CoChat
Sign Up
Cited by 4Theatre and Performance StudiesYouth Culture and Social DynamicsLiteracy, Media, and Education

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Online “iDentity” Formation and the High School Theatre Trip

Open access
Richardson, John M.·2017·McGill Journal of Education
DOI 10.7202/1038602ar
Open this paper in CoChat — free accountOpen PDF

Abstract

Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.

Overview

Integrity signals

Registry

Crossref · 10.7202/1038602ar

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 1 references

Research works printed but not linked: 27

  1. Awan, F., & Gauntlett, D. (2014). Creative and visual methods in audience research. In V. Nightingale (Ed.), The handbook of media audiences (pp. 360-379). Chichester, United Kingdom: Wiley-Blackwell. · DOI
  2. Barker, M. (2003). “Crash,” theatre audiences, and the idea of liveness. Studies in Theatre and Performance, 23(1), 21-39. · DOI
  3. Bourdieu, P. (1997). Forms of capital. In A. H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: Culture, economy, society (pp. 46-58). Oxford, United Kingdom: Oxford University Press.
  4. boyd, d. (2014). It’s complicated. New Haven, CT: Yale University Press.
  5. Brubaker, R., & Cooper, F. (2000). Beyond “identity”. Theory and Society, 29(1), 1-47. · DOI · Paper page
  6. Burwell, C. (2010). Rewriting the script: Toward a politics of young people’s digital media participation. Review of Education, Pedagogy, and Cultural Studies, 32(4-5), 382-402. · DOI
  7. Code, J. (2013). Agency and identity in social media. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media (pp. 37-57). Hershey, PA: Information Science Reference. · DOI
  8. Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Thousand Oaks, CA: Sage.
  9. Davies, C., & Eynon, R. (2013). Teenagers and technology. New York, NY: Routledge. · DOI
  10. Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1-32). Thousand Oaks, CA: Sage.
  11. Elwell, J. S. (2013). The transmediated self: Life between the digital and the analog. Convergence:The International Journal of Research into New Media Technologies, 20(2), 233-249. doi: 10.1177/1354856513501423 · DOI
  12. Gleason, P. (1983). Identifying identity. The Journal of American History, 69(4), 910-931. · DOI
  13. Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259. doi: 10.3102/0013189X09336671 · DOI
  14. Hosenfeld, C. (1999). Louise Rosenblatt: A voice that would not be silenced. In D. Mendelsohn (Ed.), Expanding our vision: Insights for language teachers (pp. 110-129). Oxford, United Kingdom: Oxford University Press.
  15. Jäkälä, M., & Berki, E. (2013). Communities, communication, and online identities. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media (pp. 1-13). Hershey, PA: Information Science General. · DOI
  16. Jenkins, R. (2004). Social identity (2nd ed.). New York, NY: Routledge. · DOI
  17. Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 887-907). Thousand Oaks, CA: Sage.
  18. Kuksa, I. (2009). Cultural use of cyberspace: Paradigms of digital reality. In A. Oddey & C. White (Eds.), Modes of spectating (pp. 83-98). Bristol, United Kingdom: Intellect Books.
  19. Marwick, A. E., & Boyd, D. (2010). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New Media & Society, 13(1), 114-133. doi: 10.1177/1461444810365313 · DOI · Paper page
  20. McCarthy, C., Giardina, M. D., Harewood, S. J., & Park, J.-K. (2003). Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity. Harvard Educational Review, 73(3), 449-466. · DOI
  21. Merchant, G. (2006). Identity, social networks and online communication. E-Learning, 3(2), 235-235. doi: 10.2304/elea.2006.3.2.235 · DOI
  22. Merchant, G. (2012). Unravelling the social network: Theory and research. Learning, Media and Technology, 37(1), 4-19. doi: 10.1080/17439884.2011.567992 · DOI
  23. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis (3rd ed.). London, United Kingdom: Sage.
  24. Morley, D. (2003). The nationwide audience. In W. Brooker & D. Jermyn (Eds.), The audience studies reader (pp. 95-111). London, United Kingdom: Routledge.
  25. Saldana, J. (2013). The coding manual for qualitative researchers (2nd ed.). London, United Kingdom: Sage.
  26. Tulloch, J. (2000). Approaching theatre audiences: Active school students and commoditised high culture. Contemporary Theatre Review, 10(2), 85-104. · DOI
  27. Williams, S., Lundquist, K., Fleming, S., & Parslow, P. (2013). This is me: Digital identity and reputation on the internet. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media (pp. 104-117). Hershey, PA: Information Science General. · DOI

Cited by

Sorted by citations

See all 4

Metadata

Authors
Richardson, J. M.
Affiliations
University of Ottawa (CA)
Corresponding author
Richardson, John M.
ORCID
Richardson, John M.
Venue
McGill Journal of Education
Publisher
McGill University Library and Archives
Published
2017-01-09
Volume
51
Issue
2
Pages
771-786
ISSN
  • 0024-9033 (ISSN-L)
  • 1916-0666
DOI
10.7202/1038602ar
OpenAlex
W2559002086
Cited by
4
References
1
Citations by year
2025: 1 · 2024: 2 · 2023: 1
FWCI
0.00
Type
journal article
Language
en
Open access
Locations
  • McGill Journal of Education / Revue des sciences de l'éducation de McGill (publishedVersion)
  • Érudit (Université de Montréal) (submittedVersion)
Topics
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Theatre and Performance Studies
  • Social Sciences › Sociology and Political Science › Youth Culture and Social Dynamics
  • Social Sciences › Education › Literacy, Media, and Education
Keywords
identity construction, high school students, live theatre, digital identity, secondary education

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Online “iDentity” Formation and the High School Theatre Trip. https://app.cochat.ai/papers/10.7202/1038602ar
The paper
Richardson, J. M. (2017). Online “iDentity” Formation and the High School Theatre Trip. McGill Journal of Education. https://doi.org/10.7202/1038602ar