만나서 반갑습니다: Let KPK Introduce You To…

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

BTS is pleased to meet you!

Korean popular music includes many genres – Jazz, Hip-Hop, Rock, Rhythm & Blueseven Ska and Bossa Nova. One of the reasons Kpop is so addictive and has continued its growth globally is because, despite language differences, the music seems so familiar to its listeners, particularly for non-Asian audiences. Fuhr (2015) writes, “K-pop producers strongly follow the formulaic production standards set by Western mainstream pop songs…, but they combine all the well-known elements in a way that audiences in the East and West equally seem to receive as refreshingly new but also familiar.” (pp. 238-239)

Not only do Korean producers strive to mix (and remix) Eastern and Western musical elements, they work closely with Western singer/songwriters and producers or purchase western-based music tracks for use by Korean artists (Note: purchasing tracks is a popular practice in the global music industry. Demo tracks, guide vocals, backing vocals are some terms you can search to learn more).

KPK members have noted that Kpop fans may not be familiar with why many songs sound familiar to them. This realization was crystallized when TVXQ released their strong R&B balladBefore U Go,” (2011) which includes a partial guitar riff from the Isley Brother’s songVoyage to Atlantis(1977) – many people, instead, could only reference Chris Brown’s song “Take You Down” (2008)  – which still echoes the musical composition of the aforementioned Isley Brothers song. Moreover, recognition gaps go beyond music composition to include singing styles, choreography, and song instrumentation or arrangement. Additionally, we’ve found that such oversights are glaring in academic literature, which overwhelmingly focuses on K-pop music as a political tool or economic commodity (Lee 2008, Jang & Paik 2012, and see this bibliography).

The “Let KPK Introduce You To…” blogpost series hopes to help Kpop fans discover links between what they hear in Kpop songs (or see in Kpop promotions) and the recent history of American music and popular culture – from a particular song or a musician’s vocal runs to costuming, training, dancing, or overall presentation.  The primarily audio/visual – and brief – blog posts will open with the K-pop artist song,concept, or performance and then readers will be introduced to the “why it sounds familiar” song, concept, or performance. The entry will end with brief biographical or explanatory text of the “original” artist, sound, idea, or concept. Simple right?

Part lay ethnomusicology and part historiography, the series offers a gateway for music enthusiasts to contextualize the foundation and development of Kpop music, and for critics to move beyond discussions of cultural appropriation in K-pop and toward the more likely premise of global creative collaboration.

If you’ve ever heard or seen a Kpop song, dance, styling, or presentation  and and thought “that sounds like/looks like/feels like/reminds me of…,” this series is for you! Look forward to it.


Fuhr, Michael. Globalization and popular music in South Korea: Sounding out K-pop. New York: Routledge. (2015).

Jang, Gunjoo & Won K. Paik. Korean wave as tool for Korea’s new cultural diplomacy. Advances in Applied Sociology, 2(3): 196-202. (2012).  http://file.scirp.org/Html/22229.html (16 June 2016).

Lee, Keehyeung. Mapping out the cultural politics of the “Korean Wave” in contemporary South Korea. In C.B. Huat and K. Iwabuchi (Eds.) East Asian Pop Culture: Analyzing the Korean Wave. pp. 175 – 189. Aberdeen: Hong Kong University Press. (2008).

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Using Canva for K-pop



Try Canva for your creative information organizing projects!


Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

After several years of curating Kpop music and performers, there’s one thing I’ve learned: Kpop fans and scholars at all levels are talking about and presenting on all aspects of Korean popular culture in academia – from high school to postgraduate work.

A quick online search shows that students use several different presentation and design tools to fulfill assignments (with Korean popular culture as the topic) in many courses, including digital media, linguistics, and economics. These tools are great for longer presentations, but sometimes, you just need something not so lengthy to support a short talk. Other times, you may want to augment a presentation and give your audience an impactful take-away that they can revisit and share quickly with others.

