Watch, Learn, Upcycle

: A NETNOGRAPHY EXPLORING THE NATURE AND IMPACT OF SUSTAINABLE FASHION “HOW-TO” VIDEOS ON CO-CREATION OF VALUE.

Abstract

Globally, YouTube has become a go-to platform for individuals seeking visual guidance through instructional videos. Notably, Google Statistics reveal that a significant 86% of YouTube viewers utilise the platform as a primary source for learning something new. The realm of how-to videos on YouTube has expanded extensively, encompassing diverse subjects ranging from learning new languages to do-it-yourself (DIY) skills. How-to videos are instructional videos that show step-by-step guidance on how to complete a task or learn a new skill. These videos typically break down processes into easy-to-follow instructions, often with visual demonstrations to make it clearer for the audience1. The goal is to provide
guidance in a straightforward and engaging way, helping people understand and accomplish specific actions or goals.
The educational world is moving to a more pervasive user generated, user-centric, and user guided experience (Duffy, 2008). Traditionally, instructional videos were predominantly the domain of marketing professionals within organisations, aiming to augment sales and enhance customer satisfaction by providing guidance on product usage and assembly. In the contemporary landscape, how-to videos have undergone a transformative shift. No longer solely the domain of marketing experts, how-to videos are now crafted by consumers themselves. While lacking formal marketing backgrounds, these content creators share a common goal of improving the overall user experience with various products.
Content creators are people who produce and share content, typically for digital platforms such as YouTube, Instagram, TikTok, blogs, or podcasts. Content creators often focus on a specific niche or subject and engage with an audience through their content. Although the terminology surrounding content creators is often used interchangeably, there are clear distinctions between amateur content creators, professional content creators, and influencers. It is important to address these differences as each type will have differing motivations, experiences, and resources to integrate.
Influencers tend to have a more commercial intent. While many influencers still create valuable content, their primary purpose is often to influence consumer behaviour by promoting products, services, or brands. They leverage their platform and audience to encourage purchases or actions that benefit brands or advertisers, often through sponsored posts, affiliate marketing, or brand partnerships. Their content is frequently tailored around promoting products, which can blur the line between genuine content and advertising.
Content creators may not always have that commercial angle in mind. There is a need to distinguish between professional and amateur content creators, though these definitions can be somewhat subjective. For the purposes of this thesis, an amateur content creator is defined as someone who is not affiliated with a specific brand or organisation. While they may have personal interests or connections to their own ventures, they do not work on behalf of another party. Additionally, amateur content creators lack professional accreditation
or formal qualifications related to content creation.
Advancements in the digital economy have democratised the creation of high-quality visual and audio content, now easily captured on standard devices. This shift has established a foundational infrastructure empowering consumers to become creators of media, influencing content without the need for traditional intermediaries like TV production companies, marketers, or teachers. This transformative change has permeated various factors of marketing communications, propelling consumers from passive receptors to active co
creators of value through content creation. Building on Vargo et al.'s (2008) proposition, this paradigm positions the creation of value at the core of economic exchange, wherein one party applies knowledge and skills for the benefit of another.
This thesis adopts interpretive modes of inquiry to delve into the intricate realms of YouTube's sustainable fashion how-to videos, unravelling the experiences and value creation dynamics for both content creators and content viewers. Through in-depth interviews with content creators and an analysis of YouTube comments obtained via download, a rich narrative of experiences and insights has unfolded. The essence of value co-creation within the service exchange of consuming these YouTube how-to videos has been accentuated, systematically categorised into themes.
Furthermore, a reflexive examination of the research journey offers insights into the challenges associated with the research design and the overall research process. This reflexive account delves into the intricacies of employing netnographic exploration techniques, shedding light on barriers encountered and lessons learned throughout the investigative journey. The intertwining of first hand experiences and interview findings enriches the depth and context of the thesis, contributing to a more holistic understanding of the dynamic landscape of sustainable fashion how-to videos on YouTube.
The conclusion of the research has yielded a robust conceptual framework that outlines the intricate interplay of learning, resources, resource integration, and derived value for both content creators and content viewers. A primary contribution of this framework lies in the identification of distinct types of value derived from the consumption and creation of content, shedding light on their overlaps and their role in fostering further co-creation of value exchanges.
The conceptual framework serves as a guiding tool for future research and practical applications, facilitating a deeper comprehension of the complexities inherent in content creation and consumption on digital platforms. Furthermore, the conceptual framework underscores the importance of recognising the cooperative relationship between content creators and content viewers in the co-creation of value process, emphasising the reciprocal nature of value exchange within online communities.

Date of Award	15 May 2025
Original language	English
Awarding Institution	Edge Hill University
Supervisor	HELEN WOODRUFFE-BURTON (Director of Studies) & KIM CASSIDY (Supervisor)