@article{10272/27174,
year = {2023},
url = {https://hdl.handle.net/10272/27174},
abstract = {This study explores the subculture of teachers and teaching on TikTok, known in the vernacular as ‘TeachTok’, through a daily walkthrough method, a digital ethnography immersion, and an audio-visual content analysis to understand how teachers participate in the micro-celebrification process. By curating a framework that assesses teachers' identities on social media, from May to July 2021 we closely monitored the accounts of 12 teachers alongside the general discourse of teaching on the platform to understand how they discussed their ‘responsibilities’, ‘commitment’, ‘authority’, and ‘recognition’ among their communities. ‘TeachTok’ was observed to adopt micro-celebrification practices through empathetic, resilient and storytelling dynamics.},
organization = {This work was supported by the Alfamed Euro-American Research Network, under Grant R + D + I Project (2019–2021), entitled ‘Youtubers and Intagrammers: Media competition in emerging prosumers’ (RTI2018-093303-B-I00, Spanish Ministry of Science, Innovation and Universities; ERDF), and the R + D-i Project (2020–2022), entitled ‘Instagrammers and youtubers for the transmedia empowerment of Andalusian citizens. The media competence of instatubers’ (P18-RT-756, Andalusian Regional Government; ERDF). The time put toward this research is supported by an Australian Research Council DECRA (DE190100789), and the TikTok Cultures Research Network supported by Strategic Research Funding from the Faculty of Humanities at Curtin. The study has also resulted from an International Internship between the University of Huelva and Curtin University.},
publisher = {Elsevier},
title = {TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities},
doi = {10.1016/j.tate.2022.103978},
author = {Vizcaíno Verdú, Arantxa and Abidin, Crystal},
}