That’s where the infographic comes in. Techopedia defines infographic – and its use – as “a visual representation of a data set or instructive material. An infographic takes a large amount of information in text or numerical form and then condenses it into a combination of images and text, allowing viewers to quickly grasp the essential insights the data contains.” (2016)

News and media distributed via the Internet have increasingly used infographics to support content. Soompi, DramaFever, and more recently, My Music Taste have used the medium to distribute information about Kpop trends. You will also find many Kpop fans and culture bloggers using infographics to promote their favorite groups or Korean food and language.

There are many tools you can use to create infographics, from Piktochart to Easel.ly; however, Canva rises to the top of the list for a few reasons:

  1. It’s free (unlike Piktochart, which has a limited free version)
  2. In contrast to Easel.ly, lots of “turnkey” templates and other drag-and-drop design elements are available in Canva, which means
  3. There’s a low learning curve. A low learning curve means
  4. You can distribute your unique content more quickly
  5. If you need to collaborate on a design, you can easily share work with others to edit.

In addition to a lot of templates, Canva users also have broad color, font, photo, and icon choices. For those who want to be really fancy, for-cost design elements are just $1.00, and the cost isn’t applied until the final design is saved. Designs can be saved as images (.jpg or .png) or a document (.pdf). Users can also share their work on social media since Canva automatically invites users to tweet or post their work after a design has been saved.


An infographic of Shim Changmin (Max) of TVXQ! Created using Canva. Credit: Kaetrena Davis Kendrick.


I created this simple infographic featuring TVXQ’s Max (Shim Chang Min) in a matter of minutes (imagine all I could do with 30 minutes to an hour to spare!).

Canva also has lots of other uses – many users have created CD covers, website banners, postcards, and more using the tool. It’s easy to explore what other users are doing, too – users just click on the “Get design inspiration” link in their account dashboard to check out and comment on the latest designs in the Canva community.

Currently Canva is available for iPad for those who want to design on-the-go.

TIP: To get the most out of Canva, sign up using a .edu e-mail account.

Like it? Try Canva for Work, too!


Technopedia. (2016). What is an infographic?. Retrieved from https://www.techopedia.com/definition/27808/information-graphic-infographic


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For Your Reading Pleasure: A Hallyu Bibliography, Part 6: INTERNET & SOCIAL MEDIA

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

Welcome to Part 6 of my ongoing series of bibliographic entries about Hallyu.   These entries are listed by year, not by author (TIP: If you know about a title or author and you want to see if it’s included in this listing, use the CTRL + F function).

To learn more about my searching parameters, information-gathering processes, and your ability to access these items, see my earlier essay titled For Your Reading Pleasure: Introducing A Hallyu Bibliography.”  Click for Part 1 , Part 2, Part 3, Part 4, and Part 5 of the bibliography.

This is a working post, so if you would like to submit items to this list or to the bibliography, please contact me directly at kaetrena@mailbox.sc.edu

NOTE:  In order to make it easier to locate authors (and where possible), I’ve modified these APA Style citations by adding full author names where possible.

Nakamura, Lisa. (2003). “Where do you want to go today?” Cybernetic tourism, the internet and transnationality. In G. Dines and J. M. Humez Gender, Race and Class in Media. (pp.684-687).Thousand Oaks: Sage Publications.

Choi, Jaz Hee-jeong. (2006). Living in Cyworld: Contextualising Cy-Ties in South Korea. In Bruns, Axel & Jacobs, Joanne (Eds.) Uses of Blogs. (pp. 173-186). New York: Peter Lang.

Ramesh, Bharadwaj. (2006). A Hallyu Story: Behind the origins and success of the Korean wave in China & the future of content in a broadband world. Accessed 17 June 2016 from http://bit.ly/23ggIuk   

Farrer, James. (2007). Asian youth culture in a globalizing world: Networked and not inhibited. Global Asia, 2(1): 102-110. Accessed 17 June 2016 from https://www.globalasia.org/wp-content/uploads/2007/03/129.pdf

Kang, Seungmook & Hadong Kim. (2009). Korean traditional space creator for digital contents. The International Journal of Virtual Reality, 8(3): 33-37. Accessed 22 August 2012 from http://www.ijvr.org/issues/issue3-2009/6.pdf

