“The research act involves building relationships with dignity and care, and creating terrains of exchange to confront multiple borders of difference.” (Jocson, 105)

“...you died by the gun, that’s the way you went out
 pouring liquor blazing the trigger with glory without 
 a doubt but whose glory
 my story
 ain’t goin out like that...” Verse from Naier’s poem “Wasted Away” (Jocson, 113)

In Jocson’s chapter entitled, “Critical Media Ethnography: Researching Youth Media,” she discusses the changing tide of adolescent research methods and the role adolescents play in opening the window into their increasingly media saturated lives and practices. The abovementioned quotation about the connective and personal relationships researchers must forge with their adolescent subjects, is confirmed by the access to raw and powerful verse cited from Naier’s poem. The author talks about developing ideas (with the students!) for additional programs while driving students to an educational enrichment activity. Obviously the goal of the research is to figure out which methods work best and how we can use technology to build stronger bonds and have greater insight into the needs of adolescents. That said, it is the depth of the personal relationships being forged and the time and energy invested into these youth that has a bigger impact than almost anything else. To a large extent, as social media continues to progress and generations become increasingly more tech savvy, it is the human connection that will become more and more precious. Although students may have access to more information and have essentially the world at their proverbial fingertips, knowledge cannot be substituted for love and attention. As educators, we have our work cut out for us because the hyper technological society births students addicted to gaming and the Internet. Unlike other addictions, this one comes with the risk of breeding an entire generation vulnerable to isolation and underdeveloped social skills.