It is clear that the surveys conducted for this paper (in 2004/2005 as noted by the author) were carried out before the advent or global popularity of the iPhone. Stald (2008) states, “Games and the mobile Internet are not popular possibilities among the young people we studied—the most common argument being that the mobile phone user has a much better computer a few minutes away at home, at work, at school or college. In this context the mobile must be seen as one of a broader ensemble of media” (p. 148). In fact, the iPhone has radically changed the ‘low quality and high price’ reasons recorded by Stald for youth not using the Internet on their mobiles. The iPhone is a media ensemble on its own – allowing users to access the Internet (free in Wi-Fi areas), up-to-the-minute e-mail, news, social networking messages and podcasts, record notes and audio, along with enabling users to read texts, listen to music, take pictures, and play advanced and engaging games. All these features are now available in a visual format, speed, and storage space that competes with the average PC.
One of the themes of Stald`s chapter is the indispensable tool that is the mobile phone. Had the study been conducted post iPhone popularity (and Research in Motion`s Blackberry, which followed suite), the degree to which adolescents would admit their reliance on it would surely be more significant. More features, speed, reliance, and storage capabilities translates into the ability to broadcast and receive various forms of information that shape adolescent ideas and, hence, their identities. This latter point of Stald is one I contemplated quite a bit on. That is, that the mobility and accessibility of the mobile phone has made it possible for youth to negotiate and co-construct meaning of the world around them: ”Exchange between friends is an important part of the development of identity, because it supports the testing of cultural, social, and individual codes and makes ongoing, mutual reciprocity possible. In this context, being movable, agile and ready to march means being ready to move as a person, too” (p.146). In the upcoming years, as these mobile devices increase in advanced communication features (e.g. Skype camera enabled iPhones), I suspect we will continue to see studies like Stald`s, and conclusions which point to the power of digital devices in molding youth identities.
Reference
Stald, G. (2008). Mobile identity: Youth, identity and mobile communication media. In D. Buckingham (Ed.), Youth identity and digital media (pp. 119-142). Cambridge, MA: The MIT Press.
Samah,
ReplyDeleteDuring the past ten years I have experienced technology define and redefine my students, but not the educational environment. That technology is a driving force as literacy terrifies, mystifies, and excites me as a teacher. Everytime I conviscate a cell phone in class (because it is in the rules and not doing so would denote inequality)I find myself justifying a cell phone free existence in which I not only survived, but thrived. In the classroom, as a teacher, I need to find ways to effectively add "to the power of digital in molding youth identities." I see this as a continual challenge as the unity of socialization becomes a threat to meaningful learning.
Samah,
ReplyDeleteI thought of the i-phone as well. The discussion of how young people use phones is going to evolve ever faster. I'm not sure that we academics will be able to keep up! I just got a "smart phone" this last spring and I already feel a bit at sea if I am without it. I don't use its fancy features all that often, but I find the knowledge that I COULD use them very comforting. Odd...