Kim, Kyung Hee, Yun Haejin & Youngmin Yoon. (2009). The internet as a facilitator of cultural hybridization and interpersonal relationship management for Asian international students in South Korea. Asian Journal of Communication, 19(2): 152-169. Retrieved 16 June 2016 from http://bit.ly/1rstmZd

Cha, Hyunhee & Seongmook Kim. (2011). A case study on Korean wave: Focused on K-pop concert by Korean idol groups in Paris, June 2011. In T. Kim et. Al (Eds.) Multimedia, Computer Graphics, and Broadcasting. (pp. 153-162). Heidelberg: Springer.

Jung, Eun Young. (2012). New Wave formations: K-pop idol bands, social media and the remaking of the Korean Wave. Presented at the Nam Center for Korean Studies’ Hallyu 2.0: The Korean Wave in the Age of Social Media Symposium. Accessed 16 June 2016 from https://wwwprod.lsa.umich.edu/ncks/eventsprograms/conferencessymposia/hallyu20eunyoungjung_ci   

Jung, Sun. (2012). K-pop, Indonesian fandom, and social media. Transformative Works and Cultures,8. Accessed 16 June 2016 from http://journal.transformativeworks.org/index.php/twc/article/view/289  

Lee, Moonhaeng. (2012). Star management of talent agencies and social media in Korea. In M. Friedrichsen and W. Muhl-Benninghaus (Eds.) Handbook of Social Media Management. (pp.549-564) New York: Springer.

Oh, Ingyu & Gil-Sung Park. (2012). From B2C to B2B: Selling Korean pop music in the age of social media. Korea Observer, 43(3): 365-397.

Ahn, JoongHo, Sehwan Oh & Hyunjung Kim. (2013). Korean pop takes off! Social media strategy of Korean entertainment industry. 10th International Conference on Service Systems and Service Management. IEEE. Pp. 774-777. Doi 10.1109/ICSSSM.2013.6602528

Oh, Chong-jin & Young-gil Chae. (2013). Constructing culturally proximate spaces through social network services: The case of Hallyu (Korean Wave) in Turkey. International Relations / Uluslararasi Iliskiler, 10(38): 77-99.

Oh, Ingyu and Hyo Jung Lee. (2013). Mass media technologies and popular music genres. K-pop and YouTube. Korea Journal, 53(4): 34-58. Accessed 17 June 2016 from http://www.iwahs.org/research/data/3)%20Mass%20Media%20Technologies%20and%20Popular%20Music%20Genres%20K-pop%20and%20YouTube,%20Ingyu%20OH%20and.pdf

Jin, Dal Yong & Kyong Yoon. (2014). The social mediascape of transnational Korean pop culture: Hallyu 2.0 as spreadable media practice. New Media & Society. Doi: 10.1177/1461444814554895.

Kim, Minjeong, Yun-Cheol Heo, Seong-Cheol Choi & Han Woo Park. (2014). Comparative trends in global communication networks of #Kpop tweets. Quantity & Quality, 48(5): 2687-2702. Doi 10.1007/s11135-013-9918-1.

Kim, Yong Hwan, Dahee Lee, Nam Gi Hong & Min Song. (2014). Exploring characteristics of video consuming behavior in different social media using K-pop videos. Journal of Information Science, 40(6): 806-822.

Kim, Yonghwan, Dahee Lee, Jung Eun Hahm, Namgi Han & Min Song. (2014). Investigating socio-cultural behavior of users reflected in different social channels on K-pop. Proceedings of the 23rd International Conference on World Wide Web. (pp. 325-326). Accessed 17 June 2016 from http://dl.acm.org/citation.cfm?id=2577324  Doi 10.1145/2567948.2577324

Seong, Cheol Choi, Xanat Vargas Meza & Han Woo Park. (2014). South Korean culture goes Latin America: Social network analysis of Kpop tweets in Mexico. International Journal of Contents, 10(1): 36-42.

Sung, Jun. (2014). Youth, social media and transnational cultural distribution: The case of online K-pop circulation. In A. Bennett and B. Robards (Eds.) Mediated Youth Cultures. (pp. 114-129). New York: Springer.

