Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Martínez, Juan González; Serrat, Elisabet; Minguell, Meritxell Estebanell; Rostan-Sánchez, Carles; Guitart, Moisés Esteban

doi:10.32870/cys.v0i33.7029

Cited by 17 publications

(18 citation statements)

References 38 publications

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“…Many of these digital practices revolve around popular youth culture, and take the form of affiliations in online communities such as Facebook, expressions such as creating videos, multimodal and transmedial forms of writing, collaborative problem-solving to complete tasks-including certain collaborative video games-or developing new shared knowledge, such as Wikipedia, as well as the dissemination of content in a blog, etc. [7][8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity

et al. 2020

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Within the framework of theoretical developments in so-called participatory culture and the context of funds of identity, incorporated within what is known as the funds of knowledge approach, an innovative teaching methodology is implemented that allows students to actively participate in knowledge construction. The project translates into a proposal for educational contextualization and personalization, based on the students’ funds of identity; that is, those resources (people, artifacts, places, activities, institutions) they consider to be most relevant and significant to defining themselves. Once these have been identified through identity artifacts, such as collages or self-drawings, students link some of these funds of identity to curricular content of the subject and produce a video that shows the results of this academic work. The final product is shared on a YouTube channel containing the videos of all of the students in the class. The phases of the project are described and illustrated. We argue that the proposed teaching and learning project, which is cross-disciplinary in nature, allows for principles such as educational contextualization, funds of identity and participatory culture to be incorporated into what we call here the funds of identity 2.0 approach, putting it into educational practice.

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Section: Introductionmentioning

confidence: 99%

Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity

et al. 2020

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“…Together, the two types of literacy make it possible to talk about transmedia literacy as a complex, generalizing and integrated concept. 4 The situation in 2020, not only in the Russian Federation but also around the world, has demonstrated the situation of infodemic, that is, not just information noise to which the more or less corporate sector has adapted. This is a streaming wave of fakes, speculation, misinformation, unverified information about COVID-19.…”

Section: Factors Of Changes In the Corporate Education System As A Wholementioning

confidence: 99%

Media Technologies in the Corporate Model of Media Education Opportunities and Prospects

Yarnykh¹

2021

DESIDOC Jl. Lib. Info. Technol.

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The modern world is the world of media. Several factors have a significant impact on the development of the corporate education system. Among them are the development of digital education tools, transmedia literacy and generation Y and Z in the labour market. COVID 19 infodemic is only strengthening the influence of these factors. Approaches to corporate education changed fundamentally. In the corporate education system, not only content has changed, but also approaches, technologies, and tools for developing competencies. It is critically important to add a media educational component to the system of corporate L&D. It’s necessary now to develop also the corporate model of media education. And the development of media education technologies has great meaning in the modern corporate sector. Among them are microlearning, mobile education, development of project management skills, etc. All these competencies could to strengthen the competitive advantages of the company in the new media and informational reality of the corporate sector. Today it is necessary to talk about the use of transmedia in the corporate training system. Opportunities for the development of the transmedia ecosystem bring benefits to companies targeting Generation Y and Z.

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“…Si tenemos en cuenta el nuevo modelo narrativo que impera, el desarrollo de la competencia mediática, en este ecosistema de convergencia en lo digital, es algo más que atender o alfabetizar en una recepción crítica (González-Martínez, Serrat-Sellabona, Estebanell-Minguell, Rostan-Sánchez, & Esteban-Guitart, 2018). Debe plantearse también, la profundización en los aspectos comunicativos, y el dominio de las características de los distintos medios con que estos contadores de historias experimentan con los formatos digitales.…”

Section: El Universo Transmediaunclassified

Homo sapiens, homo videns, homo fabulators. La competencia mediática en los relatos del universo transmedia

Pérez-Rodríguez

2020

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Uno de los principales problemas de nuestro tiempo es la paradoja de la sociedad hiperconectada. La ingente y prolija información que llega por múltiples vías es cada vez más inabarcable. El espacio para interaccionar y desarrollar la comunicación es cuasi infinito gracias al avance tecnológico. En este contexto, las maneras de narrar/contar se han transformado, desde los textos de una dirección y un recorrido de lectura, a los de varios recorridos, simultáneos, interactivos... en los que convergen muchos lenguajes y signos. En consonancia, los procesos de interpretación conllevan y requieren capacidades muy distintas. Desde la competencia comunicativa para hablar, escuchar, leer y escribir a la competencia audiovisual, informacional, digital, mediática, hipermedia, transmedia… Los contadores de historias en las redes sociales han revolucionado la comunicación y los relatos provocando cambios importantes en las formas de producción, recepción y comprensión de la ciudadanía. Surgen perfiles que arrastran seguidores y se convierten en iconos y modelos. Los relatos se producen y se consumen de manera que los roles de narrador y destinatario se hibridan en la co-creación, y en la figura del prosumer. Se cuestiona el ruido mediático que provoca la conexión permanente y la exposición pública. Ante ello resulta necesario abogar por la alfabetización necesaria para gestionar la pluralidad de los relatos que se suceden y superponen en la batalla por el like. Desarrollar la competencia mediática puede ser la clave para la narrativa en el contexto transmedia de una comunicación inteligente.

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Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Cited by 17 publications

References 38 publications

Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity

Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity

Media Technologies in the Corporate Model of Media Education Opportunities and Prospects

Homo sapiens, homo videns, homo fabulators. La competencia mediática en los relatos del universo transmedia

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