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·        ·       The article seeks how low-income Black and Latino youth have faced digital divide and technological changes in the technology age and states that although they were less likely to have access to the internet at home and technology classes at the school, they found creative ways to overcome barriers.
“Still, they constantly found themselves in situations that required them to be creative in the face of the constant barriers- familial, financial, educational,- that threatened to block their participation in the digital media cultures shaped and coveted by teens.”(p.19)

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·        ·       The broadband access affect the kids’ technology skills and it affects how to engage them in using digital media, be a consumer or producer. “The broadband gap in the US matters for several reasons. Students who have broadband access only at school or in public space may not have sufficient time to tinker, play, or develop the repertoire of digital media practices.” (p.32)

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·        ·       Mobile phones technology has had the highest impact on Black and Latino kids. The use of a mobile phone to go online is notably higher among younger and racially and ethnically diverse populations. “No development has impacted the media and connected the lives of Black and Latino kids more than mobile phones.” (P.38)

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The participatory culture of social media attracts teens, who are looking for a more autonomous environment, the most. Diversity of social media allows diverse cultures to choose where they are going to engage

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Even when students are at home using technology, they are still learning even though it’s not in the “school context.”

·         “Although it is unlikely that Geo Gem would describe her after-school activities with media as ‘learning’ in the same way that she might describe schoolwork or piano lessons (see Seiter 2007), Geo Gem’s home environment, the institution of the family, rules, and a variety of other factors constitute her everyday media ecology and her social and cultural context for learning (Horst et. al., pg 30).”
·         “Many teens also view new media as something to do while they are hanging out with their friends (Horst et. al., pg 42).”

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Kids and teens can use media either while hanging out with each other or to hang out with each other.

·         ”One of the most common ways that kids hang out together with media is listening to music, a practice that stands as a source of affinity among friends (Horst et. al., pg 41).”

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“Messing Around” is used more as a representation of kids and teens deeper engagement with new media and technology.

“. . . messing around as a genre of participation represents the beginning of a more intense engagement with new media (Horst et. al., pg 54).”

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“Geeking out” is a term that is not used solely for people with a strong interest in technology. It can describe people with a strong passion for anything.

·         “The interests that support and encourage geeking out can vary from offline, nonmediated activities, such as sports, to media-driven interests, such as music, which are larger than the technological component of the interest. That is to say, one can geek out on topics that are not culturally marked as ‘geeky’ (Horst et. al., pg 66).”

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| There was only one thing that I questioned a little. The authors wrote “kids often will look around online to find material for creative production (Horst et. al., pg 55).” I think kids use technology and go on the internet mostly for entertainment or for something to keep them busy, not for finding material for creative production. That is something that they can use the internet for, but to me, the majority of internet use by kids is for entertainment purposes.

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·       Large proportions of young people across racial and ethnic groups have access to the internet and use online social media regularly to stay connected to their family and friends and pursue interests and hobbies.

o   “The vast majority (96 percent) of young people have home access to a computer that connects to the Internet.” (page 8) “Thus, young people’s repeated participation in these online spaces or cultures may shape their expectations about how communication and interaction should happen in other spheres of life, including the political domain.” (page 9)

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·       Large proportions of young people across racial and ethnic groups have access to the internet and use online social media regularly to stay connected to their family and friends and pursue interests and hobbies.

o   “The vast majority (96 percent) of young people have home access to a computer that connects to the Internet.” (page 8) “Thus, young people’s repeated participation in these online spaces or cultures may shape their expectations about how communication and interaction should happen in other spheres of life, including the political domain.” (page 9)

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·       Interest-driven online activities appear to lay a foundation for engagement in participatory politics through the development of “digital social capital.”

o   “…online contexts can facilitate social exchange where collective identities can be built and mobilized for civic and political engagement.” (page 16)

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·       New media has the potential to facilitate an equitable distribution of political participation among young people from different racial and ethnic groups. Participatory politics are generally equitably distributed across different racial and ethnic groups.

“…we are not limited to just the circulation of content, we can also use our networks to create, for example, new groups in support of, or opposition to an issue, candidate, or policy”(page 18)

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| I originally saw this addiction to social media as a waste of time. They are “liking”, watching videos, and posting pictures to entertain each other. The authors try to reframe this as building a coalition of like-minded individuals that can be mobilized as a forum for social discourse and political action. This challenges my original thoughts as seeing those actions as useless and instead suggests that they are an important part of laying the groundwork for later action. Once the user gains enough social capital then they can mobilize this in the form of influencing others to take action on their cause.