Hebrona, Matthew Niel. (2015). Ermagerd! Oppa so hot: Examining K-pop through Internet memes. Master’s thesis. The Graduate School of the Catholic University of Korea. Retrieved from https://www.academia.edu/25809417/Ermahgerd_Oppa_so_Hot_Examining_K-Pop_through_Internet_Memes

Song, Min, Yoo Kyung Jeong & Ha Jin Kim. (2015). Identifying the topology of the K-pop video community on YouTube: A combined co-comment analysis approach. Journal of the Association for Information Science & Technology, 66(12): 2580-2595.

Xu, Weiai Wayne, Ji Young Park & Han Woo Park. (2015). The networked cultural diffusion of Korean wave. Online Information Review, 39(1): 43-60.

Baek, Young Min. (2016). Relationship between cultural distance and cross-cultural music video consumption on YouTube. Social Science Computer Review, 33(6): 730-748.

King, Elizabeth. (2016). Kpop Twitter: group identity in a globalized space. Master’s Thesis, Ball State University. Accessed 17 June 2016 from http://cardinalscholar.bsu.edu/handle/123456789/200254

Yecies, Brian, Jie Yang, Aegyung Kim, Kai Soh & Matthew Berryman. (2016). The Douban online social media barometer and the Chinese reception of Korean popular media flows. Participants: Journal of Audience & Reception Studies, 13(1): 114-138. Accessed 17 June 2016 from http://www.participations.org/Volume%2013/Issue%201/6.pdf

Yoon, Kyong & Dal Yong Jin. (2016). The Korean wave phenomenon in Asian diasporas in Canada. Journal of Intercultural Studies, 37(1): 69-83.

Song, Min. (n.d.) Detecting topology of K-pop stars on YouTube with bigdata analytics. Accessed 17 June 2016 from http://informatics.yonsei.ac.kr/tsmm/download/Presentation_Youtube_Kpop_131210.pdf

Happy Reading!

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It’s a K-pop Thing(Link)….

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

You’ve finally convinced a friend/co-worker/parent/spouse/transit-seat partner/random stranger that your favorite group is worth taking a closer look at, and *gasp* they’ve asked a K-pop Fan Gateway Question (while feigning nonchalance): “which one is [member]”?

As a K-pop fan, you already know this game: such a question is already an indication that the questioner would like to know more…way more. But you don’t want to overwhelm them with information – rather, just give them a comprehensive overview of the group or member. You know…to “satisfy” (read: further ignite) their “casual” curiosity. To prepare for this moment – and help emerging K-pop fans everywhere – what can you do? Where can you send them?

Try ThingLink.

Make K-pop artist overviews featuring websites, videos, and more using ThingLink.

ThingLink is a web and mobile application that allows its users to create interactive images and videos for use in social media, on websites, and more. Users can augment photos with links to websites, videos, audio, and more.   After images/videos are posted to ThingLink, community users can search for images and “Touch” (like) other interactive images and videos, too.

If you make ThingLinks for several groups from different entertainment companies, consider organizing them by Channels – a feature in ThingLink. You can also decide what you want everyone to see by choosing if your TLs will be public or private. One drawback: if you want browsing users to locate your work, you’ll need to make a title that has the search term(s) you think people will use since ThingLink doesn’t really make use of traditional hashtags as a finding aid.

ThingLink is free and also offers expanded options for different fees. It is available on Google Play and the App Store!

Here’s a ThingLink I made for …well, you know…(drag your mouse over the image to interact with it):


P.S. Taemin is on second left. You know, in case you were wondering…casually. 🙂

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Screencast-O-Matic and Distance Education

Screencast-O-Matic and Distance Education


Screencast O Matic logo
Screencast-O-Matic logo.

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

It used to be that if you wanted to browse a library’s bookshelves, check out a book, or ask a quick (or deeper) reference question, you had to visit the brick-and-mortar library building. However, that is not the case anymore – modern libraries have online catalogs that users can search, and those catalogs often include electronic books that can be downloaded into commercial e-readers and tablets. For those of us who prefer paper versions, those same catalogs offer features like remote requesting, book reservations, and even tagging options so you can tell other readers about the book using short and sweet descriptors.  

