Media competence in adult citizens in Andalusia, Spain

Abstract

Videogames, televisions, and computers in all their forms, and smartphones, are everywhere to the extent that the time spent in front of a screen by all sectors of society now takes up most of the leisure time of the citizens of all four corners of the world. Yet in the face of this barrage of media, citizens have developed few formative experiences for acquiring these audiovisual and media languages or for increasing their audiovisual and media skills. The main aim of this study is to assess media competence in the Spanish region of Andalusia with the use of an instrument specially designed for the purpose. The measurement criteria and indicators of this tool are shaped by media literacy paradigms and leading international reference models, in particular the model proposed by Hobbs. The instrument consists of indicators which, according to their features, are measured via subjective or objective questions and multiple choice (ordinal or nominal) options. Measurement is standardized by the interpretation of the responses to the items on a scale of 1-4. The construct is validated by means of factorial analysis to confirm the presence of the five factors (criteria) that form the instrument. The sample consists of 667 adult citizens aged 18-55, resident in Andalusia. The results corroborate the influence of demographic factors on media literacy levels and help identify clusters of citizens that can facilitate the design of targeted literacy projects. The results show that media competence is a construct articulated by dimensions of a varied nature that correlate in many different ways to distinctive social groups within this study.

Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres

“…In this regard, previous studies have manifested the influence of demographic factors on digital literacy levels in adults in Andalusia [9]: the influence of the years of teaching experience, the regular use of ICT, and the fact of seeing oneself as trained in the field of digital competence [31]; the links between age, occupation, the use of technology and its repercussion on digital competence [32]; the influence of gender, self-efficacy and socioeconomic background on the use of ICT [33]; and motivation itself and emotional variables as mediators in the effects of digital self-efficacy [34].…”

“…In this sense, adults have needed to start a learning process for the Internet and the handling of electronic devices. Nonetheless, the socio-economic context has influenced the progress of digital literacy in certain regions [9]. Andalusia, in Spain, is the region with the highest population in the country, and at the same time it has the highest rate of illiterate inhabitants.…”

Niveles de acceso a Internet de los estudiantes del bachillerato en Ecuador

“…Estos resultados son semejantes a los encontrados en otros estudios realizados en países más desarrollados, que muestran altos niveles de habilidad técnica entre las personas más jóvenes, pero asimismo, detectan carencias en habilidades críticas y reflexivas (Aguaded et al, 2014).…”

“…Los estudios sobre el segundo nivel de brecha digital han proporcionado numerosas clasificaciones sobre los tipos de actividades que las personas realizan on-line y sobre el tipo de habilidades necesarias (Buckingham, 2007;Aguaded, Tirado & Hernando, 2014). En este estudio se considera el conocimiento informacional y del lenguaje que tienen de Internet los estudiantes de educación secundaria, así como el uso expresivo que hacen de Internet.…”

“…Para responder a la CI 1 se elaboran 5 constructos con el objetivo de medir los 5 tipos de acceso a Internet considerados (Buckingham, 2007;Aguaded, Tirado & Hernando, 2014). Cada uno de los constructos usa una escala de medida ordinal, tipo Likert con valores de 1 a 4.…”