다문화가정 여성과 자녀의 유튜브에 대한 인식 및 활용 경험에 대한 이해: 생애사 이야기식 접근으로

Abstract

This study conducted in-depth interviews using Schütze's(1983) biographical narrative approach to explore the perceptions and experiences of YouTube among three multicultural women and three children in K County, within the context of their life stories. The research findings are as follows. First, they discerned the value of watching YouTube videos and perceived YouTube as an active companion and a realm of engagement in their lives. The participants of the study perceived YouTube as a source of solace, joy, and hopeful future. YouTube was a space where individuals could enjoy their native culture and music while on foreign soil, simultaneously facilitating inter-generational communication and shared joy among different cultures and generations. Furthermore, multicultural women with insufficient educational backgrounds envisioned becoming cultural exchange YouTubers on a platform where formal education was not a necessity. In the meantime, the counter productive aspects of YouTube were also mentioned, which make them compare their lives with those of successful multicultural women on YouTube. However, during YouTube viewing, they demonstrated a discerning attitude toward the economic value and commercial aspects, making efforts to distinguish between the fictitious and genuine aspects of videos. Secondly, regarding the utilisation experience of YouTube, multicultural women and children use YouTube in their daily lives, sometimes becoming addicted to it, but prioritising privacy protection and professionalism regarding video creation and sharing. YouTube deeply integrated into their lives, fostering a sense of intimacy and connection with others. While multicultural children possessed video creation skills, women felt a sense of regret due to a lack of opportunities and time for learning. Furthermore, although some participants expressed concerns about privacy exposure in video creation and sharing, some women aimed to help others through video production and sharing. Therefore, this study suggests developing and implementing programs by social welfare facilities and educational institutions to enhance the YouTube literacy competence of multicultural women and children. These programs should focus on helping them distinguish the commercial and fictitious aspects of YouTube while enabling them to accumulate collective knowledge through video viewing, communication, video creation, and sharing activities, thereby preparing them for the future and utilising YouTube as a platform for economic engagement.