All of that is very exciting, but what happens if you’re not familiar with how libraries work (and you don’t want to drive/use transit to visit a library to find out)? After all, library anxiety is a real phenomenon that affects lots of library users. The term, coined by Mellon (1986), describes the initial fear that library users (in her study, college students) face when having to look for information in an academic library. Significant reasons behind their worries included:

  • the perception that their ability to use the library is lacking while others’ skills are good
  • their lack of skill is a source of shame
  • asking for help will expose their inability to use the library effectively  (160)

Subsequent library anxiety studies echo Mellon’s findings, expanding them to other library user groups and focusing on affective aspects  (Qun & Onwuegbuzie, 1998; Onwuegbuzie & Qun, 2000).

To help mitigate users’ concerns about the library (and to avoid that pesky physical library visit), I use tools that help me implement distance education. One tool I use is Screencast-O-Matic, which I discovered during my work here at KPK.

What is Screencast-O-Matic?

Screencast-O-Matic (SOM) is an online tool that records computer screen activity. The service also hosts SOM videos, creating a library for account users. Users can make their videos public via Screencast-O-Matic, download the files to their personal computers, or upload their files directly to YouTube.

SOM is a freemium service: a basic account with some features is free, and users can pay a yearly fee to get advanced features like longer recording times, video editing tools, and more. One cool feature that comes with the free version: users can annotate sections of videos – a great help for referencing web links, readings, and other important points that may be discussed in a teaching video.

Screencast-O-Matic at KPK

As I mentioned earlier, I learned about SOM while doing research for KPK projects. I needed a tool that would record Hallyu-related websites, and I also wanted to be able to keep videos showcasing artists and groups from the same entertainment company together. I also wanted to be able to host all of the videos in one place and download the files for future maintenance or archiving if needed. Since SOM allows me to do all of these things, I began using it for KPK’s Digital Documentation project. At post time, there are over 500 video recordings, which are included in other KPK projects, including KPOPIANA.

Distance Learning with Screencast-O-Matic

One of the things I do as an academic librarian is create tutorials that help people understand how to effectively use library tools like the online catalog, article link resolvers, and databases. I also give lectures to students in graduate Library and Information Science (LIS) programs.

SOM allows me to create on-the-fly tutorials for students when they stop in for Research Consultations or pop-in for a virtual visit at our library’s Ask A Librarian chat page. Since SOM creates unique links for each video, I’m able to send it to users and alert them to download the file for their own use whenever they need a refresher (yay, library anxiety reduction!). 

I also use SOM in tandem with Prezi, a presentation software, for my LIS graduate school lectures. That unique SOM link means that I can teach asynchronously – students can access my lectures on their own time and leave comments about my talk at the video site. I often use the video annotation feature to reference portions of my talk with readings they’ve been assigned.

Information Literacy Standards*: 1, 3, 4

The Screencast-O-Matic Interface.
The Screencast-O-Matic Interface. Credit: Kaetrena Davis Kendrick, M.S.L.S.

SOM is very easy to use. All that’s needed is a computer, an Internet connection, and if you plan to talk, a good quality headset. Do you use screencast software? Which ones are your favorites and why? Share what you’re doing and what you’ve learned during your own screencasting activities in the comment section.

*ACRL Information Literacy Competency Standards for Higher Education published in 2000. ACRL is currently updating these standards, and you may find the ACRL’s more current Framework for Information Literacy for Higher Education document helpful.



Mellon, C. (1986). Library anxiety: A grounded theory and its development. College & Research Libraries, 47(2): 160-165.

Onwuegbuzie, A. J. & Qun, G. J. (2000). “I’ll go to the library later: The relationship between academic procrastination and library anxiety.” College & Research Libraries, 61(1), 45-54.

Qun, G.J. & Onwuegbuzie, A. J. (1998). “Perfectionism and library anxiety among graduate students.” Journal of Academic Librarianship, 24(5), 365-71.

