the Ministry of Economy, Industry and Competitiveness of Spain. Her works on transmedia literacy, journalism and fandom have been published by prestigious publishers such as Routledge, McGraw-Hill and UOC, as well as indexed journals such as Palabra Clave, Anàlisi, Opción and Prisma Social. Visiting researcher at the Universities of Bournemouth (United Kingdom) and Jyvaskyla (Finland).

Mar Guerrero-Pico, University Pompeu Fabra

Mar Guerrero-Pico holds a PhD degree in Social Communication and works as a journalist. Research assistant at the Pompeu Fabra University (Barcelona). Her doctoral thesis, titled “Stories beyond film: fan fiction and transmedia narrative in television series”, explores the textual productions of fans in the field of transmedia narrative originated in television. Her works have been published in indexed journals such as International Journal of Communication, Comunication & Society, Anàlisi, Palabra Clave and Cuadernos.info. Her main lines of research are fan culture, transmedia narratology and user-generated content, transmedia literacy and television fiction.

Ruth S Contreras-Espinosa, University Central de Cataluña

Ruth-S. Contreras-Espinosa holds a PhD degree in Multimedia Engineering from the Polytechnic University of Catalonia. Professor and researcher at the University of Vic - Central University of Catalonia (Spain) in the areas of Communication and Multimedia. Coordinator of the Observatory of Communication, Videogames and Entertainment (OCVE) of the Autonomous University of Barcelona. Member of scientific committees in international conferences and journals. Director of Obra Digital, a communication journal co-edited by the University of Vic (Spain) and the University of Azuay (Ecuador). Co-editor of “Gamification in university classrooms” (Incom-UAB Press, 2016).

References

AEVI - Asociación Española de Videojuegos. (2018): Libro blanco de los esports en España. Madrid: AEVI. Recuperado el 25 de mayo de 2018, de: http://www.aevi.org.es/web/wp-content/uploads/2018/05/ES_libroblanco_online.pdf

Alvermann, D. E., Moon, J. S., Hagwood, M. C. y Hagood, M. C. (2018): Popular culture in the classroom: Teaching and researching critical media literacy. Routledge. DOI: https://doi.org/10.4324/9781315059327

Ardèvol, E, y Márquez, I. (2014): “El youtuber como celebridad mediática: entre la autenticidad y el mercado”. Rizoma, 5(2), 72-87. https://online.unisc.br/seer/index.php/rizoma/article/view/11288/7011

Brenda, H. K. S. (2017): “Spectating the Rift: A Study into eSports Spectatorship”. En Hiltscher, J. & Scholz, T. M. (Eds.) (pp. 9-35). Norderstedt: Books on Demand GmbH. Recuperado de from http://www.esportsyearbook.com/eyb201516.pdf

Burgess, J. E. y Green, J. B. (2009): “The entrepeneurial vlogger: Participatory culture beyond the professional-amateur divide”. En Snickars, P. y Vonderau, P. (Eds.), The YouTube Reader (pp. 89-107). New York: Columbia University Press.

Carter, M. & Gibbs, M. (2013): “eSports in EVE Online: Skullduggery, Fair Play and Acceptability in an Unbounded Competition”. En Yannakakis, G. N., Aarseth, E., Jørgensen, K. & Lester, J. C. (Eds.), Proceedings of the 8th International Conference on the Foundations of Digital Games (pp. 47-54). Chania: Society for the Advancement of the Science of Digital Games.

CGC Europe. (2015): “Marketing Channel eSports – How to get the attention of young adults?” Recuperado el 19 de enero, de: http://docplayer.net/12867287-Marketing-channel-esports-how-to-get-the-attention-of-young-adults.html

Coppa, F. (2017): The Fanfiction Reader: Folk tales for the digital age. Ann Arbor: University of Michigan Press. DOI: https://doi.org/10.3998/mpub.9479376

Crawford, C. (1982): The Art of Computer Game Design. Berkeley, CA: McGraw-Hill.

DEV - Asociación Española de Empresas Productoras y Desarrolladores de Videojuegos y Software de Entretenimiento. (2016): Libro Blanco del Desarrollo Español de Videojuegos. Madrid: DEV. Recuperado el 17 de mayo de 2017, de: http://www.dev.org.es/es/libroblancodev2016

Duffy, B. E. (2016): “The romance of work: Gender and aspirational labour in the digital culture industries”. En International Journal of Cultural Studies, 19(4), pp. 441-457. DOI: https://doi.org/10.1177/1367877915572186

Elorriaga Illera, A. y Monge Benito, S. (2018): “La profesionalización de los youtubers: el caso de Verdeliss y las marcas”. Revista Latina de Comunicación Social, 73, 37-54. https://dx.doi.org/10.4185/RLCS-2018-1244 DOI: https://doi.org/10.4185/RLCS-2018-1244

Ezaleila Mustafa, S. y Mohd Adnan, H. (2017): “Crowdsourcing: A Platform for Crows Engagement in the Publishing Industry”. Pub Res Q, 33, 283-296. https://dx.doi.org/10.1007/s12109-017-9525-4 DOI: https://doi.org/10.1007/s12109-017-9525-4

Ezell, M. (2003): Social Authorship and the Advent of Print. Baltimore: The Johns Hopkins University Press.