I disagree with the aforementioned argument. I still feel like the mind numbing addiction to social media is not about creating a following but rather about an epic game of one-upmanship. People use social media not to mobilize each other but to show off to each other. “Look how woke I am”, “look at how horrible this is”, and ”look at this injustice” are inherently good ideas to share within one’s social network but they carry a lack of mobilization. The message may be received properly but often times one can say oh that sucks and move on. It takes a lot to mobilize people and they have to have an innate reason to care enough to spark action. One might rebuttal that those people that don’t inspire movement just don’t have enough social capital but I make the claim that celebrities have immense capital with their followers yet their causes rarely gain any long term traction.

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The importance of participating on a social network site just to be able to develop and maintain friends with peers. This is important because one of the biggest aspect of school is interacting with others and to do so, you need to understand what others are doing and need to fit in with the public. If not, you can gain anxiety and FOMO.

“While the specific tools vary by geography, time, and peer group, the teens we interviewed throughout the United States regularly told us that engaging with social media is important for developing and maintaining friendships with peers.” Pg 79

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Because of the change in where teenagers meet up and technology change, teenagers now meet up online more often than in person. In addition, they are able to engage more outside of their boundaries where they can experience the world around them and are not just limited what they see in school.

“we consider how new media networks enable youth to reach out beyond their given social relations and to engage with intergenerational interest groups and forms of creative Friendship 83 production and economic activity that give youth a role in adult social worlds.” Pg 82-83

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-          Why are teens so involved in social media? Why are they so obsessed with status. It is mainly because teenagers have little economic or political power, so they focus on other things such as status. Hence, there’s a major role that social media plays in for teenagers in comparison to how much adults care about them.

“Working out markers of cool in the context of friendship and peer worlds is one of the key ways that youth do gender, race, class, and sexuality work (Bettie 2003; Pascoe 2007a; Perry 2002; Thorne 1993) and engage with teen-specifi c identity categories such as “jocks and burnouts” (Eckert 1989), “nerds and normals” (Kinney 1993), or “freaks, geeks and cool kids” (Milner 2004). Teens have fl ocked to social media because they represent an arena to play out these means of status negotiations even when they are away from the school yard.” Pg 83

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-	Technology has not changed the essential components of how teens interact with each other. Rather it has only changed the medium of how they interact with each other. Even though there are new sets of social norms that have been developed, the core essentials of interacting with each others have not changed.“Youth continue to experience their teenage years as a time to immerse themselves in these peer-based status negotiations and to develop their social and cultural identities in ways that are independent from their parents, and they are aided now in these practices by a new suite of communication tools” pg 114

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-	Technology has not changed the essential components of how teens interact with each other. Rather it has only changed the medium of how they interact with each other. Even though there are new sets of social norms that have been developed, the core essentials of interacting with each others have not changed.“Youth continue to experience their teenage years as a time to immerse themselves in these peer-based status negotiations and to develop their social and cultural identities in ways that are independent from their parents, and they are aided now in these practices by a new suite of communication tools” pg 114

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1. This reading provides 3 areas of engagement with new media which act as “frameworks for understanding how youth new media practices are defined in relation and in opposition to one another (p.31). The 3 areas of engagement are hanging out, messing around, and geeking out and are intertwined with students’ media interactions.  Hanging out, messing around, and geeking out describe different degrees of investment in new media and integrates technical, social, and cultural patterns.

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2. Hanging out: Students use new media communication to make “spaces” where they can “engage in ongoing, lightweight social contact that moves fluidly between online and offline contact” (p.38).

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3. Messing around: This is more intense engagement with new media where students: 1. Find information from online sources, and 2. “experiment and play” by learning about the “way a particular medium works, particularly through the processes of trial and error” (p.54).

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4. Geeking out: out.” This area of engagement involves an intense commitment or engagement with a particular media or technology (ex. Gamers or fandom).  “In addition to intensive and frequent use of new media, high levels of specialized knowledge attached to alternative models of status and credibility and a willingness to bend or break social and technological rules” (p.66).

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The authors define “geeking out” in a broad sense, to include activities such as sports, music, anemie, or cars because they are larger than the technology component of the interest.

“That is to say, one can geek out on topics that are not culturally marked as geeky” (p.66).

This expanded my thinking beyond the idea of a “geek” as something that is solely involved in technology.  “Geeking out” is as likely to happen with the top scorer on the soccer team, as it is with the girl who loves to read programming blogs.