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Evernote as a Research Tool

Evernote as a Research Tool

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

Evernote Icon

KPK has been focused on several digital curation projects for several years now (e.g., Kpopiana, Digital Documentation, etc.). In that effort, we use lots of applications and tools that we’ve also found very useful for teaching and learning. Today I’ll discuss a tool called Evernote and share with you how I apply it at KPK and when I work with students who need research assistance.

What is Evernote?

Evernote is a set of applications that help users capture, organize, and archive digital (or analog) information for use. Items saved in Evernote are called Notes, and Notes can be anything: documents, websites (or parts of websites), photos, and more. The most popular – and easiest – way to import Notes into Evernote is through a browser extension called the Evernote Web Clipper that captures them as users browse and search for information on the Internet.  Notes can be annotated by adding tags to them, and the notes can also be categorized into folders. Other things users can do with the notes include adding comments, exporting, and sharing them via social networks. 

Evernote is a “freemium” service; that is, there is a free version that offers basic access and features, and more advanced iterations of the product include a fee for more storage and upgraded features.

Evernote at KPK

At KPK, Evernote houses our Information Archive. I add news articles about important or interesting Hallyu developments, some scholarly documents, and links to websites. I’ve created a tagging architecture for any notes that get included in the archive and periodically check the notes for tagging integrity. At post time, the Information Archive contains 909 notes. In addition to providing a real-time archive of Hallyu history, the archive provides support for the scholarly communication efforts of KPK members, including the Hallyu Bibliography.

Evernote Use in the Research Process

As an information professional, one of the services I offer is called Research Consultations. Research Consultations are meetings I have with faculty or students to address in-depth reference questions and other information-seeking processes.

There are several information-seeking models, and all of them include a stage wherein a person recognizes the space between their information need and the answer that will resolve it. Belkin (1980) called it an Anomalous State of Knowledge; in her sense-making metaphor, Dervin (1992) recognized the cognitive gap; and Kulthau’s process (1993) starts with recognition of uncertainty. 

During this stage, many people’s attempts to reconcile their need include several Google searches.  I’ve found that Evernote is a great tool to help students hone their information-seeking skills, especially when they browse the Internet during their initial research processes. Evernote can help students:

  • Perform Internet searches with more confidence since Evernote can save items that they can look at later (information evaluation)
  • Organize their thoughts as they tag their notes. Students can use these tags as keywords which, in turn, can help them create subsequent search strings to refine their question. Tagging also helps students see relationships between their ideas (determination of what information is needed)
  • Practice ethical information usage by archiving copyright and ownership data for more accurate citations. Evernote captures notes as they appear on the date of access, so items like author names, publishing year, and other information that many citation formats require are easily accessible, even if the original website is no longer available (ethical use of information)

Information Literacy Standards*: 1, 2, 5

The Evernote interface. Credit: Evernote.
The Evernote interface. Credit: Evernote, http://bit.ly/1CJZ5FS

In addition to these benefits, Evernote is relatively easy to use and has a low learning curve – many students have already acquired the basic skills required to use the tool – namely, downloading applications and tagging information (thanks, Twitter and Instagram!). Moreover, Evernote is also available for download on handheld devices, so students can access their notes anywhere they have wi-fi or wireless carrier service.

Are you using Evernote to help you in your research efforts? Have you told your students about how Evernote can help them get their work done? Tell us how about how you’re using Evernote for your teaching and scholarly activities in the comment section below.

*ACRL Information Literacy Competency Standards for Higher Education published in 2000. ACRL is currently updating these standards, and you may find the ACRL’s more current Framework for Information Literacy for Higher Education document helpful.



Belkin, N.J. (1980). Anomalous states of knowledge as a basis for information retrieval. The Canadian Journal of Information Science, 5: 133-143.

Dervin, B. (1992). From the mind’s eye of the user: The sense-making qualitative-quantitative methodology. In Glazier, J. and Powell, R. R. Qualitative research in information management (p. 61-84). Englewood, CA: Libraries Unlimited.

