Browsing by Author "Kardal, Jenna"

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    Children and Privacy in Microcelebrity Apology Videos
    (2022-09) Kardal, Jenna; Shepherd, Tamara; Keller, Jessalynn; Elliott, Charlene
    In recent years, family YouTube channels have gained popularity, and have raised a number of concerns about children, privacy, and exploitation in the context of sharenting and microcelebrity. Sometimes, viewers’ concern about children’s well-being leads to backlash against microcelebrity parents. In response, these parents often release apology videos on YouTube in order to repair their image and maintain good standing with their audience. My thesis examined such apology videos to investigate how microcelebrity parents employ children’s privacy in order to repair their image and further their brand according to the ethos of calibrated amateurism. I performed a textual and visual analysis on four YouTube apology videos from two family channels, Myka Stauffer and DaddyOFive, that found themselves at odds with their viewers when their sharenting practices resulted in significant controversy. I employed both Benoit’s (2014c) theory of image repair and Abidin’s (2017) notion of calibrated amateurism as my theoretical perspectives to identify some key conventions of apology videos. In accounting for the comments on these videos, I further analyzed how apology videos are received when microcelebrity parents deploy notions of their children’s privacy as part of this image repair. I found that the conventions of these family apology videos manifested calibrated amateurism while the microcelebrity parents used the language of privacy to protect their brand image in a way that contradicted some of their previous sharenting practices.
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    Learning & teaching about the scholarly communication process: Findings from graduate students and supervisors
    (2022-11-11) Hurrell, Christie; Beatty, Susan; Cramer, Dana; Kardal, Jenna; Lee, Jennifer; McClurg, Caitlin; Murphy, James
    Learning about scholarly publishing is an important part of graduate students’ transition from novice learners to experts in their particular field. However, the complexity of the scholarly communication process, and of the social and emotional factors that accompany it, can be barriers to graduate student learning about academic publishing. This presentation will share insights from focus groups with graduate students and faculty mentors at a Canadian research-intensive university about learning and teaching scholarly communication. The presentation will highlight both areas of overlap and difference in how students and mentors discuss the barriers and enablers to learning and teaching about scholarly publishing. Key findings include differences in learning by program, supervisor, and structured supports. Our study provides insights into how librarians and mentors can better support graduate students as they learn about academic publishing.