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Youth, gaming, and the network society: Exploring the agentic potential of gameplay in Minecraft by Jenny Lee-Leugner B.A. (Hons., Communication), Simon Fraser University, 2009 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the School of Communication Faculty of Communication, Art and Technology ! Jenny Lee-Leugner 2013 SIMON FRASER UNIVERSITY Spring 2013 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for “Fair Dealing.” Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. Approval Name: Jenny Lee-Leugner Degree: Master of Arts (Communication) Title of Thesis: Youth, gaming, and the network society: Exploring the agentic potential of gameplay in Minecraft Examining Committee: Chair: Adam Holbrook Adjunct Professor, School of Communication, SFU Stuart Poyntz Senior Supervisor Assistant Professor, School of Communication, SFU Gary McCarron Supervisor Associate Professor, School of Communication, SFU Theresa Rogers External Examiner Professor, Department of Language and Literacy, Faculty of Education, UBC Date Defended/Approved: March 14, 2013 ii Partial Copyright Licence iii Ethics Statement The author, whose name appears on the title page of this work, has obtained, for the research described in this work, either: a. human research ethics approval from the Simon Fraser University Office of Research Ethics, or b. advance approval of the animal care protocol from the University Animal Care Committee of Simon Fraser University; or has conducted the research c. as a co-investigator, collaborator or research assistant in a research project approved in advance, or d. as a member of a course approved in advance for minimal risk human research, by the Office of Research Ethics. A copy of the approval letter has been filed at the Theses Office of the University Library at the time of submission of this thesis or project. The original application for approval and letter of approval are filed with the relevant offices. Inquiries may be directed to those authorities. Simon Fraser University Library Burnaby, British Columbia, Canada update Spring 2010 Abstract This thesis explores the agentic potential of gaming practices for young people. Manuel Castells’ (1996) theory of the network society helps to illuminate how online games typify the logic of neoliberal capitalism in the ways games are produced, marketed, and consumed. But games also exemplify the meaningful forms of bottom-up participatory practices enabled by the current socioeconomic and sociotechnical conditions that underlie the network society. Using Minecraft as the site of inquiry, the thesis takes a critical ethnographic approach to a case study to describe and analyze how and for what purpose young people take up gaming. It concludes by arguing that even the everyday forms of gaming practices have the potential to be agentic by enabling young people to take up meaningful practices and competencies in relation to identity, gender, learning, and sociality, despite the capitalist logic that heavily shapes young people's media landscape. Keywords: Online games; gaming; Minecraft; youth; participatory culture; network society; agency; case study iv Dedication To my parents, Yong Hui Lee and Jeong Ja Lee, whose sacrifice and love made this possible. & To Jon, who taught me the value of a good game. v Acknowledgements This body of work was only made possible by the support and encouragement from those around me. I begin by thanking my participants, MC949, Carlito, TNT, and Jan who invited me into their homes and into their online worlds. Your creativity, ingenuity, and sense of fun were inspiring. I am also forever grateful to my senior supervisor, Stuart Poyntz. Since meeting you during my last year of undergraduate studies, you have been a constant source of support and encouragement. Your insightful feedback, unwavering standards, and challenging and thought-provoking questions were paramount to my growth as an academic and researcher. You gave so much in helping me build a thesis that I could be proud of. Thank you for being such an inspiring and passionate teacher, mentor, and friend. To Gary McCarron, my supervisor and supervising professor for CMNS 110. I will always be grateful for your kindness and support as both a graduate student and TA. It was also your teaching in my first year that inspired me to continue pursuing my studies in Communication. To Theresa Rodgers, my external examiner, whose incisive questions and insights during my defence challenged me to think in new ways. And to Adam Holbrook, the chair of my defence: you really saved the day. Lastly, many thanks to Lucie Menkveld and Jason Congdon for all your administrative support and for having to deal with my incessant emails and questions. To my wonderful cohort: I could not have asked for a better group to have this journey with. Thank you all for your friendship and support. To my dearest friends, Sue Mathews and Jillian McKellar, for your words of encouragement when I felt overwhelmed. Your frequent question of “How’s thesising?” was a reminder of your love. To my family. First and foremost, my parents Yong Hui and Jeong Ja Lee. I am so grateful for your unconditional love, support, and sacrifice. I am constantly amazed by all that you do and all that you do for me. Without you in my corner, I would not have been vi able to finish this journey. To Cathy and Dennis Leugner, my other parents. You have always been fiercely on my side. Thank you for your love and support. To my husband, partner, and best friend Jon. This work is really an extension of our many discussions and long hours of gaming that introduced me to another world. There really are no words that can fully describe how grateful I am for all your love, encouragement, patience, insight, and support. This thesis is as much yours as it is mine. vii Table of Contents Approval ............................................................................................................................. ii! Partial Copyright Licence .................................................................................................. iii! Abstract ............................................................................................................................. iv! Dedication .......................................................................................................................... v! Acknowledgements ........................................................................................................... vi! Table of Contents ............................................................................................................ viii! List of Figures .................................................................................................................... x! 1.! Introduction .............................................................................................................. 1! 2.! Unpacking the Participation Paradox of Games: Understanding the Structure/Agency Debate ...................................................................................... 7! 2.1.! Introduction .............................................................................................................. 7! 2.2.! The Network Society ................................................................................................ 8! 2.2.1.! The New Economy ....................................................................................... 9! 2.2.2.! Digital Networked Technologies ................................................................. 15! 2.2.3.! Consumer Culture ...................................................................................... 18! 2.2.4.! Co-creation and New Governmentality ...................................................... 21! 2.3.! The Other Side of the Participation Paradox: The Rise of a Participatory Culture ................................................................................................................... 24! 2.3.1.! Genres of Gaming ...................................................................................... 25! 2.3.2.! Convergence Culture ................................................................................. 28! 2.3.3.! Collective Intelligence and Affinity Spaces ................................................. 29! 2.3.4.! Gaming and Identity ................................................................................... 31! 2.4.! Conclusion ............................................................................................................. 33! 3.! Research Methodology: Exploring Young People’s Gaming Practices in Minecraft ............................................................................................................... 34! 3.1.! Introduction ............................................................................................................ 34! 3.2.! Research Questions .............................................................................................. 34! 3.3.! Rationale for a Critical Ethnographic Approach to a Case Study .......................... 35! 3.4.! Research Methods ................................................................................................. 38! 3.4.1.! Participant

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