Learning, Having Fun and Solving Problems with How-To and Knowledge Videos (notice n° 1721604)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02091cam a2200205 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260322002235.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Beaudouin, Valérie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Learning, Having Fun and Solving Problems with How-To and Knowledge Videos |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 62 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Based on an online questionnaire survey of 5,002 internet users representative of the French population aged 15 and over, this article shows that watching how-to and knowledge videos (e.g. on cooking, DIY, popular science, personal development, etc.) has become a widespread, cross-cutting digital practice (80% of respondents watch them) across all social classes and age groups. To be sure, viewing reproduces gendered differences (knitting for women, mechanics for men, to take the extremes of traditionally feminine and masculine poles), but gender differences are less marked in viewing than in practice, pointing to curiosity about each other’s practices and a loosening of boundaries. While young people watch more than older adults and explore a wider variety of domains, some domains are favored by retirees, such as gardening and DIY. The viewing of these videos is by no means a passive form of consumption or one that is imposed by algorithms; it is part of long-term commitments, often linked to a taste for the practice in question, and embedded in broader social networks. We explore the continuum between practical and intellectual knowledge, then characterize several ‘worlds of practices’ based on combinations of the domains viewed. Video has indeed become a resource in the construction of knowledge and know-how, as the analysis of the relation between watching videos and actual practice shows. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Beraud Martin, Olivier |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Dagiral, Éric |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Gilliotte, Quentin |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Prieur, Christophe |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Réseaux | 252 | 4 | 2025-10-07 | p. 47-108 | 0751-7971 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-reseaux-2025-4-page-47?lang=en&redirect-ssocas=7080">https://shs.cairn.info/revue-reseaux-2025-4-page-47?lang=en&redirect-ssocas=7080</a> |
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