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Legitimation, Authenticity, and Communicative Entitlement in YouTube “Lifestyle” Vlogs: The Case of “Hygge”

Gibson, Will; Andersen, Elisabeth Muth; (2024) Legitimation, Authenticity, and Communicative Entitlement in YouTube “Lifestyle” Vlogs: The Case of “Hygge”. International Journal of Communication , 18 pp. 2343-2367. Green open access

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Abstract

This article uses ethnomethodological conversation analysis and multimodal analysis to explore the performance of “authenticity” in “lifestyle” vlogs that deal with the topic of hygge. This analysis contributes to our understanding of the emergence and development of vloggers’ “genre practices,” foregrounding the epistemic strategies through which “authenticity” is configured. The analysis points to three distinctive epistemic categories of hygge videos: (1) videos in which vloggers discursively claim legitimacy as practitioners of hygge; (2) videos in which vloggers embody hygge practice as a way of displaying legitimacy; (3) videos in which vloggers show hygge as distinctively Danish and enact their Danish identity through the videos. These three types involve the production of different notions of authenticity that are tied to particular identity claims, accounting practices, and audience positionality.

Type: Article
Title: Legitimation, Authenticity, and Communicative Entitlement in YouTube “Lifestyle” Vlogs: The Case of “Hygge”
Open access status: An open access version is available from UCL Discovery
Publisher version: https://ijoc.org/index.php/ijoc/article/view/20554
Language: English
Additional information: Copyright © 2024 (Will Gibson and Elisabeth Muth Andersen). Licensed under the Creative Commons Attribution Non-commercial No Derivatives (by-nc-nd). Available at http://ijoc.org.
Keywords: Hygge, authenticity, vlogs, legitimacy, YouTube
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10191898
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