New Media Literacies and Transmedia Learning… Do We Really Have the Conditions to Make the Leap? An Analysis from the Context of Two Italian licei classici

Abstract

In recent years, the integration of new media literacies and, consequently, strategies such as transmedia learning in teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities and habits of Italian students of licei classici (Italian classical high schools) to cope with these new formative contexts that are arising. For this purpose, different quantitative instruments (from the field of attitudes, digital skills and multitasking, and corresponding to the transmedia sphere) were administered to 400 students (N = 400). The results show that most young people have access to devices and that they prefer the mobile ones when consuming or creating content on the net. Moreover, although they are inclined towards transmedia practices, they have some difficulties in becoming creative agents collaborating and fully participating in digital citizenship.

Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel

“…All three scales are instruments that have been specifically validated and tested specifically for adolescent subjects in the reference studies. We summarize here some of their reliability characteristics and validation processes according to what has been already said for this set of instruments [32,58]. Regarding the Media and Technology Usage and Attitude Scale, its authors [56] conducted an initial literature review, a first pilot (N = 397) and the consequent re-vision and transformation of the items when needed, and a factor analysis that proved the final scale was internally reliable and externally valid.…”

“…In this sense, if we start with the concept of media literacy we will understand in the Italian context the ability to use digital media and languages [6], to which is added, in a preferential way, the need to increase the skills of analysis, evaluation and critical reflection [29]. In the background is a myriad of reference frameworks and concepts of digital skills from which we will try to extract some transcendent and synthesizing notes [30][31][32].…”

“…This path will result in "the design and implementation of real educational proposals that respect the UD-L (one size fits all) principle and that, at the same time, allow not only the acquisition of digital skills necessary for the 21st century, but that can also contribute, at the same time, to dissolve or reduce the digital divide (including the gender gap) in inclusive education, remains an outstanding challenge. All of this, a priori, is at odds with the possibilities of transmedia learning" [32].…”