Kulthau, C. (1993). A principle of uncertainty for information seeking. Journal of Documentation, 49(4), 339-355.

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“I don’t know what they’re saying!”: Resolved with Flitto

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

OK, so you’re a Kpop fan who:

1. “Sings along” with Kpop songs (“sing along” = mostly hums, singing all of the English words and the occasional saranghae/su itge/mumcheo obso words or phrases that stand out…

2. Follows Kpop idols on social media even though you can barely read Hangul

3. Want to know what your Kpop idols are saying when they post to social media sites…

Well, KPK has discovered THE app/website for you:


Try Flitto to access translations of what your favorite Kpop artists are posting or saying on popular social media sites.
Try Flitto to access translations of what your favorite Kpop artists are posting on popular social media sites.

Flitto is a global language translation social media site. Users can join (for free!), pick their native language, and then follow people who post messages. Other users who can translate will transcribe any messages. And get this: sometimes the messages are not just in print! Super Junior-M’s Henry has posted recordings of his conversations with SHINee’s Taemin and EXO’s Xiumin. Below the recordings you’ll see the transcribed conversation in English (along with the Flitto user who transcribed the exchange).

Other Kpop Idols appearing on this awesome site include:

  • G-Dragon
  • Lee Minho
  • Kim Heechul
  • SHINee’s Onew, Jonghyun, and Key
  • Jay Park
  • Tablo

Is your idol there? Check out Flitto to finally understand all those messages they left for you!

Flitto is also available on Google Play and iTunes (cost: free!)

CONFERENCE ABSTRACT (Panel Session): The Collective on 2/19/2015

Doing DH Library-Style

The Collective

Knoxville, TN • February 19-20, 2015

Kaetrena Davis Kendrick, M.S.L.S. • University of South Carolina Lancaster

This panel session reviews the meaning of Digital Humanities within the Library and Information Science framework, explores how the discipline is being applied in library settings, and demonstrates how DH projects support and serve library users and other stakeholders. Kendrick’s portion of the session will delve into pedagogical applications (information literacy support), research and instruction collaborations with other teaching faculty members, and other opportunities for leadership using DH tools and applications. More here.

For Your Reading Pleasure: A Hallyu Bibliography, Part 5: GENDER and SEXUALITY

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

Welcome to Part 5 of my ongoing series of bibliographic entries about Hallyu.   These entries are listed by year, not by author (TIP: If you know about a title or author and you want to see if it’s included in this listing, use the CTRL + F function).

To learn more about my searching parameters, information-gathering processes, and your ability to access these items, see my earlier essay titled For Your Reading Pleasure: Introducing A Hallyu Bibliography.”  Click for Part 1 , Part 2, Part 3  and Part 4 of the bibliography.

This is a working post, so if you would like to submit items to this list or to the bibliography, please contact me directly at kaetrena@mailbox.sc.edu

NOTE:  In order to make it easier to locate authors (and where possible), I’ve modified these APA Style citations by adding full author names where possible.


Cho, Eun Sun. (2005). The stray bullet and the crisis of Korean masculinity. In N. Abelmann and K. McHugh (Eds.), South Korean Golden Age Melodrama. pp.99-116. Detroit: Wayne State University Press.

Hilts, Janet Flora. (2006). Seo Taiji 1992-2004: South Korean popular music and masculinity. Thesis, York University.

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Happy Reading!

KDK/Nunee (M.S.L.S.)

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The Digital Documentation Project: An Update

The Digital Documentation Project: An Update

Kaetrena Davis Kendrick, M.S.L.S.

University of South Carolina Lancaster

During KPK’s early days in 2011, Dr. Anderson and other KPK founders were having quite a difficult time accessing some Kpop entertainment companies’ artist websites.  They kept encountering what they called, “the circle of death,” and then timing out. I wasn’t having this problem and had just discovered the Screencast-O-Matic tool, so I decided to record the sites and send the video links to my KPK colleagues.

Interweb troubles in 2011....DD to the rescue!
Interweb troubles in 2011….DD to the rescue!

And that is how the the KPK Digital Documentation (DD) project was born.