Ferrés-Prats, J., Aguaded-Gómez, I. & García-Matilla, A. (2012): “La competencia mediática de la ciudadanía española: dificultades y retos”. Revista ICONO14 Revista científica de Comunicación y Tecnologías emergentes, 10(3), 23-42. DOI: https://doi.org/10.7195/ri14.v10i3.201

Ferrés, J. y Piscitelli, A. (2012): “La competencia mediática: propuesta articulada de dimensiones e indicadores”. Comunicar, 19(38). DOI: https://doi.org/10.3916/C38-2012-02-08

Fuchs, C. (2017): Social media: A critical introduction. 2nd edition. London: Sage.

Funk, S., Kellner, D. & Share, J. (2016): Critical media literacy as transformative pedagogy. In Handbook of research on media literacy in the digital age (pp. 1-30). IGI Global. DOI: https://doi.org/10.4018/978-1-4666-9667-9.ch001

Furtado, J. A. (2012): “Self-publishing: ¿tsunami o “business as usual”?” En: Cordón García, J. A., Carbajo Cascón, F., Gómez Díaz, R. y Arévalo, J. A. (Coords.), Libros electrónicos y contenidos digitales en la sociedad del conocimiento: mercado, servicios y derecho (pp. 69-92). Madrid: Pirámide.

Garcia-Rapp, F. (2016): “The digital media phenomenon of YouTube beauty gurus: the case of Bubzbeauty”. International Journal of Web Based Communities, 12(4), 360-375. https://dx.doi.org/10.1504/IJWBC.2016.10001832 DOI: https://doi.org/10.1504/IJWBC.2016.080810

García-Ruiz, R., Ramírez, A. & Rodríguez, M. M. (2014): “Media Literacy Education for a New Prosumer Citizenship. [Educación en alfabetización mediática para una nueva ciudadanía prosumidora]”. Comunicar, 43, 15-23. https://doi.org/10.3916/C43-2014-01 DOI: https://doi.org/10.3916/C43-2014-01

Guinness World Records. (2017): Guinness World Records 2018 Gamer's Edition: The Ultimate Guide to Gaming Records. London: Guinness World Records Limited.

Hellekson, K. (2009). “A fannish field of value: Online fan gift culture”. Cinema Journal, 48(4), 113-118. http://dx.doi.org/10.1353/cj.0.0140 DOI: https://doi.org/10.1353/cj.0.0140

Hellekson, K. & Busse, K. (2014): The Fan Fiction Studies Reader. Iowa City: University of Iowa Press. DOI: https://doi.org/10.2307/j.ctt20p58d6

Herrero-Diz, P., Ramos-Serrano, M. & Nó, J. (2016): “Los menores como usuarios creadores en la era digital: del prosumer al creador colaborativo”. Revisión teórica 1972-2016. Revista Latina de Comunicación Social, (71). DOI: https://doi.org/10.4185/RLCS-2016-1147

IGDA - International Game Developers Association (2015): “Developer Satisfaction Survey 2015 Summary Report”. Recuperado el 2 de diciembre de 2017, de: https://ir.lib.uwo.ca/mospub/54/

Jenkins, H. (2006): Convergence Culture: Where Old and New Media Collide. New York: NYU Press.

Jones, B. (2014): “Fifty shades of exploitation: Fan labor and Fifty Shades of Grey”. Transformative Works and Cultures, 15. https://dx.doi.org/10.3983/twc.2014.0501 DOI: https://doi.org/10.3983/twc.2014.0501

Lacasa, P. (2011): Los videojuegos. Aprender en mundos reales y virtuales. Ediciones Morata.

Lange, P. G. (2014): Kids on YouTube. Walnut Creek, CA: Left Coast Press.

Laquintano, T. (2010): “Sustained Authorship: Digital Writing, Self-publishing, and the Ebook”. Written Communication, 27(4), 469-493. https://dx.doi.org/10.1177/0741088310377863 DOI: https://doi.org/10.1177/0741088310377863

Livingstone, S. M., Haddon, L., Görzig, A. & Ólafsson, K. (2011): Risks and safety on the Internet: The perspectives of European children: Full findings and policy implications from the EU kids online survey of 9-16 year olds and their parents in 25 countries. LSE.

Lunden, I. (17 de enero de 2018): “Storytelling app Wattpad raises $51M at a $398 valuation”. TechCrunch. Recuperado el 17 de mayo de 2018 de: https://techcrunch.com/2018/01/17/storytelling-app-wattpad-raises-51m-at-a-398m-valuation/?ncid=rss&guccounter=1

Manovich, L. (2013): Software Takes Command. New York: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781472544988

Marwick, A. (2013): Status update. New Haven: Yale University Press.

