Coping with the 'double bind' through vlogging: pandemic digital citizenship of Chinese international students

The article examines the vlogging practices of Chinese international students during the COVID-19 pandemic and their positive roles in coping with the double bind. By doing thematic analysis of the content of vlog videos generated by Chinese international students on both Chinese and English audio-visual platforms, we identify three overarching themes of their vlogging stories: 'everyday personal experience sharing', 'vlogger-generated citizen journalism' and 'producing counternarratives'. We argue that Chinese international students creatively practice 'actualizing digital citizenship' through dual vlogging. Their vlogging implies a strong sense of civic engagement, connectivity and empowerment, and is conducive to the self-resilience of the affected group as well as their identity and solidarity building in the crisis. Our research advocates for a shift of digital citizenship studies to recognize the flexible, individualized and loosely networked 'actualizing digital citizenship' practice. We also call attention to take the everyday digital practices of the international students seriously to understand their concerns, needs and resilience in the uncertain and difficult times in order to better support this vulnerable cohort.

Automated summary

The article examines how Chinese international students practice vlogging during the COVID-19 pandemic, highlighting their creativity in citizen journalism and counternarrative production as a way to actualize digital citizenship. The research emphasizes the importance of understanding the concerns, needs, and resilience of international students' everyday digital practices to better support this vulnerable group in uncertain times.