As I mentioned during the class, I read this article to know media are embodied within activist group, or by their opponant i.e. gouvernments, polices... But what is interesting in this article is to analyze how new media had an impact in the transformation of activist groups, such as for example going from being more local to becoming global. Interesting article when it comes to see how people are in practice interacting with these media.

First of all, to understand what this article is about, we need to ask ourselves the question: What is parasocial interaction (PSI)? It is the relation that individual makes with media persona (TV characters from TV shows, TV programs…). 'This present study examines how specific social and emotional tendencies (i.e. belongingness needs and solitude experiences) are related to specific social and emotional forms of media involvement, namely, PSI with media characters and transportability into media programs'. Specific social and emotional tendencies can be seen a negative experiences as well as positive experiences (i.e. being alone can increase creativity in art, philosophy, or else). After reading this article, I asked myself: is engaging in a parasocial interaction a consequence or a cause of these social and emotional tendencies? I think this article is talking about an interesting concept that is growing more and more with the evolution of technology and it shows the shift occurring when coming to define what is interaction.

This article retraces the use of new media and new technologies in a class of Oral History. It shows that by using those new tools, it enhanced learning through a more interactive, participative and collaborative way. During the Oral History Class, the students were engaged in a collaborative project aimed at giving the "opportunity to play an action-research and community service role". The use of new media and technologies were used in class (using computers) as well as outside the classroom. For this project a "Class folder" was created where students and teacher could put their work as well as knowing about the assignment or the advancement of the project. This "Class folder" developed a conceptualization of "centralization" of the work: the access was free, any time and it was for the student a good way to share their ideas, comments and work. It also enhanced the "decentralization of knowledge": the students were more autonomous and the teacher became a "facilitator rather than a singular authority in the classroom".