Masanet, M. J. y Establés, M. J. (2018): “Competencias en la prevención de riesgos, ideología y ética”. En Scolari, A. C. (Ed). Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula (pp: 69-77).Barcelona: Transmedia Literacy Research Team - H2020 Research and Innovation Actions.

Mirmohamadi, K. (2014): The Digital Afterlives of Jane Austen: Janeite at the Keyboard. Basingstoke: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137401335

Pérez Curiel, C. y Luque Ortiz, S. (2018): “El marketing de influencia en moda. Estudio del nuevo modelo de consumo en Instagram de los millennials universitarios”. AdComunica: Revista Científica de Estrategias, Tendencias e Innovación en Comunicación, 15. https://dx.doi.org/10.6035/2174-0992.2018.15.13 DOI: https://doi.org/10.6035/2174-0992.2018.15.13

Pérez-Torres, V., Pastor-Ruiz, Y. & Abarrou-Ben-Boubaker, S. (2018): “Los youtubers y la construcción de la identidad adolescente”. Comunicar: Revista Científica de Comunicación y Educación, 26(55), 61-70. DOI: https://doi.org/10.3916/C55-2018-06

Ramdarshan Bold, M. (2018): “The return of the social author: Negotiating authority and influence on Wattpad”. Convergence: The International Journal of Research into New Media Technologies, 24(2), 117-136. https://dx.doi.org/10.1177/1354856516654459 DOI: https://doi.org/10.1177/1354856516654459

Ramos-Serrano, M. y Herrero-Diz, P. (2016): “Unboxing and brands: Youtubers phenomenon through the case study of EvanTubeHD”. Prisma Social: Revista de Ciencia Sociales. Número especial 1, 90-120.

Riboni, G. (2017): “Between Professionalism and Amateurship: Makeup Discourse on YouTube”. Lingue Culture Mediazioni-Languages Cultures Mediation (LCM Journal), 4(1), 117-134. DOI: https://doi.org/10.7358/lcm-2017-001-ribo

Rigby, S. y Ryan, R. M. (2011): Glued to Games: How Video Games Draw Us In and Hold Us Spellbound. Santa Barbara, CA: ABC-CLIO.

Scolari, C. A. (2014): “Don Quixote of La Mancha: Transmedia storytelling in the grey zone”. International Journal of Communication; 8: 2382–405.

Scolari, C. A. (2018): “Introducción. Del alfabetismo mediático al alfabetismo transmedia”. En Scolari, A. C. (Ed.), Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula (pp. 14- 23). Barcelona: Transmedia Literacy Research Team - H2020 Research and Innovation Actions.

Segarra-Saavedra, J. e Hidalgo-Marí, T. (2017): “Influencers, moda femenina e Instagram: el poder de la influencia en la era 2.0”. Revista Mediterránea de Comunicación, 9(1), 313-325. https://dx.doi.org/10.14198/MEDCOM2018.9.1.17 DOI: https://doi.org/10.14198/MEDCOM2018.9.1.17

Shabir, N. (2017): Esports: The Complete Guide 17/18: A guide for gamers, teams, organisations and other entities in, or looking to get into the space. Wroclaw: Independently published.

Stehling, M., Vesnić-Alujević, L., Jorge, A. y Marôpo, L. (2018): “The Co-option of Audience Data and User-Generated Content: Empowerment and Exploitation Amidst Algorithms, Produsage and Crowdsourcing”. En: Das, R. y Ytre-Arne, B. (eds) The Future of Audiences. Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-319-75638-7_5

Ströh, J. H. A. (2017): The eSports Market and eSports Sponsoring. Marburg: Tectum Verlag. DOI: https://doi.org/10.5771/9783828866485

SuperData. (2015, mayo): eSports: The market brief 2015. Recuperado el 7 de abril de 2018, de: https://pt.scribd.com/document/269675603/ESports-Market-Brief-2015-SuperData-Research

Tabernero Sala, R. (2013): “El book trailer en la promoción del relato. Quaderns de Filologia”. Estudis literaris, 23, 211-222. Recuperado el 17 de mayo de 2018, de: https://ojs.uv.es/index.php/qdfed/article/view/3302

The Esports Observer. (2018): “An Introduction to the Esports Ecosystem. The Esports Observer”. Recuperado el 17 de mayo de 2018, de: https://esportsobserver.com/the-esports-eco-system/

Tirocchi, S. (2018): “Wattpad”. En Scolari, A. C. (Ed.), Teens, Media and Collaborative Cultures. Exploiting Teens’ Transmedia Skills in the Classroom (pp. 93-97). Barcelona: Transmedia Literacy Research Team - H2020 Research and Innovation Actions.

Wolf, M. J. P. y Perron, B. (Eds.). (2014): The Routledge companion to video game studies. New York, NY: Routledge. DOI: https://doi.org/10.4324/9780203114261

Zafra, R. (2017): El Entusiasmo. Precariedad y trabajo creativo en la era digital. Barcelona: Anagrama