Education is at a time of redefinition and transformation, in line with an era characterized by considerable technological development and profound social changes. One would expect it to be accompanied by a media context in which narrative models are transformed by the impact of digitalization, affecting student-teacher interactions. However, it has been observed that the media usage of an entire generation emphasizes the gap between formal education and young people's everyday digital life. Within this framework, and at the international level, a series of innovative pedagogical proposals have emerged, which approach education from the field of communication: Minecraft Education, NFB Education, Educ'Arte, Scratch and 7 de Cinema. We have called them com-educational platforms, because of their investment in the education-communication vector, based on an educommunicative idea. The proposed study implements a multimodal discourse analysis (MDA) to gain an in-depth knowledge of its characteristics. Beyond their individual idiosyncrasies, our analysis reveals a common central feature: the placement of community-creativity combination as the core phenomenon for learning.

Networked digital narratives are developed in a society marked by distrust in meta-narratives, liquidity and tension between Mass Media and New Media. This research aims to delve into these narratives from the creators’ perspective, analyzing new formats, authors and creative processes that are put into practice. For that purpose, the applied methodology combines in-depth interviews with creators with discourse analysis, and arts based research with the technique of the research journal. The results reveal an overflow of the classical conception of narrative, a trend towards convergence, and the dominance of visual and sequential creative thinking over alphabetical-continuous thinking. It also shows a series of clues for the creation of digital narratives: interactivity, hypermedia, transmedia, virtuality and connectivity. Finally, we highlight that creators do not have preestablished guidelines and follow the procedure of trial and error for the construction of their narratives.

Este trabajo determina algunas percepciones y usos que el clero de la Iglesia católica española hace de las redes sociales (RR.SS.) en su tarea ministerial. Partiendo de una muestra representativa se plantea un estudio cuantitativo en el que queda evidenciado tanto que los clérigos disponen de medios suficientes para su actividad, como cuáles son los usos y espacios habituales en los que se centra su presencia y focalizan sus acciones. Se muestra, a su vez, que los mismos están presentes mayoritariamente en redes cada vez menos frecuentadas por los jóvenes adolescentes y que, a pesar de contar con perfil activo en distintas redes sociales el uso que se hace de las mismas para acciones pastorales es limitado, cuando no insuficiente. Quedan abiertas, al tiempo, las puertas a futuras investigaciones tendentes a determinar la importancia de esta realidad y sus usos en la desafección de muchos jóvenes y adolescentes con el mensaje y el compromiso cristiano que se intuye; y, llegado el caso, profundizar en modelos de comunicación, estrategias de acompañamiento, estructuras lingüísticas, tipos de lenguaje y vocabulario y hasta replanteamientos teológicos que merecería revisarse para hacer presente y significativo el mensaje cristiano en los nuevos espacios de socialización juvenil. Este trabajo señala que el uso de las RR.SS. en la acción misionera de la Iglesia no solo es posible, sino que el propio Magisterio de la Iglesia católica propone que sea explorado como espacio y medio de evangelización.

The metaverse is presented as a possible new technological iteration for the Internet. The generation of virtual universes in which the physical and the digital converge raises the question of how education will be addressed in these new systems. We find, however, pioneering exercises such as Minecraft: Education Edition. This platform is a version based on the popular sandbox video game, which was originally created by a community of teachers. The aim of this research is to analyze and describe the idiosyncratic characteristics of Minecraft as an educational platform, framing it as one of the pioneering exercises in the metaverse. To this end, we have employed a methodology that combines Multimodal Discourse Analysis with Grounded Theory and the Constant Comparative Method. As conclusions, we observe how the Minecraft Education platform reinforces from its approach pre-existing aspects from the physical world, resizing them to adapt them to its connected digital environment. These are key elements such as the identity of the participants, their ability to act within the system, creativity through lessons as a guide to the educational objectives and the community as the backbone of the process. At the same time, it presents differential components, such as the use of avatars, the transition from textual literacy to multimodal literacy, game mechanics that boost creativity or transhuman capabilities that defy physical space-time. All in all, the platform is designed for teachers, parents and managers, to whom it offers a series of benefits. Therefore, the pedagogical action will depend on their judgment and execution, especially through the elaboration of lessons and worlds, the management of the sessions and their interaction in community environments. It is their responsibility to ensure that the educational experience is truly empowering or, on the contrary, that it ends up being governed by reproductive criteria linked to symbolic violence.

Daily media use by an entire generation shows the distance that exists between the reality experienced by young people and the institutions responsible for their education. Formal education is still closely linked to the passive role of literary receivers, ignoring the potential of connected communication for student empowerment. At the same time, there is a growing interest in education from the professional media field. We have called this line of force the com-educational vector. In this study, we aim to describe the potential of a com-educational perspective to favor the empowerment of young people. The implemented methodology combines a chained articulation involving the analysis of multimodal discourse of com-educational platforms with interviews with privileged observers. The results show that the implementation of digital creation can be used for the construction of identity, interaction and socialization of students through emotion, empathy and the capacity for transformation. It enables the establishment of nodes between concepts, relational understanding, meaningful reconstruction and appropriation. It is concluded that, under this proposal, formal education institutions could move from a reactive model to a prospective model, revising the codes of emission and reception, and proposing meanings from creative action and feedback with the community. Los usos mediáticos cotidianos de toda una generación evidencian la distancia que existe entre la realidad que vive la juventud y las instituciones responsables de su formación. La educación formal sigue estrechamente vinculada al rol pasivo de los receptores literarios, obviándose el potencial de la comunicación conectada y la narrativa digital para el empoderamiento del alumnado. Al mismo tiempo, se está produciendo un interés creciente desde el ámbito mediático profesional por la educación. A esta línea de fuerza la hemos denominado vector com-educativo. En esta investigación, tenemos como objetivo describir potencialidades para favorecer el empoderamiento de los jóvenes desde una perspectiva com-educativa. La metodología implementada combina, en una articulación encadenada, el análisis del discurso multimodal de plataformas de carácter com-educativo con entrevistas a observadores privilegiados. En los resultados se explicita que la implementación de la creación digital se puede emplear para la construcción de la identidad, la interacción y la sociabilización del alumnado a través de la emoción, la empatía y la capacidad de transformación. Permite establecer nodos entre conceptos, la comprensión relacional, la reconstrucción significativa y su apropiación. Se concluye que, bajo esta propuesta, las instituciones de educación formal podrían transitar de un modelo reactivo a un modelo prospectivo, revisando los códigos de emisión y recepción, y proponiendo significados desde la acción creativa y la retroalimentación con la comunidad.

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