Abstract
For educators and researchers, YouTube represents a rich space for exploring the student experience of learning at the intersection of academic needs and informal sources. This article explores user-generated comments from a niche segment of YouTube's vast database; namely, informational video that may be used by students to supplement their academic needs. Employing Buckingham's concept of media literacy as an analytic frame and computer-mediated discourse analysis as method, this article addresses the following questions: How are students engaging with YouTube for informal learning tasks? And what role does media literacy play in this experience? The analysis focuses on evidence of meaning-making, concept negotiation, and information-sharing, -seeking, and -use practices. The findings reveal insights about the nature of instructional video as well as the ways video and user-generated comments help resolve learners’ questions. YouTube creates a unique space where students can develop learning content, fi...
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