While the original intent of my website recordings was to share the Kpop website love, I quickly realized that recording Kpop websites could be useful in other ways: to track changes in Kpop web design, to understand how Korean entertainment companies use websites to engage Korean and international Kpop fans, and what roles these sites seem to play in the company’s larger business, marketing, and promotional plans  – particularly when it comes to attracting new talent and integrating social media channels and tools.


Recording websites can take between 2 to 15 minutes per site- occasionally more if the website is dense.  I choose to record the websites without sound in order to avoid copyright infringement and so that visitors may enjoy and engage in unbiased viewing or analysis of the website.   In Kpop, many artists and groups release several music projects a year, so I keep up with Kpop news outlets to find out about debuts and comebacks, and I try to record the different websites for each project. In this way, the DD project creates depth not only by seeking out general trends, but also monitoring the evolution of individual groups and artists. Additionally, if artists and groups promote in Japan, I record those websites if they are available.

Recording B1A4's latest website. See Screencast-O-Matic interface (dotted lines, recording control panel).
Recording B1A4’s latest website. See Screencast-O-Matic interface (dotted lines, recording control panel).

Website Differences

One of the first things I noticed is that SM Entertainment was the only company that still gave historical access to websites supporting their early artists (Shinhwa, S.E.S., Yoo Joung Jin, etc.), so I quickly recorded those websites. It’s a good thing that I did, because in 2012, the company completely redesigned their website, removing any content about artists who were not currently on their roster.  SM Entertainment continues to allow access to the older websites of groups who are still on their roster (e.g., Girls Generation, SHINee, TVXQ! etc.); additionally this company provides links to modified liner notes (e.g., lyrics, music publishing information, etc.).  Those sites have been recorded for posterity, as well.

In contrast, other companies like YG Entertainment or FNC Music Entertainment only offer current editions of artists websites – that is, viewers only have access to the current promotional concept of a group or artist, even if some historical information may be available (see below). Additionally, some companies (Starship Entertainment, TS Entertainment) only offer quick profile information about their artists on their websites. Instead they choose to use Cafe Daum’s “internet cafe” sites, which act as a hybrid website/forum, to promote their artists. Since Cafe Daum Official Kpop artist sites are generally designed to reach Korean Kpop fans, I do not record these sites for KPK.

Website Commonalities

Despite these differences, most Kpop artist websites have common elements:

  • Artist profiles (member names, birthdays, blood type, hobbies)
  • Discography lists
  • Photo galleries
  • Music snippets
  • Activity calendars
  • Social media links (Facebook, Twitter, Instagram, YouTube, and until mid-2014, Me2day)
  • Links to online music purchasing and downloading sites (e.g., Melon, Olleh, iTunes)
  • Message boards (from the artists, their staff, and for fan-to-fan communication)
  • Official fanclub portals and exclusive content (often password protected)
  • International language options (default language is Korean with some English)
  • Links to the company’s business site, which include audition information

From Collection to Curation

B1A4 Kpopiana exhibit with Digital Documentation links.
B1A4 Kpopiana exhibit with Digital Documentation links.

When this project first began, KPK members were more engaged in collecting information, so DD videos were listed on the KPK website, separately from the artist profiles. As we move on to curation activities, these video links are now included in KPOPIANA artist exhibits.  At press time, KPK has a DD library of almost 500 Kpop artist websites, from all kinds of Korean entertainment companies and encompassing all kinds of artists, Kpop choreographers, some international fansites,  and even Kdrama actors. Currently we are focused on releasing DD items pertaining to Kpop artists, with plans to include other items in the future.   The Library of Congress (n.d.) notes that the average length of a website is about 44 days. Considering the frenetic pace of music production in Kpop, this length may sometimes be shortened, making the DD project a useful tool in the study of Hallyu and its life on the Internet.  

 Click to learn more about the DD project, or you may contact me anytime.


Library of Congress. (n.d.). Importance of digital preservation: Special presentation. Accessed April 17, 2014, from http://www.digitalpreservation.gov/about/presentation.html.

KDK/Nunee (M.S.L.S.)

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