ZeMKI, Centre for Media, Communication and Information Research

Verena Honkomp-Wilkens and Prof. Dr. Karsten D. Wolf from the ZeMKI Lab “Media & Education” have published a new open access article in the journal MedienPädagogik on “Diversity in explanatory videos on YouTube: Deconstruction or continuation of a gendered order in informal audio-visual educational spaces?” (DOWNLOAD). YouTube is an important social video network for teenagers (…)

As a guest in the HSozKult podcast “Vergangenheitsformen”, ZeMKI member Professor Christian Schwarzenegger talks to Claudia Prinz about “Memes und Geschichtskultur” and specifically his research on activism with historical memes and the significance of memes for the digital culture of remembrance. 43 entertaining and hopefully informative minutes. Now on Spotify and wherever podcasts are available. (…)

Linxin Wang is a guest researcher at ZeMKI for three months through the Bremen-Cardiff-Alliance. She plans to submit a journal article in the next three months. She also intends to collect data in Germany related to Chinese immigrants and their use of social media, particularly with regard to building virtual family relationships and health communication.

ZeMKI-Member Prof. Dr. Christian Katzenbach has started his position as visiting professor at the The London School of Economics and Political Science (LSE). During his stay, until July 2024, Christian is working on topics ranging from AI discourses and regulation, to the role of social media platforms in society. At the department, he is teaching (…)

In a guest article in the Tagesspiegel, Sami Nenno, member of the Lab for Digital Communication and Information Diversity, sheds light on the scientific perspective on the reach of disinformation on the Internet.

The Media & Education lab has published together with Christian Pentzold (Uni Leipzig) and Nina Altmaier (Uni Tübingen) a new article on collective learning practices in the journal „Computers in the School“: Although YouTube explanatory videos are a successful genre, there has been little research into the ways they form part of adolescents’ collective learning (…)