Abstract:
Conceived in 2005, YouTube - a video sharing platform based on Web 2.0 technology – has been extensively used in social studies research and practice. Recently, an increasing number of researchers have turned their attention to YouTube. They have used YouTube in selecting samples and collecting multimodal data for social studies, and examine YouTube or its users in case studies (Harley & Fitzpatrick, 2009; Vergani & Zuev, 2011). Although Thacker and Dayton (2008) assert that such Web 2.0 research has paved new ways for online research that can achieve its aims ideally, a systematic foundation in terms of theory and practice for research through and about YouTube remains sketchy. Some researchers have considered YouTube as a branch of Web 2.0 research, but most of them have not gone beyond the theoretical discussion (Flick, 2009; Snee, 2008). Very often pre-existing data on the website are considered as lacking authenticity and trustworthiness, and data collection from YouTube is - perhaps mistakenly - perceived as a simple and easy process. However, YouTube, with all its benefits, pitfalls and challenges, is now recognised as a sophisticated research resource which requires researchers to employ sensitive and professional judgements to ensure its efficient exploitation.